10

TLE COOKERY NC II
Quarter 1: PREPARE EGG
DISHES – Module 1:
PERFORM MISE ‘EN PLACE
LESSON 1. Identify egg components and its
nutritive value
TLE COOKERY NC II– Grade 10
Alternative Delivery Mode
Quarter 1: PREPARE EGG DISHES – Module 1: PERFORM MISE ‘EN PLACE
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: LEONOR MAGTOLIS BRIONES
Undersecretary: DIOSDADO M. SAN ANTONIO

Development Team of the Module

Writer: JUDY P. BERNARDEZ
Editors:
Reviewer: JONALYN C. AMBRONA
Illustrator:
Layout Artist:
Management Team: DR. MAY B. ECLAR, CESO V
Regional Director
CARMEL F. MERIS
CLMD Chief
ETHIELYN TAQUED
Regional EPS In Charge of LRMS
ANNIE ROSE CAYASEN
Regional ADM Coordinator
KHAD M. LAYAG
CID Chief
JOCELYN P. SAMIDAN
Division EPS LRMS
DOLORES ANECANG
Division ADM Coordinator

Printed in the Philippines by ________________________

Department of Education – CAR

Office Address: Wangal, La Trinidad, Benguet

Telefax: (074) 422-4074
E-mail Address: [email protected]
 10
TLE COOKERY NC II
Quarter 1: PREPARE EGG
DISHES – Module 1:
PERFORM MISE ‘EN PLACE
LESSON 1. Identify egg components and its
Introductory Message
For the facilitator:
Welcome to the Cookery 10 Alternative Delivery Mode (ADM) Module on Performing
Mise ‘En Place!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Cookery 10 Alternative Delivery Mode (ADM) Module on Perform Mise
‘En Place!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

i
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

ii
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iii
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
in Cookery 10 preferably in performing mise ‘en place in preparing egg dishes.
The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond
with the textbook you are now using.

The module is divided into two lessons, namely:

Lesson 1. Physical Structure and Composition of Eggs
Lesson 2. Nutritive Value and Quality of Fresh Egg
After going through this module, you are expected to:
1. Identify the structure and composition of eggs;and,
2. List the nutritive value and quality of fresh egg

1
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. It is the egg’s outer covering which accounts for about 9 to 12 % of its total
weight depending on egg size.
a. Chalaza b. Germinal disc c. Shell d. Yolk
2. This is the entrance of the latebra, the channel leading to the center of the
yolk.
a. Chalaza b. Germinal disc c. Shell d. Yolk
3. It is the yellow to yellow - orange portion which makes up to about 33% of
the liquid weight of the egg.
a. Chalaza b. Germinal disc c. Shell d. Yolk
4. This is the ropey strands of egg white at both sides of the egg, which
anchor the yolk in place in the center of the thick white.
a. Chalaza b. Germinal disc c. Shell d. Yolk
5. This is produced by the oviduct and consists of four alternating layers of
thick and thin consistencies.
a. Vitelline b. Albumen/eggwhite c. Phosvitin d. Livetin
6. The main protein in the egg yolk is_______________.
a. Vitelline b. Albumen/eggwhite c. Phosvitin d. Livetin
7. ________ is high in phosphorus and has antioxidant properties
a. Vitelline b. Albumen/eggwhite c. Phosvitin d. Livetin
8. This____________ is high in sulfur.
a. Vitelline b. Albumen/eggwhite c. Phosvitin d. Livetin

2
 Lesson

1
Cookery: PERFORM MISE ‘EN PLACE
LESSON 1- Physical Structure and Composition of Eggs

What’s In

There are many varieties of eggs found around the world, but only a few
are used for human consumption for various reasons. The eggs can be of fish,
poultry, game birds, or even reptiles; but in cooking when we refer to eggs we
are always talking about poultry and eggs of birds that are reared for
consumption of meat.

Eggs can be of various colors and patterns and sizes; the only thing
common among eggs is their natural oval shape. The size of the egg is largely
dependent upon the diet of the hen and also its age. The older hens would lay
larger eggs. The color of the eggs, has no bearing upon the color of the hen;
probably a fad but many people believe that brown hens lay brown eggs and
the white ones lay white eggs.

Notes to the Teacher

As the facilitator of this module, kindly orient the learner on how

to go about reading and answering the following activities.
Kindly tell the learner to use separate sheets in answering the
activities.

3
 What’s New

Activity 1. Let’s do Egg Vocabulary!

Let us extend and improve your vocabulary bank by filling in the blank with
correct answer. Use separate answer sheets.

1. This is the empty space between

the white and shell at the large end
of the egg which is barely existent
in newly laid egg.
2. It is the yellow to yellow- orange
portion that makes up about 33%
of the liquid weight of the egg.
3. The egg’s outer covering, the
shell, accounts for about 9 to 12 %
of its total weight depending on
egg size.
4. This is produced by the oviduct
and consists of four alternating
layers of thick and thin
consistencies.
5. They are sometimes mistaken
for egg imperfections or beginning
embryos, which of course they are
not.

What Is It

Physical Structure and Composition of Egg

Do you know the structure and composition of egg? If you’re not familiar with
it, let’s find out.

4
Egg Structure

1. Shell. The egg’s outer covering, the shell, accounts for about 9 to 12 % of
its total weight depending on egg size. The shell is the egg’s first line of defense
against bacterial contamination. The shell is produced by the shell gland
(uterus) of the oviduct, and has an outer coating, the bloom or cuticle. The
cuticle somewhat seals the pores and is useful in reducing moisture losses
and in preventing bacterial penetration of the egg shell.
2. Air cell. This is the empty space between the white and shell at the large
end of the egg which is barely existent in newly laid egg. When an egg is first
laid, it is warm. As it cools, the contents contract and the inner shell
membrane separate from the outer shell membrane to form the air cell.

3. Albumen/Egg white. Albumen, also called egg white, accounts for most of
an egg’s liquid weight, about 67%. This is produced by the oviduct and
consists of four alternating layers of thick and thin consistencies. From the
yolk outward, they are designated as the inner thick or chalaziferous white,
the inner thin white, the outer thick white and the outer thin white. The outer
thin white is a narrow fluid layer next to the shell membrane. The outer thick
white is a gel that forms the center of the albumen. The inner thin white is a
fluid layer located next to the yolk. The inner thick white (chalasiferous layer)
is a dense, matted, fibrous capsule terminates on each end in the chalazae,
which are twisted in opposite directions and serve to keep the yolk centered.

4. Chalaza.This is the ropey strands of egg white at both sides of the egg,
which anchor the yolk in place in the center of the thick white. They are
sometimes mistaken for egg imperfections or beginning embryos, which of
course they are not. The twist in the chalaza is meant to keep the germinal
disc always on top whichever way the egg may turn. The more prominent the
chalazae the fresher is the egg.

5. Germinal Disc.This is the entrance of the latebra, the channel leading to

the center of the yolk. The germinal disc is barely noticeable as a slight

5
depression on the surface of the yolk. When the egg is fertilized, sperm enter
by way of the germinal disc, travel to the center and a chick embryo starts to
form. Since table eggs are not fertilized, this is not as easy to recognize as
when the egg is fertilized.

6. Membranes. There are two kinds of membranes, one just under the shell
and the other covering the yolk. These are the shell membrane and the
vitelline membrane. Just inside the shell are two shell membranes, inner
and outer. The air cell formed due to the contraction of egg as it cools, is found
between the two layers of this shell membrane. The outer membrane sticks to
the shell while the inner membrane sticks to the albumen. During storage,
the egg losses water by evaporation, causing the air cell to enlarge. The
vitelline membrane is the covering that protects the yolk from breaking. The
vitelline membrane is weakest at the germinal disc and tends to become more
fragile as the egg ages. Every cook has experienced that the yolk of eggs that
are no longer fresh easily break.

7. Yolk. The yolk or the yellow to yellow- orange portion makes up about 33%
of the liquid weight of the egg. The egg yolk is formed in the ovary. On the
surface of the yolk, there is a small white spot about 2 mm in diameter. This
is the germinal disc and it is present even if the egg is infertile. In infertile
eggs, the germinal disc contains the genetic material from the hen only but
when fertilized, it contains the zygote that will eventually develop into a chick.
The yolk material serves as a food source for embryonic development. It
contains all the fat in the egg and a little less than half of the protein. The
main protein in the egg yolk is vitelline, a lipoprotein. It also contains
phosvitin which is high in phosphorus and has antioxidant properties, and
livetin which is high in sulfur.

Composition of an Egg

%Percentage % Water % Protein % Fat % Ash

Whole Egg 100 65.5 11.8 11.0 11.7

Albumen 58 88 11.0 0.2 0.8

Yolk 31 48 17.5 32.5 2.0

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 What’s More

Activity 2. Egg word chop worksheet!

Direction: The table below contain words that have been chopped in half. Find
the pieces that fit together and write them in the answer area below. Use
separate answer sheets. After, use them in a sentence.

inal men chalazi pho

lline live vhe whi
svitin te mem germ
als ferous chat albu
tin tot branes vite

Answers:
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________

What I Have Learned

Summarize the things you have learned in this lesson by answering the
following questions. Use separate answer sheets.

1. What are the structure of an egg? Write a brief description for each.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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2. Complete the table on the composition of an egg.

%Percentage % Water % Protein % Fat % Ash

Whole Egg 100 65.5 11.8 11.0 11.7
Albumen 58 88 11.0 0.2 0.8
Yolk 31 48 17.5 32.5 2.0

What I Can Do

Activity 3. Pictorial Report

Directions: Make a pictorial report with illustration showing the structure and
composition of egg. A sample of pictorial report is given below.

Your output will be rated using the scoring rubric below:

SCORE CRITERIA
5 Compiled pictures properly and illustrate the structure and
composition of egg in a very attractive manner.
4 Compiled pictures properly and illustrate the structure and
composition of egg in an attractive manner.

8
 3 Compiled pictures properly and illustrate the structure and
composition of egg in a less attractive manner.
2 Compiled pictures properly and illustrate the structure and
composition of egg in disorderly manner.
1 Improperly compiled pictures but were not able to illustrate the
structure and composition of egg in orderly manner.

Assessment
Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. It is the egg’s outer covering which accounts for about 9 to 12 % of its total
weight depending on egg size.
a. Chalaza b. Germinal disc c. Shell d. Yolk
2. This is the entrance of the latebra, the channel leading to the center of the
yolk.
a. Chalaza b. Germinal disc c. Shell d. Yolk
3. It is the yellow to yellow - orange portion which makes up to about 33% of
the liquid weight of the egg.
a. Chalaza b. Germinal disc c. Shell d. Yolk
4. This is the ropey strands of egg white at both sides of the egg, which
anchor the yolk in place in the center of the thick white.
a. Chalaza b. Germinal disc c. Shell d. Yolk
5. This is produced by the oviduct and consists of four alternating layers of
thick and thin consistencies.
a. Vitelline b. Albumen/eggwhite c. Phosvitin d. Livetin
6. The main protein in the egg yolk is_______________.
a. Vitelline b. Albumen/eggwhite c. Phosvitin d. Livetin
7. ________ is high in phosphorus and has antioxidant properties
a. Vitelline b. Albumen/eggwhite c. Phosvitin d. Livetin
8. This____________ is high in sulfur.
a. Vitelline b. Albumen/eggwhite c. Phosvitin d. Livetin

9
 Additional Activities

Direction: Fill in the blank with the correct answer from the word/phrase
found in the word bank. Use separate answer sheets.

Word bank
in the ovary zygote vitelline,
infertile genetic material white spot
2 mm yellow germinal disc
a chick embryonic phosvitin

The Yolk

The yolk or the ________to yellow- orange portion makes up about 33% of the
liquid weight of the egg. The egg yolk is formed______________. On the surface
of the yolk, there is a small ___________ about _______ in diameter. This is the
_____________ and it is present even if the egg is___________. In infertile eggs,
the germinal disc contains the ________________ from the hen only but when
fertilized, it contains the _______ that will eventually develop into________. The
yolk material serves as a food source for ___________ development. It contains
all the fat in the egg and a little less than half of the protein. The main protein
in the egg yolk is _________ a lipoprotein. It also contains __________ which is
high in phosphorus and has antioxidant properties, and livetin which is high
in sulfur.

10
 11
What’s New? What’s More?
What I Know/ 1. Air cell In any order
1. C 2. Yolk Chalaziferous
2. B 3. Shell Albumen
3. D 4. Albumen/egg white Phosvitin
4. A 5. Chalaza White
5. B Germinal
6. A Membranes
7. C vitelline
8. D livetin
Assessment
What I can do Additional Activity 1. C
1. Answers may vary 1. Yellow 2. B
2. in the ovary 3. D
3. white spot 4. A
4. 2 mm 5. B
5. germinal disc 6. A
6. infertile 7. C
7. genetic material 8. D
8. zygote
9. vitelline
10.phosvitin
Answer Key
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Is a form of quality control used to classify eggs for exterior and interior
quality?
a. Egg grading b. Egg size c. Exterior quality d.Interior quality
2. Has direct bearing on the functional properties of eggs
a. Egg grading b. Egg size c. Exterior quality d.Interior quality
3. Has direct influence on microbiological quality.
a. Egg grading b. Egg size c. Exterior quality d.Interior quality
4. The weight of a jumbo egg in grams is___________.
a. 70 b. 63 c. 56 d. 49
5. The weight of a large egg in grams is___________.
a. 70 b. 63 c. 56 d. 49
6. How many calories in an egg yolk?
a. 72 b. 17 c. 55 d. 6.3
7. If an eggyolk calories is 55, how about a whole egg?
a. 72 b. 17 c. 55 d. 6.3
8. An egg white calories is__________?
a. 72 b. 17 c. 55 d. 6.3
9. How many (mg) of Magnesium in an egg white?
a. 6 b. 4 c. 1 d. 19
10. How many (mg) of Potassium in an egg yolk?
a. 6 b. 4 c. 1 d. 19

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 Lesson
Cookery: PERFORM MISE ‘EN PLACE

2 LESSON 2- Nutritive Value and Quality of Fresh Egg

What’s In

In the previous lesson, you have learned the structure and composition
of egg. Now, in this module you will be learning the nutritive value and quality
of fresh egg.

As a long time symbol of fertility and rebirth, the egg has taken its place
in religious as well as culinary history. In Christianity, the symbol of the
decorated egg has become synonymous with Easter. Eggs are also an
important and versatile ingredient for cooking, as their particular chemical
make-up is literally the glue of many important baking reaction.

Eggs are one of the few foods that should be classified as “superfoods.”
They are loaded with nutrients, some of which are rare in the modern diet.
Whole eggs are among the most nutritious foods on the planet, containing a
little bit of almost every nutrient you need.

Notes to the Teacher

As the facilitator of this module, kindly orient the learner on

how to go about reading and answering the following
activities. Kindly tell the learner to use separate sheets in
answering the activities.

13
 What’s New

Activity 1. Fill me with correct answer!

Direction: Write the word that fits the box. Use a separate answer sheets.

1. Part of egg that has a chlorine content of 116.

Answer:

2. A form of quality control used to classify eggs for exterior and interior
quality.
Answer:
3. Has direct bearing on the functional properties of eggs
Answer:

4. Has direct influence on microbiological quality.

Answer:

5. Her doctor said she should eat more foods that are high in ___________,
such as milk, and cheese.
Answer:

What Is It

Nutritive Value of Egg

Egg is indeed one of nature’s complete food. It contains high quality

protein with all the essential amino acids, all of the vitamins except vitamin
C, and many minerals. Egg products are particularly good for fortifying food
low in protein quality. Except for mother’s milk, eggs provide the best protein
naturally available. Egg protein is often used as a reference standard for
biological values of their proteins.

Egg Nutrient Chart

Nutrient Content of a Large Egg

Nutrient (unit) Whole Egg Egg White Egg Yolk

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Calories (kcal) 72 17 55
Protein (g) 6.3 3.6 2.7
Carbohydrate (g) .36 .24 .61
Total fat (g) 4.8 .06 405
Monounsaturated fat 1.8 0 2
Polyunsaturated fat (g) 1 0 .72
Saturated fat (g) 1.6 0 1.6
Trans fat (g) .02 0 .02
Cholesterol (mg) 186 0 184
Choline (mg) 126 .4 116
Riboflavin (mg) .2 .15 .09
Vitamin B12 (mcg) .45 .03 .33
Folate (mcg) 24 1 25
Vitamin D (IU) 41 0 37
Vitamin A (IU) 270 0 245
Vitamin B6 (IU) .09 0 .06
Thiamin (mg) .02 0 .03
Vitamin E (mg) .5 0 .44
Selenium (mcg) 15.4 6.6 9.5
Phosphorous (mg) 99 5 66
Iron (mg) .88 .03 .46
Zinc (mg) .65 .01 .39
Calcium (mg) 28 2 22
Sodium (mg) 71 55 8
Potassium (mg) 69 54 19
Magnesium (mg) 6 4 1

Egg quality

Egg quality has two general components: shell quality (exterior quality)
and interior egg quality. Interior egg quality has direct bearing on the
functional properties of eggs while shell quality has direct influence on
microbiological quality.

Egg Grading. Grading is a form of quality control used to classify eggs for
exterior and interior quality. In the Philippines, the grade designations are
A, B, C, and D.

Egg Size. Several factors influence the size of the egg: breed, age of hen,
weight, feed and environmental factors. Native chickens have much smaller
eggs than commercial breeds. Some commercial breeds have bigger eggs
than others. Of the same breed, new layers tend to have smaller eggs

15
compared to older hens. Pullets that are significantly underweight at sexual
maturity will also produce small eggs. Better fed hens lay larger eggs than
underfed ones. The environmental factors that lead to smaller eggs are heat,
stress and overcrowding.

The egg sizes are Jumbo, Extra Large, Large, Medium, Small and Peewee.
Medium, Large, and Extra Large are the sizes commonly available.

Egg Size Classification

Size Jumbo Extra Large Medium Small Peewee

Large
Weight 840 756 672 588 504 420
of 12
eggs in
grams
Average 70 63 56 49 42 35
weight
per egg
in grams

Philippine Standard of Quality for Chicken Eggs

Quality A B C D
Factor
Shell Clean Clean Moderately Moderately
Unbroken Unbroken stained stained
Normal Normal Unbroken Unbroken
Shape Shape Slightly May be
abnormal abnormal
shape shape

Air Cell Depth of Depth of Depth of 1.0 Depth of 1cm

0.3cm or less 0.5cm or less cm or less May be loose
Practically Practically May be loose or bubbly
regular regular or bubbly

Egg White Clear Firm Clear Clear May be May be weak

72 Haigh Reasonably slightly weak and watery
units or 31-59 haugh Small clots
higher units or spots may

16
 Firm 60 - 71 be present
Haugh units less than 31
haugh units

Egg Yolk Outlined Outline fairly Outline may Outline may

defined well defined be well be well
Round and Round and defined. May defined. May
firm Free firm Free be slightly be enlarged
from defects from defects enlarged and and
flattened. flattened.
Practically May have
free from embryonic
defects. May development
have
embryonic
development

The appearance of the egg, as influenced by severity of defects, is important

for consumer appeal. Egg shells are evaluated on the basis of cleanliness,
shape, texture, and soundness. The unit for describing egg freshness, based
on the thickness of the albumen is called Haugh unit with a symbol of HU
named before Raymond Haugh in 1937.

What’s More

Activity 2: Word Search! Cross out all the words you find horizontally or
vertically to get a perfect score. Write your answer on a separate sheet. Beside
your answer, write a sentence about it.

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

17
 Word Search
C A E U I O P A S T U V W X Y Z
C A E U I O P A S T U V W X Y Z
U L L U I O P A S T U V W X Y Z
V P H O S P H O R O U S X B N M
X C S D R U V W X Y Z S F G N S
T Y U I I I U V W X Y Z C V O V
A S D F B P E O U R E W Q D T Z
H O R O O Y P S E L E N I U M L
H O R O F O F P K J T U W Q U M
H O R O L H X N D A M X C X N N
H O R O A B O C X N U C X N C O
H O R O V R V C X N I C X N L P
H O R O I U V C X N S C X N A Q
P A S C N I Z C X N S C X N C R
B L E P A S M C X N A C X N U S
U V W X Y Z J C X N T C X N N T
Z C C P A S E N I R O L H C M U
H O R O L X O R O L P Z X C X N

What I Have Learned

Summarize the things you have learned in this lesson by answering the
following questions. Use separate answer sheets. 5 points each.

1. What is egg?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

2. What are the two components of egg?

a.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

18
b.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

3. Complete the table below and you will have 12 points if you will get the
correct answer.

Size Jumbo Extra Large Medium Small Peewee

Large
Weight
of 12
eggs in
grams
Average
weight
per egg
in grams

What I Can D
Activity 3. Pictorial Report
Directions: Make a pictorial report with illustration showing the qualities of a
fresh egg in terms of size, grading and nutrient content. A sample of pictorial
report is given below.

19
Your output will be rated using the scoring rubric below:

SCORE CRITERIA
5 Compiled pictures properly and illustrate the qualities of a fresh
egg in terms of size, grading and nutrient content in a very
attractive manner.
4 Compiled pictures properly and illustrate the qualities of a fresh
egg in terms of size, grading and nutrient content in an attractive
manner.
3 Compiled pictures properly and illustrate the qualities of a fresh
egg in terms of size, grading and nutrient content in a less
attractive manner.
2 Compiled pictures properly and illustrate the qualities of a fresh
egg in terms of size, grading and nutrient content in disorderly
manner.
1 Improperly compiled pictures but were not able to illustrate the
qualities of a fresh egg in terms of size, grading and nutrient
content in orderly manner.

Assessment

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Is a form of quality control used to classify eggs for exterior and interior
quality?
a. Egg grading b. Egg size c. Exterior quality d.Interior quality
2. Has direct bearing on the functional properties of eggs
a. Egg grading b. Egg size c. Exterior quality d.Interior quality
3. Has direct influence on microbiological quality.
a. Egg grading b. Egg size c. Exterior quality d.Interior quality
4. The weight of a jumbo egg in grams is___________.
a. 70 b. 63 c. 56 d. 49
5. The weight of a large egg in grams is___________.
a. 70 b. 63 c. 56 d. 49
6. How many calories in an egg yolk?
a. 72 b. 17 c. 55 d. 6.3
7. If an eggyolk calories is 55, how about a whole egg?
a. 72 b. 17 c. 55 d. 6.3

20
8. An egg white calories is__________?
a. 72 b. 17 c. 55 d. 6.3
9. How many (mg) of Magnesium in an egg white?
a. 6 b. 4 c. 1 d. 19
10. How many (mg) of Potassium in an egg yolk?
a. 6 b. 4 c. 1 d. 19

Additional Activities

It’s vocabulary time, let’s do it!

Direction: Arrange the scrambled letters. Write the correct word then beside
it make a sentence that will define or describe it. Use separate answer sheets.

1. geg iesz-
2. geg iggdrna-
3. ummsgneia-
4. otpsasmui -
5. ojmub geg-
6. fribinalov-
7. mvinati-
8. etaolf-
9. iumlnees-
10. eagrl-

21
 22
What’s New? What’s More?
What I Know 1. egg yolk In any order
1. a 2. egg grading 1. Calories
2. d 3. interior quality 2. Riboflavin
3. c 4. exterior quality 3. Phosphorous
5. calcium 4. Chlorine
4. a 5. Selenium
5. c 6. Iron
6. c 7. Zinc
Additional Activity 8. Calcium
7. a 1. egg size 9. Sodium
8. b. 2. egg grading 10. Potassium
9. b 3. magnesium
10. d 4. potassium Assessment
5. jumbo egg 1. a
6. riboflavin 2. d
What I can do 7. vitamin 3. c
Answers may vary 8. folate 4. a
9. selenium 5. c
10. large 6. c
7. a
8. b.
9. b
10. d
11. b
12. a
13. d
Answer Key
References
Cookery 10 LM. Accessed April 13, 2020.
http://lrmds.deped.gov.ph/.

Free image -Structure of the egg. Accessed May 22, 2020.

http://en.eggs.dk/the-egg/structure-of-the-egg.aspx

Physical Structure and Composition of Egg. 2017. Accessed April 13, 2020.
https://www.slideshare.net

The Online Teacher Resource. Accessed April 14, 2020.

https://www.teach-nology.com

Why egg size matters. Accessed May 23, 2020.

https://www.melskitchencafe.com/lets-talk-why-egg-size-matters/

23
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

10
TLE COOKERY NC II
Quarter 1: PREPARE EGG
DISHES – Module 2:
PREPARE AND COOK EGG
DISHES
LESSON 2- identy the market forms of eggs
TLE COOKERY NC II– Grade 10
Alternative Delivery Mode
Quarter 1: PREPARE EGG DISHES - Module 2: Prepare and Cook Egg Dishes
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: LEONOR MAGTOLIS BRIONES
Undersecretary: DIOSDADO M. SAN ANTONIO

Development Team of the Module

Writer: JUDY P. BERNARDEZ
Editors:
Reviewer: JONALYN C. AMBRONA
Illustrator:
Layout Artist:
Management Team: DR. MAY B. ECLAR, CESO V
Regional Director
CARMEL F. MERIS
CLMD Chief
ETHIELYN TAQUED
Regional EPS In Charge of LRMS
ANNIE ROSE CAYASEN
Regional ADM Coordinator
KHAD M. LAYAG
CID Chief
JOCELYN P. SAMIDAN
Division EPS LRMS
DOLORES ANECANG
Division ADM Coordinator

Printed in the Philippines by ________________________

Department of Education – CAR

Office Address: Wangal, La Trinidad, Benguet

Telefax: (074) 422-4074
E-mail Address: [email protected]
 10
TLE COOKERY NC II
Quarter 1: PREPARE EGG
DISHES – Module 2:
PREPARE AND COOK EGG
DISHES
LESSON 2- identy the market forms of eggs
Introductory Message
For the facilitator:
Welcome to the Cookery 10 Alternative Delivery Mode (ADM) Module on Preparing
and Cooking Egg Dishes.
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Cookery 10 Alternative Delivery Mode (ADM) Module on Preparing
and Cooking Egg Dishes.
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

i
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

ii
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iii
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
in Cookery 10 preferably in preparing and cooking egg dishes. The scope of
this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you are
now using.

The module is about:

Lesson 1. Market forms of eggs
After going through this module, you are expected to:
1. identify the market forms of eggs; and,
2. explain the market forms of eggs

1
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Eggs may be purchased individually, by dozen or in trays of 36 pieces.

a. Frozen eggs
b. Dried eggs
c. Fresh eggs
d. Egg substitute
2. Eggs are used primarily as ingredients in food industry. They are not commonly
sold directly to consumers.
a. Frozen eggs
b. Dried eggs
c. Fresh eggs
d. Egg substitute
3. Eggs are pasteurized and must be thawed before use.
a. Frozen eggs
b. Dried eggs
c. Fresh eggs
d. Egg substitute
4. May be entirely egg-free or may be produced from egg whites, with dairy or
vegetable products substituted by yolks
a. Frozen eggs
b. Dried eggs
c. Fresh eggs
d. Egg substitute
5. Eggs are used in preparations such as salad dressings, eggnog, or desserts, where
the traditional recipe may have indicated that the eggs should be raw.
a. Pasteurized eggs
b. Dried eggs
c. Old eggs
d. Egg substitute

2
 Lesson

1
Cookery: PREPARE AND COOK EGG DISHES
LESSON 1 – Market forms of eggs

What’s In

For the previous module you have learned the physical, composition of
egg and its nutritive value. In this module, you will be learning the market
forms of eggs.

The egg is formed in the reproductive organs of the female chicken. The
most commonly consumed eggs are chicken eggs. Other poultry eggs
including those of ducks and quail also are eaten.

Those eggs that were sold in the market have been eaten by humans, it
was called poultry eggs. Poultry products such as eggs are kept widely
throughout the world and the production of chicken eggs is into a global
industry.

Chicken eggs are one of the most versatile ingredients used in cooking.

Notes to the Teacher

As the facilitator of this module, kindly orient the learner on

how to go about reading and answering the following activities.
Kindly tell the learner to use separate sheets in answering the
activities.

3
 What’s New

Activity 1. Jumbled word! This activity will surely get you mind to work.
Rearrange the letters on each items to come up to the correct word. After, use
it in a sentence. Use separate answer sheets.

1. tzaurieepds
2. sfhre
3. eozfnr
4. ddier
5. tetibsustu

What Is It

Market Forms of Eggs

There are three market forms of eggs namely: fresh, dried (whole, egg
whites/egg yolks), and frozen (whole, egg whites/egg yolks).
1. Fresh Eggs or shell eggs may be purchased individually, by dozen
or in trays of 36 pieces.
2. Frozen Eggs – are made of high quality fresh eggs. They come in the
form of whole eggs with extra yolks and whites. Frozen eggs are
pasteurized and must be thawed before use.
3. Dried Eggs – are seldom used. Their whites are used for preparing
meringue. Dried eggs are used primarily as ingredients in food industry.
They are not commonly sold directly to consumers.

Eggs are also sold in several processed forms: bulk or fluid whole eggs
(which sometimes includes a percentage of extra yolks to obtain a specific
blend), egg whites, and egg yolks. Pasteurized eggs are used in preparations
such as salad dressings, eggnog, or desserts, where the traditional recipe may
have indicated that the eggs should be raw. These products generally are
available in liquid or frozen form. Frozen egg products on the other hand are
used as ingredients by food processors. Products containing egg yolk usually
have salt, sugar or corn syrup added to prevent gelation or increased viscosity
during freezing. They are packed in 30-lB.containers and in 4-, 5-, 8-, and 10-
lB.pouches or waxed or plastic cartons.

4
 Dried powdered eggs are also sold and may be useful for some baked
goods or in certain circumstances. For food service use, they are generally
sold in 6-oz. pouches, and 3-lB.and 25-lB.poly packs.
Egg substitutes may be entirely egg-free or may be produced from egg
whites, with dairy or vegetable products substituted by yolks. These
substitutes are important for people with reduced-cholesterol diet
requirement.

What’s More

Activity 2. Diagram Time! Complete the following diagram based on what is

required. Use separate answer sheets.

Fig. 1. Differentiate the two market forms of egg.

Fresh Frozen
eggs eggs

Fig. 2. Differentiate the two market forms of egg.

Egg
Dried eggs
substitute

What I Have Learned

Summarize the things you have learned in this lesson by answering the
following questions. Use separate answer sheets.

5
1. Give the three market forms of eggs? Try to elaborate.
a.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

b.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

c.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What
WhatI Can
I can
DoDo

Activity 3. Learning by doing!

Visit a nearby supermart or grocery. List the market forms of egg available in
the mart. Make a report about the information gathered. Submit a hardcopy
of your report .Use an A4 size of bond paper. Observe 1 inch margin in all
sides.
Title of Report
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

6
 Assessment
Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Eggs may be purchased individually, by dozen or in trays of 36 pieces.

a. Frozen eggs
b. Dried eggs
c. Fresh eggs
d. Egg substitute
2. Eggs are used primarily as ingredients in food industry. They are not commonly
sold directly to consumers.
a. Frozen eggs
b. Dried eggs
c. Fresh eggs
d. Egg substitute
3. Eggs are pasteurized and must be thawed before use.
a. Frozen eggs
b. Dried eggs
c. Fresh eggs
d. Egg substitute
4. May be entirely egg-free or may be produced from egg whites, with dairy or
vegetable products substituted by yolks
a. Frozen eggs
b. Dried eggs
c. Fresh eggs
d. Egg substitute
5. Eggs are used in preparations such as salad dressings, eggnog, or desserts, where
the traditional recipe may have indicated that the eggs should be raw.
a. Pasteurized eggs
b. Dried eggs
c. Old eggs
d. Egg substitute

7
 Additional Activities

A. Complete the sentence. Write what is missing word in the blank to

come up with a sentence. Use a separate answer sheets.

1. _________________________ are used in preparations such as salad

dressings, eggnog, or desserts, where the traditional recipe may have
indicated that the eggs should be raw.
2. Frozen egg products on the other hand are used as _____________ by food
processors.
3. Dried powdered eggs are also sold and may be _______ for some baked goods
or in certain circumstances. For food service use, they are generally sold in 6-
oz. pouches, and 3-lB.and 25-lB.poly packs.

4. Egg _______________be entirely egg-free or may be produced from egg whites,

with dairy or vegetable products substituted by yolks. These substitutes are
important for people with reduced-cholesterol diet requirement.

5. Fresh Eggs or _______________may be purchased individually, by dozen or

in trays of 36 pieces.

8
 9
What’s New? What’s More?
What I Know Answers may vary
1. Pasteurized
1. c 2. Fresh
2. b 3. Frozen
3. a 4. Dried
4. d 5. Substitute
5. a
What I can do Additional Activity Assessment
Output may vary 1. Pasteurized eggs 1. c
2. Ingredients 2. b
3. Useful 3. a
4. Substitutes may 4. d
5. Shell eggs 5. a
Answer Key
References
Cookery 10 LM. Accessed April 13, 2020.
http://lrmds.deped.gov.ph/.

Cooking Functions. 2020. Accessed April 17, 2020.

https:// www.IncredibleEgg.org.

Poultry hub. “Chicken egg (layer) industry.” Accessed May 27, 2020.
https://www.poultryhub.org >production

Wikipedia. “Egg as food.” Accessed May 27, 2020.

https://en.m.wikipedia.org> wiki

10
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

10
TLE COOKERY NC II
Quarter 1: PREPARE EGG
DISHES – Module 3:
PREPARE AND COOK EGG
DISHES
LESSON 3- explain the uses of eggs in culinary
arts in accordance with the prescribed salad
TLE COOKERY NC II– Grade 10
Alternative Delivery Mode
Quarter 1: PREPARE EGG DISHES - Module 3: Prepare and Cook Egg Dishes
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: LEONOR MAGTOLIS BRIONES
Undersecretary: DIOSDADO M. SAN ANTONIO

Development Team of the Module

Writer: JUDY P. BERNARDEZ
Editors:
Reviewer: JONALYN C. AMBRONA
Illustrator:
Layout Artist:
Management Team: DR. MAY B. ECLAR, CESO V
Regional Director
EMILIA M. FAUSTINO
CLMD Chief
CARMEL F. MERIS
Regional EPS In Charge of LRMS
ANNIE ROSE CAYASEN
Regional ADM Coordinator
KHAD M. LAYAG
CID Chief
JOCELYN P. SAMIDAN
Division EPS LRMS
DOLORES ANECANG
Division ADM Coordinator

Printed in the Philippines by ________________________

Department of Education – CAR

Office Address: Wangal, La Trinidad, Benguet

Telefax: (074) 422-4074
E-mail Address: [email protected]
 10
TLE COOKERY NC II
Quarter 1: PREPARE EGG
DISHES – Module 3:
PREPARE AND COOK EGG
DISHES
LESSON 3- explain the uses of eggs in culinary
arts in accordance with the prescribed salad
Introductory Message
For the facilitator:
Welcome to the Cookery 10 Alternative Delivery Mode (ADM) Module on Preparing
and Cooking Egg Dishes.
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Cookery 10 Alternative Delivery Mode (ADM) Module on Preparing
and Cooking Egg Dishes.
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

i
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

ii
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iii
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
in Cookery 10 preferably in preparing and cooking egg dishes. The scope of
this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you are
now using.

The module is about:

Lesson 1. Uses of eggs in culinary arts
After going through this module, you are expected to:
3. identify the uses of eggs in culinary arts; and,
4. explain the uses of eggs in culinary arts

1
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. It is a large air bubbles that flows easily

a. Frothy b. Soft foam c. Stiff foam d. Dry
2. Air cells are smaller and more numerous; foam becomes whiter; soft peaks
are formed when beater is lifted
a. Frothy b. Soft foam c. Stiff foam d. Dry
3. Peaks hold their shape; when bowl is tipped, it holds, moist and glossy
a. Frothy b. Soft foam c. Stiff foam d. Dry
4. Moistness and glossiness disappear; specks of egg white are seen.
a. Frothy b. Soft foam c. Stiff foam d. Dry
5. _______________ are responsible for the remarkable ability of egg yolk to act
as an emulsifying agent.
a. Lecithin and lysolecithin b. Lucithicin and lycolecithin c. Acid d. None of
the above
6. Dilution of egg white by water produces bigger volume but lesser foam; this
produce more tender cakes, but in meringues, syneresis occurs.
a. True b. False
7. Type of egg: duck eggs do not foam well because they lack ovumucin.
a. True b. False
8. Whole eggs or egg yolk require less beating to produce a good foam.
a. True b. False
9. Eggs are useful as binding, thickening and gelling agents because they
contain fats that are easily denatured by heat
a. True b. False
10. Eggs beaten at room temperature whip better resulting in bigger volume
and finer texture.
a. True b. False

2
 Lesson

1
Cookery: PREPARE AND COOK EGG DISHES
LESSON 1 - Uses of eggs in culinary arts

What’s In

For the previous module you have learned the market forms of eggs.
The difference of fresh egg from frozen egg, dried egg and egg substitute. In
this module, you will be learning the uses of eggs in culinary arts.

Although eggs are widely known as breakfast entrées, they also serve
in many other ways. In fact, the cooking properties of eggs are so varied that
eggs have been called “the cement that holds together the castle of cuisine”.

Eggs bind ingredients in dishes such as meatloaves or crab

cakes, leaven such baked high-rises as soufflés and sponge cakes
and thicken custards and sauces.

Eggs emulsify mayonnaise, salad dressings and Hollandaise sauce and

are frequently used to coat or glaze breads and cookies.

Eggs clarify soups and coffee and retard crystallization in boiled

candies and frostings.

Eggs add color, flavor, moisture and nutrients to baked goods such
as cakes. As a finishing touch, hard-boiled eggs often serve as a garnish.

Notes to the Teacher

As the facilitator of this module, kindly orient the learner on how to go

about reading and answering the following activities. Kindly tell the
learner to use separate sheets in answering the activities.

3
 What’s New

Activity 1. Jumbled Word!

Let us try to help the Chef to arrange and match the correct jumbled letters.
Match column A with column B. Write the letter of your answer on a separate
sheet of paper.
A B
1. oosmaftf a. flothy
2. ulatncaooig b. stiff foam
3. ofiftsfma c. soft foam
4. fiieemuslr d. dry
5. lfffuy e. coagulation
6. yhftol f. dilution
7. uiidlnto g. emulsifier
8. ydr h. meringue
9. eeettlmo i. fluffy
10. eegmniru j. omelette

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

What Is It

Uses of Eggs in culinary

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

4
Effect of Heat on Eggs

1. Coagulation of proteins: white at 60-65 0C, yolk at 65-700C. • Beyond this

temperature, over coagulation occurs and water is squeezed out causing
shrinkage resulting in a tough product.
2. Formation of greenish discoloration at the interface of the yolk and white
when egg is overcooked
• Due to the reaction between the iron in the yolk and the hydrogen
sulfide liberated from the sulfur containing ferrous sulfide.
• Reaction is favored by
• High cooking temperature
• Prolonged cooking
• Reaction is prevented by immediate cooling of the egg (e.g. immersing
in cold water) after cooking

Uses of Egg

1. Cooked and served “as is”, e.g.

• in the shell – soft cooked ( 5 minutes simmering) or hard cooked (15
minutes simmering)
• poached – cooked in simmering water; addition of salt and vinegar
hastens coagulation
• fried – keep low to moderate temperature
• scrambled – addition of sugar delays coagulation; addition of liquids
and acids decreases coagulation point
• omelet
2. Eggs as emulsifier
Lecithin and lysolecithin are responsible for the remarkable ability of egg yolk
to act as an emulsifying agent; both are phosphoproteins containing polar and
non-polar ends such that the polar end holds water while the nonpolar end
holds the fat, thus, prevent oil droplets in suspension from coalescing.
3. As binding, thickening agent, and gelling agents
• Eggs are useful as binding, thickening and gelling agents because they
contain proteins that are easily denatured by heat
• Using whole egg requires lower coagulation temperatures resulting in
a stiffer gel
• Addition of sugar, raises coagulation temperature producing softer,
weaker gel
• Softer gel is produced with the addition of scalded milk and acid
• In cooking custards, Bain Marie, double boiler or steamer is used to
avoid boiling which can produce a porous custard
• Soft custards are produced by constant stirring

5
4. As foam
• When egg is beaten albumen is denatured, air is incorporated as white
is stretched into thin films
• With continued beating, the air cells are subdivided and volume is
increased
• Protein network dries up and stabilizes the gas or air foams
• If only egg whites are used, the color turns white and soft peaks are
formed. The egg proteins collect at the air/liquid interface of the air
bubble and undergo surface denaturation.
• If whole eggs or only egg yolks are used, the color becomes pale yellow
with continued beating; volume is increased (but not as much as when
only whites are used); no surface denaturation occurs.
• With further beating of egg whites, liquid drains out, air bubbles
coalesce and foam breaks.
• The same changes occur when the foam is allowed to stand too long.
• Maximum stability is reached at soft stage while maximum volume
attained is at stiff stage
• Stages in foam formation
A. frothy – large air bubbles that flow easily
B. soft foam – air cells are smaller and more numerous; foam
becomes whiter; soft peaks are formed when beater is lifted
C. stiff foam – peaks hold their shape; when bowl is tipped, it
holds, moist and glossy
D. dry – moistness and glossiness disappear; specks of egg white
are seen
• Factors to be considered in foam formation (leavening agent)
a. Beating time and temperature: as the time of beating increases,
both volume and stability of the foam increases initially, then,
decreases; white can be beaten/whipped more readily at room
temperature than at refrigerator temperature – refrigerated eggs
are more viscous, thus, hard to beat/whip.
b. Eggs beaten at room temperature whip better resulting in
bigger volume and finer texture.
c. Whole eggs or egg yolk require more beating to produce a good
foam
d. Stored eggs foam faster but produce smaller volume than fresh
eggs.
e. Acids (e.g. cream of tartar, 1 t per cup) increase the stability of
foams, but when added too early, delay foam formation (reduced
volume) thus, increases the time necessary for beating
f. Sugar also increases the stability of foams but delays foams
formation (reduced volume), thus, it should be added after

6
 foaming has started and soft peaks are formed; sugar retards the
denaturation of egg white
g. Addition of soda increases stability and volume. Addition of
salt lowers quality of the foam
i. Type of egg: duck eggs do not foam well because they lack
ovumucin
j. Dilution of egg white by water produces bigger volume but
lesser foam; this produces more tender cakes, but in meringues,
syneresis occurs.
k. Applications of foam in cookery
• as leavening e.g. in angel cake, sponge cake, chiffon cakes
• as meringue, e.g.
a) soft meringue for topping of cream, chocolate, or lemon
pie, requires a proportion of two tablespoons sugar per egg
white
b) hard meringue for confections, base of fruit pies or Sans
Rival Cake, requires a proportion of ¼ cup sugar per egg
white
• structural and textural agent – tenderness and fluffiness
to products, e.g. fluffy or foamy, soufflé, divinity, foam
cakes, popovers

5. As coloring and flavoring agent

Egg Products
1. Balut from duck eggs
2. Pidan eggs
3. Century eggs
4. Pickled eggs

What’s More

Activity 2. Brainy time! Can you still recall some of the terms in this lesson?
Well, I’m going to help you to recall the lesson by doing the crossword puzzle
activity. Read and analyze the question then write your answer on a separate
paper.

7
 Crossword Puzzle

Across: Down:
2 - responsible for the remarkable 1 - a light frothy mass of fine
ability of eggyolk to act as bubbles formed in or on the surface
emulsifying agent of a liquid
3 - a dessert topping consisting of a 2 - responsible for the remarkable
baked mixture of stiffly beaten egg ability of eggyolk to act as
whites and sugar emulsifying agent
4 - large air bubbles that flow easily

What I Hae Learned

Summarize the things you have learned in this lesson by answering the
following questions. Use separate answer sheets.

1. What are the uses of eggs in culinary arts?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

8
2. What is the effect of heat on eggs?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What
WhatI Can
I can
DoDo

Activity 3. Learning by doing!

Let us try to help the Chef to prepare and cook the egg dish. All you need to
do is to prepare the necessary tools, equipment (as needed) and the
ingredients. After, the Chef will assess you using the rubric given below.

Perfect scrambled eggs

Ingredients

2 large free range eggs

6 tbsp single cream or full cream milk
A knob of butter

Procedure

1. Lightly whisk 2 large eggs, 6 tbsp single cream or full cream milk and a
pionch of salt together until the mixture has just one consistency.

2. Heat a small non-stick frying pan for a minute or so, then add a knob of
butter and let it melt. Don’t allow the butter to brown or it will discolour the
eggs.

3. Pour in the egg mixture and let it sit, without stirring, for 20 seconds. Stir
with a wooden spoon, lifting and olding it over from the botttom of the pan.

3. Let it sit for another 10 seconds then stir and fold again

4. Repeat until the eggs are softle set and slightly runny in places. Remove
from the heat and leave for a moment to finish cooking.

9
5. Give a final stir and serve the velvety scramble without delay. (Recipe from
Good Food magazine, February 2012)

Baked eggs with potatoes, mushrooms and cheese

Ingredients

3 potatoes, peeled and cubed

1 tbsp sunflower oil
600g mushrooms, quartered
2 garlic cloves, sliced
2 tbsp thyme leaves
140g cheddar, grated
4 eggs

Procedure

1. Heat oven to 200C/180C fan/ gas 6. Put the potatoes in a pan of water,
bring to boil, cook for 5 mins., then drain. Heat the oil in a large frying pan.
Cook the potatoes, mushrooms and garlic for5-8 mins to soften the
mushrooms and brown the edges of the potatoes. Stir in half the thyme and
cook for 1 min more.

2. Spoon the potato mixture into a baking dish and sprinkle with cheese and
the remaining thyme. Make holes in the mixture and break in 4 eggs. Bake in
the oven for 12-15 mins until the eggs are set and the cheese has melted.
(Recipe from Good Food magazine, March 2003)

Baked eggs with ham and spinach

Ingredients

1 tbsp olive oil

1 small onion, finely chopped
1 garlic clove, crushed
1 small green chilli, deseeded and finely chopped
400g can chopped tomato
100 ready-roasted pepper from a jar, drained and sliced
180g pack hamtorn, torn or shredded ham hock
50g baby spinach
2 medium eggs
pinch cayenne pepper
crusty bread

10
Procedure

1. Heat oven to 180C/160C fan/gas 4. Heat the oil in a small ovenproof saute
pan. Add the onion and cook for 6 mins until softened. Stir in the garlic and
chilli and cook for a couple mins more. Add the tomatoes and 100ml water.
Season well and stir through the peppers and ham. Bring to a simmer and
cook for 10 mins until the sauce has started to thicken. Add the spinach,
stirring through to wilt.

2. Make 2 hallows in the sauce and crack your eggs into them. Add a pinch
of cayenne, transfer to the oven and bake for 10 mins until the whites of the
eggs have set. Serve straight away with crusty bread. (Recipe from Good Food
magazine, September 2012)

Purple sprouting broccoli, poached eggs and hollandaise

Ingredients

250g purple sprouting broccoli

200g butter
2 medium free-range eggs
1 tsp Dijon mustard
1 tbsp lemon juice
A good pinch of chilli powder or a dash of tabasco
*4 very fresh medium free-range eggs
*2 slice sourdough bread

Procedure

1. Cut any tough parts from the broccoli and cook the trimmed stems in
boiling, lightly salted water for 3-4 mins. Drain and keep warm in a low oven
along with 2 plates.

2. Next, make the sauce. Gently melt the butter in a small pan over a low
heat. Meanwhile, crack the eggs into the jug of a blender and add the mustard,
lemon juice and seasoning with a dash of chilli or tabasco. Turn up the heat
until the butter begins to bubble. With the motor running, pour it, in a thin
stream, into the blender through the hole in the lid. Continue to run the motor
for about 30 secs after all the butter is in to make sure the sauce is fully
mixed. Set aside.

11
 3. Het a large pan of water. Crack an egg into a teacup and, once the water
is simmering, tip the egg into the pan, then repeat with the 3 remaining eggs.
Cook for 3 mins, then take them out in the order you put them in.

4. Meanwhile, toast the bread and keep warm. To serve, lay a slice of toast on
each warm plate. Lift the eggs from the water using a slotted spoon, drain
them well and place 2 eggs on each slice of toast. Serve the broccoli alongside
and spoon some hollandaise sauce over, putting the rest in a small bowl.
Serve at once. (Recipe from Good Food magazine, F ebruary 2015)

The rubric:

Dimension P E R F O R M A N C E L E V E L
Excellent (4 Very Satisfactory (2 Needs No Points
pts.) Satisfactory (3 pts.) Improvement (1 Attempt Earned
pts.) pt.) (0 pt.)

1. Use of Uses tools and Uses tools and Uses tools and Uses tools and No
tools and equipment equipment equipment equipment attempt
equipment correctly and correctly and correctly but less incorrectly and
confidently at confidently confidently less confidently
all times most of the sometimes most of the time
times

2. Manifest very Manifest clear Manifest Manifest less No

Application clear understanding understanding of understanding of attempt
of understanding of the step-by- the step-by-step the step-by-step
procedures of the step-by- step procedure procedure
step procedure seeking
procedure clarification most
of the time

Works Works Works Works No

independently independently independently independently attempt
with ease and with ease and with ease and but with
confidence at confidence confidence assistance from
all times most of the sometimes others most of
time the time

12
3. Safety Observes Observes Observes safety Not observing No
work habits safety safety precautions safety attempt
precautions at precautions sometimes precautions most
all times most of the of the time
time

4. Final Output is very Output is very Output is Output is not so No

Output presentable presentable presentable and presentable and attempt
and taste and taste taste is little taste is not
exceeds the meets the below the within the
standard standard standard. standard.

5. Time Work Work Work completed Work completed No

management completed completed ___(mins./hours/ ___(mins./hours/ attempt
ahead of time within allotted days) beyond days) beyond
time

TOTAL POINTS

Assessment
Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. It is a large air bubbles that flows easily

a. Frothy b. Soft foam c. Stiff foam d. Dry
2. Air cells are smaller and more numerous; foam becomes whiter; soft peaks
are formed when beater is lifted
a. Frothy b. Soft foam c. Stiff foam d. Dry
3. Peaks hold their shape; when bowl is tipped, it holds, moist and glossy
a. Frothy b. Soft foam c. Stiff foam d. Dry
4. Moistness and glossiness disappear; specks of egg white are seen.
a. Frothy b. Soft foam c. Stiff foam d. Dry
5. _______________ are responsible for the remarkable ability of egg yolk to act
as an emulsifying agent.

13
a. Lecithin and lysolecithin b. Lucithicin and lycolecithin c. Acid d. None of
the above
6. Dilution of egg white by water produces bigger volume but lesser foam; this
produce more tender cakes, but in meringues, syneresis occurs.
a. True b. False
7. Type of egg: duck eggs do not foam well because they lack ovumucin.
a. True b. False
8. Whole eggs or egg yolk require less beating to produce a good foam.
a. True b. False
9. Eggs are useful as binding, thickening and gelling agents because they
contain fats that are easily denatured by heat
a. True b. False
10. Eggs beaten at room temperature whip better resulting in bigger volume
and finer texture.
a. True b. False
11. Stored eggs foam faster but produce smaller volume than fresh eggs.
a. True b. False
12. Acids (e.g. cream of tartar, 1 t per cup) decrease the stability of foams, but
when added too early, delay foam formation (reduced volume) thus, increases
the time necessary for beating
a. True b. False
13. Sugar also increases the stability of foams but delays foams formation
(reduced volume), thus, it should be added after foaming has started and soft
peaks are formed; salt retards the denaturation of egg white
a. True b. False
14. Addition of soda increases stability and volume of the foam
a. True b. False
15. Addition of salt lowers quality of the foam
a. True b. False

Additional Activities

Vocabulary List of Definition and Sentences.

Improve your vocabulary in egg culinary arts. Give the definition of the
terms in your own understanding, after which use it in a sentence. Use
separate answer sheets.

14
1. Frothy
Definition

Sentence

2. Dilution
Definition

Sentence

3. Poach
Definition

Sentence

4. Fried
Definition

Sentence

5.Meringue
Definition

Sentence

15
 16
What’s New? What’s More?
What I Know/ 1. c Across:
1. a 2. e. 2 - lysolecithin
2. b 3. b 3 - meringue
3. c 4. g 4 - frothy
4. d 5. i
5. a 6. a
6. true 7. f Down:
7.true 8. d 1 - foam
8. false 9. j 2 - Lecithin
9. false 10. h
10.true
Additional Activity Assessment
1. a
What I can do Answers may vary 2. b
Output may vary 3. c
4. d
5. a
6. true
7.true
8. false
9. false
10.true
11. true
12. false
13. false
14. true
15. true
Answer Key
References

Cookery 10 LM. Accessed April 13, 2020.

http://lrmds.deped.gov.ph/.

Good Food Magazine. 2003. Accessed April 20, 2020.

https://www.bbcgoodfood.com/

Good Food Magazine. 2012. Accessed April 20, 2020.

https://www.bbcgoodfood.com/

Good Food Magazine. 2015. Accessed April 22, 2020.

https://www.bbcgoodfood.com/

17
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

10
TLE COOKERY NC II
Quarter 1: PREPARE EGG
DISHES –Module 4:
PRESENT EGG DISHES
LESSON 4. Select suitable plates according to
standards present egg dishes hygienically and
attractively using suitable granishing and side dishes
sequentiallywithin the required time frame
TLE COOKERY NC II– Grade 10
Alternative Delivery Mode
Quarter 1: PREPARE EGG DISHES – Module 4: Present Egg Dishes
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: LEONOR MAGTOLIS BRIONES
Undersecretary: DIOSDADO M. SAN ANTONIO

Development Team of the Module

Writer: JUDY P. BERNARDEZ
Editors:
Reviewer: JONALYN C. AMBRONA
Illustrator:
Layout Artist:
Management Team: DR. MAY B. ECLAR, CESO V
Regional Director
CARMEL F. MERIS
CLMD Chief
ETHIELYN TAQUED
Regional EPS In Charge of LRMS
ANNIE ROSE CAYASEN
Regional ADM Coordinator
KHAD M. LAYAG
CID Chief
JOCELYN P. SAMIDAN
Division EPS LRMS
DOLORES ANECANG
Division ADM Coordinator

Printed in the Philippines by ________________________

Department of Education – CAR

Office Address: Wangal, La Trinidad, Benguet

Telefax: (074) 422-4074
E-mail Address: [email protected]
 10
TLE COOKERY NC II
Quarter 1: PREPARE EGG
DISHES –Module 4:
PRESENT EGG DISHES
LESSON 4. Select suitable plates according to
standards present egg dishes hygienically and
attractively using suitable granishing and side dishes
sequentiallywithin the required time frame
Introductory Message
For the facilitator:
Welcome to the Cookery 10 Alternative Delivery Mode (ADM) Module on Presenting
Egg Dishes.
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Cookery 10 Alternative Delivery Mode (ADM) Module on Presenting
Egg Dishes.
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

i
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

ii
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iii
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
in Cookery 10 preferably in presenting egg dishes. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.

The module is about:

Lesson 1. Factors for consideration in presenting egg dishes
After going through this module, you are expected to:
1. Identify the factors for consideration in presenting egg dishes; and,
2. Enumerate and explain the factors for consideration in presenting
egg dishes.

1
 What I Know

Instruction: Match Column A with its correct answer in Column B. Write the
letter of your answer. Use a separate answer sheets.

COLUMN A COLUMN B
1. Flat dish, typically circular and made of china, a. Plating
from which food is eaten or served.
2. The feel, appearance, or consistency of a surface b. Appeal.
or a substance.
3. Pleasing or appealing to the senses. c. Plates
4. Refers to the arrangement of food on the plate d. Color
dressed with a sauce or topped with garnishing.
5. Before you even take that first bite, you've already e. Texture
judged the meal in front of you.
6. Put (things) in a neat, attractive, or required order. f. Attractive
7. The property possessed by an object of producing g. Arrange
different sensations on the eye as a result of the way
the object reflects or emits light.

2
 Lesson
Cookery: PRESENT EGG DISHES

1 LESSON 1. Factors
presenting egg dishes
for consideration in

What’s In

In the previous lesson, you have learned the uses of egg in culinary arts.
How important egg does is in the culinary arts? This time, you will be learning
on how to present egg dishes considering some factors.

In the presentation of egg dishes such as plating there are things to

consider such as the color and size of the plate, the garnish and etc. Does it
is necessary to have a good presentation of egg dishes?

It is the beauty of the plated dish that entices you to take a bite. The
design in plating makes the experience of food more than just eating and
enjoying, but further into an expression of craftsmanship and art. Using the
form, texture, and color to invoke emotions and even tell a story.

Visual appeal is just as important as the tasting experience of the food.

Before you even take that first bite, you’ve already judged the meal in front of
you. The presentation of the plating makes an impression, even a promise,
with the viewer. If the foodie is intrigued by the food, the artistic plating has
done its job.

Notes to the Teacher

As the facilitator of this module, kindly orient the learner on how to
go about reading and answering the following activities. Kindly tell
the learner to use separate sheets in answering the activities.

3
 What’s New

Activity 1. Break the code! Use the key below to help you break the code.
Fill in the blank with appropriate letter using the key. Use separate answer
sheets.

KEY

1 2 3 4 5
1 A B C D E
2 F G H I J
3 K L M N O
4 P Q R S T
5 U V W X Y
6 Z , . / -

1. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
41 43 15 44 15 34 45 11 45 24 35 34
2. ___ ___ ___ ___ ___ ___
11 41 41 15 11 32
3. ___ ___ ___ ___ ___ ___
41 32 11 45 15 44
4. ___ ___ ___ ___ ___
13 35 32 35 43
5. ___ ___ ___ ___ ___ ___ ___
45 15 54 45 51 43 15
6. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
11 45 45 43 11 13 45 24 52 15
7. ___ ___ ___ ___ ___ ___ ___
11 43 43 11 34 22 15

What is It

Present Egg Dishes

Part of serving food is presentation. It should appeal to your mouth, nose, and
eyes. You don’t have to be a trained chef to learn the basics of plating, which
is the art of presenting food in an attractive way.

4
Seven Simple Ways to Present Food Like a Chef

1. Set the table properly. Your day- to-day meals might be free-for-all, but if
you’ve got guests coming over, it’s nice to have the knives and forks in the
right places.

2. Choose your plates wisely. Make sure your serving plates are big enough
to let each food item stand out, but small enough that the portions don’t look
tiny.

3. Read the clock! A fool proof way to arrange food on a plate is to place the
carbohydrate (rice, pasta, bread, etc.) at “11 o’clock,” the vegetables at “2
o’clock,” and the protein at “6 o’clock” from the diner’s point of view. This will
also help you portion correctly, if you remember that vegetables should cover
about half of the plate, starch one fourth, and protein one fourth

4. Just like with centerpieces, it’s good to have a little bit of height, but don’t
overdo it or your guests won’t know how to proceed! If you have a mound of
mashed potatoes (mid-height), you may want to lean your pork chop against
it so that it is standing up (high), with a row of snow peas (low) in front. Or,
top some rice (low) with sliced grilled chicken (cut into a few diagonal slices,
and fan them out) (midheight) and cross asparagus over top of it (high).

5. Be odd. Don’t be strange, but things generally look more interesting when
they’re in sets of odd numbers, rather than even numbers.

6. Play with color and texture. Even if you’re just serving Tomato Soup and
Grilled Cheese Sandwiches, a green paper napkin can make this simple meal
look really special!

7. Play with Height.

Different Techniques in Presenting Egg Dishes Attractively

Egg salad Egg Toast Avocado Egg Toast

5
 Deviled Egg Egg Fried Omelette

Benedict Egg Scramble Egg

Poached Egg Rolled Egg

What’s More

Activity 2. Complete the table below. To check your understanding

regarding the lesson, write your own definition or explanation about the
phrase/sentence. Use a separate answer sheets.

Definition /explanation
1. Set the table properly
2. Choose your plates wisely.
3. Read the clock
4. Just like with centerpieces
5. Be odd

6
 6. Play with color and texture
7. Play with Height

What I Have Learned

Summarize the things you have learned in this lesson by answering the
following questions. Use separate answer sheets.

1. What is egg dishes presentation mean?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. How important considering some factors in presenting egg dishes? Write a

brief discussion about it.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What I Can Do

Activity 3. Anecdote time!

An anecdote is a brief telling or a story of an interesting and usually funny,
incident or occurrence. Use separate answer sheets.

Direction: Fit an anecdote to the situation.

1. A female staff of a well-known hotel dissatisfied the appetite of the guest

because of her dish presentation.

7
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. One of the guest of your workplace complained that he does not like the
texture and color combination of the egg dish:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Assessment

Instruction: Match Column A with its correct answer in Column B. Write the
letter of your answer. Use a separate answer sheets.

COLUMN A COLUMN B
1. Flat dish, typically circular and made of china, a. Plating
from which food is eaten or served.
2. The feel, appearance, or consistency of a surface b. Appeal.
or a substance.
3. Pleasing or appealing to the senses. c. Plates
4. Refers to the arrangement of food on the plate d. Color
dressed with a sauce or topped with garnishing.
5. Before you even take that first bite, you've already e. Texture
judged the meal in front of you.
6. Put (things) in a neat, attractive, or required order. f. Attractive
7. The property possessed by an object of producing g. Arrange
different sensations on the eye as a result of the way
the object reflects or emits light.

8
 Additional Activities

Writing is Fun!
Express your creative ideas through writing. Visit a nearby restaurant or fast
food. Note their good points in presenting or plating egg dishes. Narrate your
observation. Use a separate answer sheets.

A day in the workplace

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

9
 10
What’s New? What’s More?
What I Know/ 1. presentation 1. Answers may vary
1. c 2. appeal.
2. e
3. f 3. plates
4. g 4. color
5. b 5. texture
6. a 6. attractive
7. d 7. arrange
What I can do Assessment
1. Answers may vary Additional Activity
1. Answers may vary 1. c
2. e
3. f
4. g
5. b
6. a
7. d
Answer Key
References

Cookery 10 LM. Accessed April 13, 2020.

http://lrmds.deped.gov.ph/.

Reddy, Chitra. 2016. Importance of OHS in the workplace. Accessed April 24, 200.
https://content.wisestep.com

Pixabay Free Images. “Egg Plating.” Accessed May 27, 2020.

https://pixabay.com/images/search/egg%20plating/

Spoon University.com. “Why Plating Your Food is as Important as Making a

Good First Date Impression.” Accessed May 27, 2020.
https://spoonuniversity.com/lifestyle/importance-of-plating-your-
food

11
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

10
TLE COOKERY NC II
Quarter 1: PREPARE
STARCH AND CEREAL
DISHES – Module 5:
PERFORM MISE EN PLACE
LESSON 5 - Determine the sources and kinds of
starch and cereals
TLE COOKERY NC II– Grade 10
Alternative Delivery Mode
Quarter 1: PREPARE STARCH AND CEREAL DISHES – Module 5: Perform Mise ‘En Place
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: LEONOR MAGTOLIS BRIONES
Undersecretary: DIOSDADO M. SAN ANTONIO

Development Team of the Module

Writer: JUDY P. BERNARDEZ
Editors:
Reviewer: JONALYN C. AMBRONA
Illustrator:
Layout Artist:
Management Team: DR. MAY B. ECLAR, CESO V
Regional Director
EMILIA M. FAUSTINO
CLMD Chief
CARMEL F. MERIS
Regional EPS In Charge of LRMS
ANNIE ROSE CAYASEN
Regional ADM Coordinator
KHAD M. LAYAG
CID Chief
JOCELYN P. SAMIDAN
Division EPS LRMS
DOLORES ANECANG
Division ADM Coordinator

Printed in the Philippines by ________________________

Department of Education – CAR

Office Address: Wangal, La Trinidad, Benguet

Telefax: (074) 422-4074
E-mail Address: [email protected]
 10
TLE COOKERY NC II
Quarter 1: PREPARE
STARCH AND CEREAL
DISHES – Module 5:
PERFORM MISE EN PLACE
LESSON 5 - Determine the sources and kinds of
starch and cereals
Introductory Message
For the facilitator:
Welcome to the Cookery 10 Alternative Delivery Mode (ADM) Module on Performing
Mise En Place!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Cookery 10 Alternative Delivery Mode (ADM) Module on Perform Mise
En Place!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

i
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

ii
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iii
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
in Cookery 10 preferably in performing mise ‘en place in preparing starch and
cereals dishes. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed
to correspond with the textbook you are now using.

The module is about:

Lesson 1. Food sources and kinds of starch and cereals
After going through this module, you are expected to:
1. enumerate the sources of starch and cereals
2. name the sources and kinds of starch and cereals

1
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Refers to the starches as originally derived from its plant source.

a. Native or Natural Starch
b. Modified Starches
c. Purified starch
d. Cereals
2. Are starches that have been altered physically or chemically, to modify one
or more of its key chemicals and/or physical property.
a. Native or Natural Starch
b. Modified Starches
c. Purified starch
d. Cereals
3. May be separated from grains and tubers by a process called wet milling.
This procedure employs various techniques of grinding, screening, and
centrifuging to separate the starch from fiber, oil, and protein.
a. Native or Natural Starch
b. Modified Starches
c. Purified starch
d. Cereals
4. Are usually starchy pods or grains and the most important group of food
crops in the world named after the Roman goddess of harvest, Ceres.
a. Native or Natural Starch
b. Modified Starches
c. Purified starch
d. Cereals
5. The second most abundant organic substance on earth.
a. Cereals
b. Starch
c. Corn
d. Wheat

2
Lesson
Cookery: PERFORM MISE ‘EN PLACE

1 LESSON 1 - Determine the sources and kinds of starch

and cereals

What’s In

In the previous module you have learned about plating or

presentation of eggs. The factors to consider in plating and others. What do
you think did the starch and cereals come from? As you go on with this
module you will be learning the sources and kinds of starch and cereals.

Cereals - are usually starchy pods or grains and the most important
group of food crops in the world named after the Roman goddess of harvest,
Ceres. Rice, wheat and corn are the three most cultivated cereals in the
world.

Starch - is the second most abundant organic substance on earth. It is

found in all forms of leafy green plants, located in the roots, fruits or grains.
The source of up to 80% of calories worldwide. Besides this significant role,
starches have been used in food manufacture, cosmetics, pharmaceuticals,
textiles, paper, construction materials, and other industries.

Notes to the Teacher

As the facilitator of this module, kindly orient the learner on how to go

about reading and answering the following activities. Kindly tell the
learner to use separate sheets in answering the activities.

3
 What’s New

Activity 1. Name Me! Fill in the blank the missing letter to complete the
word. Write your answer on a separate sheet.

1. A small, hard, dry seed, with or without an attached hull or fruit layer,
harvested for human or animal consumption.
Answer: _ r _ _ n _

2. A root vegetable native to the Americas, a starchy tuber of the plant

Solanum tuberosum, and the plant itself, a perennial in the family
Solanaceae.
Answer: p _ _ _ _ o

3. Is a starch extracted from the storage roots of the cassava plant (Manihot
esculenta).
Answer: t _ p _ o _ a

4. The most widely consumed staple food for a large part of the world's
human population, especially in Asia and Africa.
Answer: _ i _ e

5. Is a plant in the family Fabaceae (or Leguminosae), or the fruit or seed of

such a plant (also called a pulse, especially in the mature, dry condition).
Answer: _e_u_ _s

What Is It

Sources of Starch

The parts of plants that store most starch are seeds, roots, and tubers. Thus,
the most common sources of food starch are:
• cereal grains, including corn, wheat, rice, grain, sorghum, and oats;
• Legumes; and
• roots or tubers, including potato, sweet potato, arrowroot, and the tropical
cassava plant (marketed as tapioca)

4
Common Source of Manufactured Food Starch
• corn
• potato
• Tapioca (cassava)

Starches are named after its plant sources

• corn starch from corn
• rice starch from rice
• tapioca from cassava

Classification of Starch

Native or Natural Starch refers to the starches as originally derived from its
plant source.

Modified Starches are starches that have been altered physically or

chemically, to modify one or more of its key chemicals and/or physical
property.

Purified starch may be separated from grains and tubers by a process called
wet milling. This procedure employs various techniques of grinding,
screening, and centrifuging to separate the starch from fiber, oil, and protein.

What’s More

Activity 2. Match me! To check your understanding about the lesson, match
column A with column B. The blank space is provided for you to write your
answer. Use a separate answer sheet.

Column A Column B

_________1. Tapoica a. Modified starch

_________2. tubers b. cassava

_________3. native c. purified starch

_________4. This procedure employs d. sweet potato
various techniques of grinding, e. natural starch
screening, and centrifuging to
separate the starch from fiber,
oil, and protein.

5
_________5. Starches that have been
altered physically or chemically,
to modify one or more of its key
chemicals and/or physical property.

What I Have Learned

Summarize the things you have learned in this lesson by answering the
following questions. Use separate answer sheets.

1. What are the sources of starch and cereals?

a.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
b.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
c.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Enumerate the classification of starch.

a.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
b.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
c.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

6
 What I Can Do

Art is Fun!

Now that you have learned the sources of starch and cereals, this part of the
module asks for your creativity. Based from you have learned, draw the
following and write a brief description about it. Use A4 bond paper ,1 inch all
side (margin) and color it.

Common Source of Manufactured Food Starch

1. Corn
Drawing Description

2. Potato
Drawing Description

3. Tapioca (cassava)

Drawing Description

7
 Assessment
Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Refers to the starches as originally derived from its plant source.

a. Native or Natural Starch
b. Modified Starches
c. Purified starch
d. Cereals

2. Are starches that have been altered physically or chemically, to modify one
or more of its key chemicals and/or physical property.
a. Native or Natural Starch
b. Modified Starches
c. Purified starch
d. Cereals

3. May be separated from grains and tubers by a process called wet milling.
This procedure employs various techniques of grinding, screening, and
centrifuging to separate the starch from fiber, oil, and protein.
a. Native or Natural Starch
b. Modified Starches
c. Purified starch
d. Cereals

4. Are usually starchy pods or grains and the most important group of food
crops in the world named after the Roman goddess of harvest, Ceres.
a. Native or Natural Starch
b. Modified Starches
c. Purified starch
d. Cereals

5. The second most abundant organic substance on earth.

a. Cereals
b. Starch
c. Corn
d. Wheat

8
 Additional Activities

A. Complete the sentence. Write what is missing word in the blank to

come up with a sentence. Use a separate answer sheets.

1. Native or _________Starch refers to the starches as _________derived from

___plant source.

2. ________Starches are starches that have been ________ physically or

chemically, to ________one or more of its key chemicals and/or physical
property.

3. Purified starch may be _________ from grains and tubers by a process called
wet _______. This ________ employs various techniques of grinding, screening,
and centrifuging to separate the _______from fiber, oil, and protein.

B. Enumeration Part: At home, give any sources of starch and cereals

found at home or in your farm.
1. 4.
2. 5.
3.

9
 10
What’s New? What’s More?
What I Know 1. grains 1. b
1. a 2. potato 2. d
2. b 3. tapioca 3. e
3. c 4. rice 4. c
4. d 5. legumes 5. a
5. e
Assessment
What I can do Additional Activity 1. a
Answers may vary 1. natural , originally, its 2. b
2. modified, altered, modify 3. c
3. separated, milling, 4. d
procedure, starch 5. e
Answer Key
References
Cookery 10 LM. Accessed April 13, 2020.
http://lrmds.deped.gov.ph/.

Prepare starch and cereals. 2017. Accessed April 30, 2020.

http://www.slideshare.net

Wikipedia. 2020. “Grains.” Accessed April 30, 2020.

https://en.m.wikipedia.org/wiki/grains

Wikipedia. 2020. “Potato.” Accessed April 30, 2020.

https://en.m.wikipedia.org/wiki/potato

Wikipedia. 2020. “Tapioca.” Accessed April 30, 2020.

https://en.m.wikipedia.org/wiki/tapioca

11
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

12