INTRODUCTION

Technology and Livelihood Education (TLE) is one of the nomenclatures in the implementation
of the K to 12 Basic Education Program (BEP) composed of four components; NAMELY, Agri-
Fishery Arts, Home Economics, Industrial Arts and Information and Communication Technology.
In this module, the focus is on Home Economics mini-course – BREAD AND PASTRY
PRODUCTION.

In this course, you will be exposed to different tools & equipment, proper calculation,
mensuration, and actual preparation of the different recipes that are necessary in either putting
up a specialty store that provides baked products or performing the task of a baker or bakery
aide. This will also be a venue for you to assess yourself and identify aspects of business that
you need to strengthen and safeguard before you take the plunge into the world of work.

Now that the workforce is far behind in equating the number of available jobs, the Department of
Education is revitalizing its resources to lead the young minds and to prepare them skillfully as
future pastry chef or the like, instead. It is in honing the skills that learners can assure to have
an edge of surviving the daily needs of oneself and of others. It seeks to provide students with
the knowledge, skills, and motivation in the field of bread and pastry production.

This module is specifically crafted to focus on Process and Delivery. It is enriched with different
activities that will assess your level in terms of skills and of knowledge that you are expected to
demonstrate after going through this learning materials. Learning procedures are divided into
different sections - What to Know, What to Process, What to Reflect and Understand, and
What to Transfer. Go over with the suggested tasks and accomplish them to practice developing
a sustainable program, prioritizing needs and building vision.

So, explore and experience the K to 12 TLE modules and be a step closer to a successful
producer of quality bread and pastry products

Core Competencies:

1. Prepare and Produce Bakery Products (BP)

2. Prepare and Produce Pastry Products (PP)
3. Prepare and Present Gateaux, Tortes and Cakes (TC)
4. Prepare and Display Petit Fours (PF
5. Present Desserts (PD)

At this point, you are heading into

meaningful activities and learning encounters.
Complete the exercises and answer the suggested
worksheets to experience lifelong, practical
learning that awaits at the end of this module.

ENJOY YOUR JOURNEY!

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 1
 Learning Goals and Targets

As you go through this module, you will be able to assess yourself with the
characteristics and competencies before getting into the world of baking industry.

You may now set your learning goals and targets so that you will be guided
accordingly as you go through this module.

Kindly provide honest answer on each item below.

MY GOALS ARE THE REFLECTIONS OF WHAT I WANT TO BE.

MY GOALS ARE….

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

____________________________________________

MY TARGETS ARE THE MEANS TOWARDS THE ACHIEVEMENT OF

MY GOALS.

MY TARGETS ARE….

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

____________________________________________

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 2
 Lesson 1

Overview:
Baking is cooking by dry heat method in an oven or
oven-type appliance. It is a method of cooking used in
making breads, cakes, pies, pastries and biscuits which
everybody enjoys eating. Baking is an enjoyable activity
which you can learn either as a hobby or as an income-
generating project.

This learning competency material will give you

knowledge of the different bakery products and provide you
hands-on experience in baking, from the basic biscuits to the
more complex cookies, muffins and breads.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 3
 What do you already know?
PRE- ASSESSMENT

Read and analyze the statement carefully. Choose the

best answer and write the letter only in your answer sheet.

1. What is the basic ingredient in baking that improves aroma, flavor, and nutrition in
baked products?
a. baking powder
b. flour
c. shortening
d. sugar
2. What kind of sugar is primarily used in preparing icing?
a. brown sugar
b. confectioner’s sugar
c. granulated sugar
d. refined sugar
3. Which of the following ingredients is usually used in
dough that gives better taste and flavor/
a. butter
b. compound lard
c. edible tallow
d. vegetables oil
4. Which kind of flour contains more gluten and less starch?
a. all-purpose flour
b. bread flour
c. cake flour
d. soft flour
5. Which of the ingredients is an example of a physical leavening agent?
a. air
b. baking powder
c. baking soda
d. yeast
6. What is the best step to have better results in baking?
a. Measure ingredients accurately.
b. Memorize the recipe very well.
c. Use modern equipment.
d. Use only imported ingredients.
7. How many cups is equivalent to one gallon?
a. 3
b. 5
c. 10
d. 16
8. What is the first step to have better results in baking?
a. keeping oneself clean
b. keeping the food and equipment clean
c. keeping the utensils and work area clean
9. Which among the choices is a personal cleanliness practice in baking?
a. combing the hair in the working area
b. keeping fingernails long

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 4
 c. washing the hands after work
d. wearing an apron during working hours
10. What is the proper way to measure flour accurately?
a. level off with the use of the tines of a fork
b. shakes the measuring cup before levelling
c. shovel the flour
d. sift it before measuring
11. Which of the following is the best substitute for sour milk?
a. 1 C sweet milk plus 1 tbsp. vinegar
b. 1¾ C sweet milk plus 1 tbsp. vinegar
c. 2 C sweet milk plus ½ tbsp. vinegar
d. 2/3 C sweet milk plus 1 tbsp. vinegar

12. What is the best substitute for one cup sifted flour?
a. 1 C minus 1 tbsp. sifted all = purpose flour
b. 1 C minus 2 tbsp. sifted all = purpose flour
c. 1 C plus 2 tbsp. sifted all = purpose flour
d. 1 C sifted all-purpose flour
13. Which of the following flour mixture is thick enough to be rolled and kneaded?
a. batter
b. cream
c. crust
d. dough
14. Which among the following cookies needs freezing before it
is cut into desired shapes before baking?
a. cookie bar
b. pressed cookie
c. refrigerated cookie
d. rolled cookie
15. Which type of mixing technique is done only in baking bread?
a. blending
b. creaming
c. folding
d. kneading
16. It refers to the procedure of rubbing one or two ingredients against a bowl with the
tip of a wooden spoon or electric mixer.
a. beating
b. creaming
c. folding
d. stirring
17. Which of the following pastries refer to small, flat, and sweet cakes?
a. biscuits
b. cookies
c. muffins
d. pies
18. What storing technique is used to draw, fold and cover the bakery product?
a. chilling
b. folding
c. refrigerate
d. wrapping
19. What refers to the process of putting your product
into containers for easy distribution?
a. labeling
b. packaging

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 5
 c. storing
d. wrapping
20. Which among the more innovative method is used in commercial food packaging?
a. canned packaging
b. chill packaging
c. foil packaging
d. freezing packaging
21. What is a unique component of flour made up of protein glutenin and gliadin which
is formed after working out with water or liquid?
a. crust
b. dough
c. gluten
d. grain
22. What is a tender, moist and simple cup bread leavened with baking powder?
a. biscuit
b. bread
c. cookies
d. muffin
23. What is an act of replacing an ingredient over another ingredient of more or less
similar characteristics?
a. technique
b. substitution
c. standard
d. change
24. What is an act or process of determining the specific amount of an ingredient that
uses standard measuring cup?
a. measurement
b. weighing
c. scaling
d. standard
25. What is a method of preparing ingredients that separate the coarse particles from
the fine particles?
a. creaming
b. sifting
c. beating
d. cutting and folding

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 Know the Definition of Terms

Baking Terminologies
As you wish to pursue baking as a career, you should familiarize yourself
with the common preparation and baking terminologies that come across the
process.

Acid A substance having a sour or sharp flavor.

Bake To cook food in a dry heat method in an oven.

Batter A mixture of flour and liquid such as water, milk and eggs
used to prepare various foods.

Beat To make the mixture smooth using a hand or electric

mixer

Blend To combine ingredients and produce a homogeneous

mixture.

Caramelize To combine the sugar to a golden-brown syrup

Coat To cover with a thin layer of flour, sugar, nuts, butter etc…

Contamination The action or state of making or being made impure by

poisoning

Chill To refrigerate, to reduce the temperature of food.

Dough A soft thick mass or mixture of dry and liquid ingredients

that is kneaded and shaped.

Dredge To lightly coat or sprinkle with flour, cornmeal, cornstarch

Dust To sprinkle a surface with flour to avoid a mixture to stick

into it.

Egg wash It is composed of a mixture of beaten eggs mixed with

liquid, usually water or milk which is brushed onto the
bread or pastry.

Fermentation The process of converting sugar into alcohol to produce

carbon dioxide.

Foaming To continuously beat egg white to incorporate air until it

becomes light and fluffy.

Glaze To coat with syrup that is cooked to the cracked stage.

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 Gluten A substance responsible for elastic and sticky
characteristics of dough.

Grease To brush baking pans with shortening.

Knead To press, stretch and fold the dough until gluten is

developed.

Line To put a grease proof paper on the baking pan or sheets.

Meringue A light mixture of stiffy beaten egg whites and sugar baked
until crisp or used as a topping for desserts.
A light mixture of stiffy beaten egg whites and sugar used
for mixing or cutting and folding the batter mixture for
chiffon type cakes.

Mis-en-Place A French term which means “put in place” that includes

assembling all the necessary ingredients, equipment and
tools.

Mix To combine ingredients in any way that make distribution

of ingredients evenly.

Pre-heat To heat the oven prior to baking to achieve the required

heat.

Punch down To deflate the dough to expel carbon dioxide produced

during the fermentation process to give it a second chance
to rise.

Scrape To remove sticky ingredients from the side of the mixing

bowl

Sift To pass through a sifter

Stir in To add another ingredient into the mixture

Syrup A thick sticky solution of sugar and water.

Whip To beat rapidly and continuously to aid corporation of air

as in whipping egg whites to make meringue and cream.

Yeast Microorganisms that produce carbon dioxide gas when it

mixes with carbohydrates, Causing the dough to rise.

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 Learning Goals and Targets

Lesson I: Prepare and Produce Bakery Products

Content Standard:

The learners demonstrate an understanding of the core

concepts and theories in “Bread and Pastry Production”.

Performance Standard:

The learners independently demonstrate core competencies in

preparing and producing bakery products.

Learning Competencies:

Lesson 1: Prepare and Produce Bakery Products

LO1. Prepare Bakery Products

LO1. Prepare Bakery Products

1.1 Use appropriate tools and equipment according to techniques and

appropriate conditions.
1.2 Select, measure and weigh required ingredients according to recipe or
production requirements.
1.3 Prepare a variety of bakery products according to standard. Mixing
procedures/formulation/ recipes and desired product characteristics.
1.4 Select required oven temperature to bake goods in accordance with the
desired characteristics and standard recipe specifications.
1.5 Bake bakery products according to techniques and appropriate
conditions.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 9
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-Check, Activity and Task
Sheet 1.1.1 to know how much you have learned.

Lesson Information

Baking Tools and Equipment

A. Measuring Description/Function/Uses Appearance

Tools

Liquid Measuring Glass - is made

of transparent glass or plastic with
Liquid Measuring pouring lip, is used for measuring
Cup liquid ingredients.

Individual Dry Measuring

Cups used to measure large
Dry Measuring quantities of dry and solid
Cup ingredients and with measurements
(1, 3/4, 2/3, ½, 1/3, ¼, 1/8) marked
on each side.

Measuring It is a set of individual measuring

Spoons spoons used to measure small
amount of ingredients.

Weighing Scale It is used to measure ingredients for

accurate measurements.

Digital Weighing It is an instrument used to measure

Scale the weight accurately the weight of
the ingredients.

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 B. Mixing,
Blending,
and Cutting Description/Function/Uses Appearance
Tools

Cookie Cutter It is a device with sharp edges for

cutting cookie dough into a
particular shape.

Dough Cutter It is a tool with a sharp edge used

to cut the dough

Grater It is used to grate cheese,

chocolate, and other fresh fruits.

Kitchen Shears are used for various cutting

procedures.
Paring Knife It is used to pare or cut fruits and
vegetables into different sizes.

Cake Knife It is a sharp, thin-bladed slicing

knife and works its way into
your cake.

Serrated Knife It has scalloped, tooth like edge,

are ideal for cutting through foods
with a hard exterior and softer
interior, such as a loaf of crusty
bread.

Pastry Blender It is made of wires held together by

a handle; used for cutting-in solid
fat or shortening in the preparation
of pies, biscuits or doughnuts.

Pastry Wheel It is a round blade knife used to cut

dough when making pastries.

Rotary Egg Beater It is used in beating eggs or

whipping cream.

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 Wire Whisk It is used to beat or whip egg whites
or cream.

Wooden Spoon It is also called mixing spoon which

comes in various sizes suitable for
different types of mixing.

Rolling Pin It is used to flatten or roll the dough.

Rubber Scrapper It is used to remove bits of food on

sides of the bowl.

Spatula It comes in different sizes; Small

spatula are used to remove muffins
and molded cookies from pans
which is 5 to 6 inches; Large
spatula for icing or frosting cakes;
flexible blade is used for various
purposes.
Strainer/Sifter It is used to strain or sift dry
ingredients.

Set of Mixing It comes in graduated sizes and

Bowls has sloping sides; used for mixing
ingredients.

Mortar and Pestle It is used to pound or ground

ingredients.

Utility Tray It is a shallow platform made of

stainless, plastic used to hold
ingredients and other materials.

Chopping Board It is often made of wood or plastic

and come in various widths and
sizes and is use for various cutting
purposes in the kitchen.

OTHER BAKING/DECORATING TOOLS

Cake Decorating It is used in decorating or designing

Tips cake and other pastry products.

Pastry Bag It is an open cone- or triangular-

shaped, hand-held bag made from
cloth, paper, or plastic that is used
to pipe semi-solid foods by pressing

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 them and are used for icing or
whipped cream.

Cake Tester A kitchen utensil that is used to

check the doneness of cakes.

Pastry Tip It is a pointed metal or plastic tube

connected to the opening of the
pastry bag and is used to form
desired designs.

Pastry Brush Is used to spread butter, oil or

glaze on food. It is also used to
remove cake crumbs

Cookie Press It is used to mold and shape

cookies.

Cake Server A companion utensil to a cake

knife, the Cake Server is used to
place pieces of cut cake and pie on
plates to be served.

Turntable It is a revolving stand with a flat

working surface for decorating
cakes and other pastry products.

Baking Pan/Tin

Cookie Sheet It is a flat rectangular metal with at

least one rolled edge used
especially for the baking cookies.

Baking Tray or It is a flat, rectangular metal pan

Baking Sheet used for baking variety of bread.

Round Tube Pan A tube pan is a deep, smooth-sided

baking pan with a hollow tube in the
middle. It's used primarily for baking
angel food and sponge cakes. The
tube pan can be made as a single-
piece pan or as a two-piece pan
with a removable flat round bottom
to help extricate the cake after
baking.

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 Rectangular Pan Good for baking big rectangular
cakes, mousses and large brownies
and bar recipe.

Round Pan It come in a variety of sizes and

are commonly used for making
tiered wedding cakes.

Novelty Cake Pans It come in a variety of unique

shapes like heart, pillow, diamond,
and petal. These pans are excellent
for baking creative cakes without
the added time, difficulty, and waste
of cake sculpting.
Muffin Pan It is a baking pan formed of a group
of connecting cups usually used for
muffins or cupcakes.

Bundt Pan It is generally used for baking

coffee cakes and sweet cakes,
known as Bundt Cakes. When the
mixture of cake ingredients is
baked, the cake is shaped into the
decorative form of the pan.

Tartlet Molds It is used for baking tarts and

desserts

Pie Plate Pie plates are used to bake single

crust and double crust pies. It is
composed of varied sizes.

Loaf Pan It is a narrow rectangular pan and is

used for baking loaf bread.

Square Pan Is a pan that is ideal for baking

brownies.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 14
 OVENS - are the workhorses of the bakeshop and are essential for producing the
bakery products. Ovens are enclosed spaces in which food is heated, usually by hot
air.
Below are the kinds of ovens:
Deck Ovens are so called because the items to
be baked either on sheet pans or in
the case of some bread free-
standing are placed directly on the
bottom, or deck of oven. This is
also called STACK OVEN because
several may be stacked on top of
one another. Breads are baked
directly on the floor of the oven and
not in pans. Deck oven for baking
bread are equipped with steam
ejector.
Rack Oven It is a large oven into which entire
racks full of sheet pans can be
wheeled for baking.

Mechanical Oven The food is in motion while it bakes

in this type of oven. The most
common types are a revolving
oven, in which his mechanism is
like that of a Ferris wheel. The
mechanical action eliminates the
problem of hot spots or uneven
baking because the mechanism
rotates throughout the oven.
Because of its size it is especially
used in high volume operations. It
can also be equipped with steam
ejector.
Convection Oven It contains fans that circulate the air
and distribute the heat rapidly
throughout

Gas/Electric It is a dual fuel ranges that gives the

Range flexibility of a gas cooktop and the
excellence of an electric oven or a
gas cooktop and a gas oven.

Other Equipment

Bread Slicer It is an equipment designed to cut

bakery products already prepared
(cooked) into several slices
automatically, replacing the manual
use of kitchen utensils

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 15
 Dough Mixer Dough mixers are used in bakeries
to stir dough ingredients together
using the dough hook.

Dough Roller It is a piece of industrial equipment

that bakers can use to make the
dough in large quantities without
taking a lot of time.

Cake Display Cake Display Fridges are the

Chiller perfect way to display cakes &
desserts. It is best for use in a
cafe, restaurant, tearoom or bakery
or even in school’s food laboratory.

Refrigerator The fundamental reason for having

a refrigerator is to keep food cold.
Cold temperatures help food stay
fresh longer.

Dough Proofer It is used for final rising of the bread

before baking through warm
temperature.

Proofing Cabinet / It is use for proofing and or for

Baking Tray Rack cooling breads.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 16
 Process

SeIf-check#1.1.1 Identifying the different baking tools and equipment

Direction: Identify the different baking tools and equipments in the

laboratory areas and explain their uses in front of the class.
Name of Tools & Equipment Function/Uses

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 17
 Reflect and Understand

Classification of Baking Tools/Equipment

Activity 1.1.1

Direction: Classify the baking tools and equipment into the following categories.
Classifying the tools will help you to gather and organize the materials during the
actual preparation.

Measuring Tools Mixing tools Baking tools

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 18
 Transfer of Learning

Role Playing
Task Sheet 1.1.1
Title: Role Playing

PERFORMANCE OBJECTIVE: Given the operation sheet 1.1.1; Demo role-play

the function/uses of baking tools and equipment.

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

1. Request for the needed tools and equipment

2. Explain the procedures in lighting an oven
3. Demo-role play the function/uses of the following:
1. wire whisk 5. Electric mixer
2. rubber scraper 6. Pastry blender
3. wooden spoon 7. Dough cutter
4. rolling pin 8. knife

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Bakery Products Test Attempt:

USES BAKERY TOOLS/EQUIPMENT 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

The class willl be
4- The group has demonstrated and identified 8 – 10 baking
divided into 5
tools and equipment.
groups. Each group
will prepare a skit 3- The group has demonstrated and identified 5 - 7 baking tools
demonstrating the and equipment.
proper use baking
2- The group has demonstrated and identified 2 – 4 baking tools
tools and
and equipment.
equipment.
1-Can perform some of these skills satisfactorily but requires
4 = 92 - 95 considerable assistance and or supervision
Note:
3 = 89 – 91
Teacher’s initial/signature will be indicated on the corresponding level
2 = 85 - 88
achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 19
 What you need to know?

Read Lesson Information closely and find out how

you can remember. Then do Self-check 1.1.1a to
know how much you have learned.

Lesson Information

BAKING INGREDIENTS

Baked products are made from essentially the same ingredients – flour, fats, sugar,
eggs, water or milk, and leavening (Gisslen, 1995). Combinations of these ingredients and
preparation methods produce the various general classifications of baked products we see
today.
Flour – is the primary ingredient of most baked products because it provides the structure
of the product (Lauterbach and Albrecht, 1994). The kind of flour that is commonly used in
baking comes from the wheat grain. There are various kinds of flour that comes from
wheat, but these can be generally classified as ‘strong’ or ‘weak’ flour. This classification
is based on the amount of protein present in the flour. Flour is mostly starch but the protein
content (7 to 14%) is important because it determines the formation of gluten. Gluten
determines the shape and texture of the product. Strong flours come from hard wheat and
have high protein content (whole wheat and bread flours).These are best used for breads
while weak flours from soft wheat with lower protein content (all-purpose flour and cake
flour) are used in cakes, quick breads, cookies and pies.

Kinds of Flour Characteristics Function Proper Storage

and Use
a. Whole Comes from wheat grains, Best used in Must be stored in
Wheat Flour contains the whole part of preparing an airtight sealed
the grain including the bran yeast breads container in a
(outer part or cover of the like whole cool dry place or
grain), the endosperm (the wheat bread in the refrigerator.
fruit) and the germ or the
embryo (the inner part of
the whole grain).

b. Bread Flour It has more gluten strength This is the Several months in
and protein content than best choice a cool, dry
all-purpose flour. Bread for yeast cabinet when
flour has 12 to 14% products like stored in a sealed
protein. pan-de-sal, container or if
pan/ sliced tightly wrapped,

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 20
 bread, crusty and up to one
breads and year in the
rolls, and freezer.
buns.

c. All Is a combination of soft Best for pie Can be stored

Purpose and hard flour. It may be crusts, inside the cabinet
bleached or unbleached. It cookies, using an airtight
Flour is one of the most used muffins, container and be
and readily accessible cupcakes, kept for 6-8
flour. Protein varies from 8 pancakes and months.
to 11%. shortened
cakes

d. Cake Flour Is a fine-textured, soft- This flour is Store in an

wheat flour with high excellent for airtight container
starch content. It has the baking fine- not exceeding for
lowest protein content of 7 textured more than 6
to 9%. It is chlorinated (a cakes with months.
bleaching process which greater
leaves the flour slightly volume and is
acidic, sets a cake faster used in some
and distributes fat more quick breads
evenly through the batter and cookies.
to improve texture).

Other kind of flour

e. Rice Flour Rice flour is made from Can be used Can be stored in
finely milled rice. It can be as substitute a plastic
made from either white or for wheat flour container and
brown rice. It has 6.5 to but the quality must not be
7% protein, but it does not of the product stored for a long
form gluten. may differ. period of time.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 21
 1. Liquids – Liquid ingredients are
important for hydrating protein,
starch and leavening agents.
Liquids contribute to the moistness
and texture of the products.
Liquids also help in leavening the
product because it turns to steam
and expands during baking.

Kinds of liquid Characteristics Function and Use Proper

ingredients Storage

a. Water Physical The Use an

characteristics of daily uses include open
water (temperature, drinking, cooking, container
color, taste, odor and bathing, washing within 3 to 5
etc.) are determined clothes and dishes, days in the
by senses of touch, brushing teeth, refrigerator,
sight, smell and taste. watering the garden, 1 to 2 days
For example, washing pets etc. in a cold
temperature by touch, room, or a
color, floating debris, few hours in
turbidity and a warm
suspended solids by room.
sight, and taste and
odor by smell.

b. Milk and Creams Fresh whole milk is Contributes water, Fresh milk
the form of milk most fats, nutrients and and opened
referred to in recipes. flavor. cans of
Evaporated milk is evaporated
milk with about 60% milk must
of water removed. It be kept
can be diluted with refrigerated
equal amount of in an airtight
water when used in container.
baking.

c. Juice Usually fresh fruit Adds flavor and Store in

juices color. Best used in airtight
recipes with baking container in
soda as leavening. the
refrigerator.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 22
 2. Fat –These may come from animal or vegetable fats. It can
also be in liquid or solid form. Fats generally help to tenderize the
product and soften the structure, add moistness and richness,
increase keeping quality, add flavor, assist in leavening when used
as creaming agents (Gisslen, 2001).

Kinds of Fat Characteristics Function and Proper

Use Storage
a. Butter Made from fatty Good source of Butter must
milk protein. It can flavor and be kept well
be salted or melting quality wrapped
unsalted. so these are inside the
good for pastries refrigerator
and cakes because it
melts at room
temperature
and to
maintain its
good quality.
b. Margarine Made from various Baker’s Keep well
hydrogenated margarine (bar wrapped in
vegetable or animal margarine) are refrigerator.
fats, with flavorings very similar in
emulsifiers, coloring characteristic Keep in tightly
agents and other and function to closed
ingredients. butter container in a
cool, dry, dark
Pastry place.
margarine (in
containers) are
tougher and
more elastic and
are used for
dough or
pastries
c. Oil Comes from Spreads to the Keep in tightly
vegetable, nut or mixture too closed
seed sources. It is thoroughly and container in a
liquid fat. can shorten too cool, dry, dark
much so it is not place.
commonly used
in cakes but in
pie dough and
some yeast
breads.
f. Lard Comes from the Are commonly Keep in tightly
side part of the hog. used in making closed
flaky crust for container in a
pies. cool, dry, dark

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 23
 place.

g. Shortening Group of solid fats, Used for flaky Keep in tightly

usually white and products such as closed
tasteless, and pie crusts and container in a
especially biscuits cool, dry, dark
formulated for place.
baking.

4. Sugar - or sweeteners have differing degrees of sweetness

and come in various forms from powder to crystals to syrups.
They generally add sweetness and flavor, create tenderness and
fineness of texture (partly by weakening the gluten structure),
give color to the crust, increase keeping quality (by retaining
moisture), act as creaming agent with fats, and provide food for
yeast (Gisslen, 2001).

Kinds of Sweetener Characteristics Function and Proper

Use Storage

a. Granulated Regular white sugar Finer granulations

or Refined cane also called table are better for
sugar. mixing dough and
sugar Caster sugar has batters because
finer granules while they dissolve
sanding sugar has relatively quicker.
coarser granules Sanding sugar is
than regular white good for sprinkles Must be kept
sugar. on top of cakes in a plastic
and cookies and sealed
for syrups. container
and stored in
b. Confectioner or Sugar ground to a Used in icings, a dry place.
Powdered fine powder mixed toppings, cream
with a small amount fillings, dusting.
Sugar of starch, also called
icing sugar.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 24
 c. Brown Sugar The darker color the Used in place of
(raw brown, more it has white sugar when
impurities. It its flavor and color
light brown, contains small is desired. It also
medium brown) amount of glucose contains a small
and fructose. It amount of acid so
contains a little it can be used with
amount of molasses baking soda to
and the natural provide leavening.
fibers of the sugar
cane.

1. Leavening Agents – are responsible for the production and incorporation of

gases during the baking process. This is what makes baked products rise. There
are different kinds of leavening agents. Yeast is a biological leavening agent
because it is a microscopic plant that produces carbon dioxide gas and alcohol in
the process called fermentation. The released gas during fermentation produces
the leavening action. Baking soda and baking powder are chemical leavening
agents. These produce gas from the chemical reactions that occur when there is
moisture and an acidic ingredient.

Kinds of
Function and Proper
Leavening Characteristics
Use Storage
Agents

a. Yeast Available as active dry Fermentation of Yeast must be

yeast or instant yeast. yeast is important kept in an airtight
Active dry yeast consists in the formation container away
of coarse oblong granules. and stabilization from heat and
Instant yeast or rapid-rise of gluten thus it is light.
yeast has smaller granules best used for
and dissolve faster. breads and other
yeast products.

b. Baking Sodium bicarbonate, a fine The fast action of Must be stored

soda white powder that has a chemical in airtight
slightly salty and alkaline leaveners makes container to
taste (mapakla) them very good to maintain
use in muffins, freshness.
cakes, cookies,
pastries.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 25
 c. Baking Mixture of baking soda
powder plus an acid to react with it
and starch to prevent
lumping. It is available as
single-acting or double-
acting baking powder.
Single-acting baking
powder requires only
moisture to release gas.
Double-acting baking
powder release gas in two
stages. First, during mixing
then completes the
reaction with the addition
of heat during baking.

6. Eggs – eggs perform many functions in the production of

baked products. They come in various sizes (small, medium,
large, extra-large) and kinds (chicken egg, duck egg, native
egg).

Kinds of eggs Characteristics Function and Use Proper

Storage

Large and fresh white Protein in eggs Keep shell

Fresh white chicken eggs are the contributes to intact and
eggs standards for baking. structure. store in the
They should be clean, refrigerator.
fresh-tasting, free of Emulsifier (blending or
bad odors, and tastes. combining of
substances that are
difficult to blend like
fats and liquid). This
contributes to volume
and texture.

Leavening when egg

whites are beaten, air
is trapped in the foam
bubbles and expand
during baking.

Shortening due to the

fat content of the egg
yolk.

Moisture due to the

quantity of water in
eggs.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 26
 Flavor, color,
nutritional value.

2. Salt and other Flavorings – Salt enhances the

flavors and sweetness of other ingredients. Salt slows
down yeast fermentation and strengthens gluten
structure making it more stretchable (Lauterbach and
Albrecht, 1994). Other flavorings include vanilla,
spices (cinnamon, nutmeg, ginger, etc.) and flavor
extracts (banana essence, pandan flavoring, lemon
extract).

Process
Self-Check1.1.1a

Categorizing the Baking Ingredients

Direction: Categorize the following baking ingredients if they are liquid or solid.
Make two columns on your answer sheet and write on the first column the solid
ingredients and on the other side, your liquid ingredients.

Margarine Lard Fruit Juices Cake flour

Sugar Coconut Oil Baking powder Milk

Vanilla Panutsa Almond Flavor Butter

Salt Chocolate Bar Brown sugar Confectioner Sugar

All-purpose Flour Water Baking Soda Condensed Milk

Eggs Calumet Baking Skimmed Milk Butter

Powder

Cheese Refined Sugar Yeast Cocoa

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 27
 Reflect and Understand
Task Sheet 1.1.1a

Title: “KNOW ME” (Identification of Ingredients)

PERFORMANCE OBJECTIVE: Given the Task Sheet 1.1.1a; Identify the kind of
ingredient by tasting and touching the actual ingredient.

Supplies and Materials: Sample Bakery Products Pan-de-sal, Hotcake and Siopao

STEPS/ PROCEDURES:

➢ Group 1 - Have a tasting exercise. Given a pan-de-sal, hotcake, and siopao.

Identify the ingredients used for each item. Write your answers in your
notebook. Group leader shall discuss the result of your activity.
➢ Group 2 - Identify the dry ingredients placed on the table as to bread flour,
cake flour, all-purpose flour, refined sugar, cornstarch, iodized salt and
confectioners’ sugar. Note: Please do not taste.

Assessment Method: Performance Criteria Checklist

Group Name: Date:

Competency: Prepare Bakery Products Test Attempt:

BAKING INGREDIENTS 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

The class willl be 4- The group has identified the right ingredient without any
divided into 2 assistance and supervision.
groups. Each
group will follow 3- The group has identified 3 - 4 ingredients with assistance and
the procedure supervision.
given by the
teacher. 2- The group has identified 2 - 3 ingredients with assistance and
supervision.
4 = 92 - 95
1-Can perform some of these skills satisfactorily but requires
3 = 89 – 91 considerable assistance and or supervision

2 = 85 - 88 Note: Teacher’s initial/signature will be indicated on the corresponding

level achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 28
 What you need to know?

Read Lesson Information closely and find out how

much you can remember. Then do Activity & Task
Sheet 1.1.2 to know how much you have learned.

Lesson Information

The Best and Most Accurate Way to Measure Wet and Dry
Ingredients for Baking

Proper measuring is a crucial part of successful baking. Unlike cooking, where you can
often get away with eyeballing the amount of ingredients you put in the dish-a-ball of
mozzarella, a knob of butter, three tomatoes-baking is chemistry and requires precision.
Add too much flour to cake batter and the cake may come out tough and dry. Not enough
flour and you risk ending up with a badly structured cake that will collapse in the oven.

A. Measuring Dry and Liquid Ingredients (Using Standard Measuring

Cup, Spoon and Liquid Measuring Cup)
1. Dry Ingredients
A. Flour
a. Sift the flour to remove lumps.
b. Spoon sifted flour lightly into a measuring
cup heaping it well over the top of a cup.
Do not shake the cup.
c. Level off the cup with a straight-edged
utensil or spatula.

B. Sugar
a. White sugar needs sifting only if lumpy.
Proceed as in the measuring of flour.

b. Brown sugar, if lumpy press through a

coarse sieve to crush the lumps. Pack into
measuring cup just enough to hold its
shape. Level off.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 29
 c. Sift Confectioners’ Sugar through a sieve to
remove lumps. Spoon lightly into measuring
cup.

C. Baking Powder, Soda, Salt and Spices

a. Fill measuring spoon with the desired
ingredients. Level off with a spatula or any
straight-edged utensil. Stir lightly before
measuring.

a. Shortening
a. With the use of dry/solid measuring cup
Have shortening at room temperature. Pack
firmly into the measuring cup, taking care not to
have air pockets. Level off with a spatula or any
straight-edge tool/utensil. Use a standard
measuring spoon for less than ¼ cup shortening.

2. Liquid Ingredients
A. With the use of liquid measuring cup
1. Set up the liquid measuring cup. Place it on
a flat and even surface.
2. Pour the liquid carefully and slowly into the
cup. Stop pouring when the liquid reaches
the marker line for the desired amount.
3. Check your measurement. Bend down so
that your eyes level with the marker line.
Look at the top of the liquid.

B. Measuring Dry and Liquid Ingredients by Weight (Digital Weighing Scale)

The best way to measure ingredients when baking is by

using the Digital Weighing Scale. This is because weight, not
volume, is more accurate method of measurement. If you
have a recipe that lists its ingredients by weight, use a digital
weighing scale to measure the ingredients.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 30
 3. Turn on a digital scale. Place the
bowl you will use on the scale.
4. Press "tare" to reset the
measurement back to zero.
5. Add the ingredients one at a time,
pressing "tare" after every addition
to accurately measure the weight
of the ingredient as listed.
6. Or you can measure by weight one
ingredient at a time.

MEASUREMENTS AND THEIR EQUIVALENTS

The following are different tables of measurements and their equivalent s using the three
system of measurements.

Table 1.1 TABLE OF SUBSTITUTION OF INGREDIENTS

For: Substitute

1 cup butter 1 cup margarine

1 oz. chocolate, unsweetened 1 square chocolate

1 oz. sweetened chocolate ¼ cup cocoa + 1 ½ to 2 tsp. shortening

8-10 pcs. graham crackers 1 cup graham crumbs

4 oz. breadcrumbs 3 cups soft crumbs

1 cup milk (diluted) ½ c. evaporated milk+ ½ c. water

1 cup cake flour 1 c. all-purpose flour – 2T APF + 2T Cornstarch

(both sifted)

1 T. cornstarch 2 tablespoon flour

1 cup sour milk 1 c evaporated milk + 1 T. vinegar or lemon juice

1 cup whipping cream ¾ c. whole milk + ¼ c. butter

1 whole egg 2 egg yolks

1 cup molasses 1 cup honey

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 31
Table 1.2 EQUIVALENT OF WEIGHTS AND MEASUREMENTS

1gallon (gal.) = 4 quarts 1 kilogram (kg)= 1000 grams

1 quart (qt.) = 2 pints 1 pound (lb.) = 16 ounces

1 pint (pt.) = 2 cups 1 ounce (oz.) = 28.349 grams

1 cup (c.) = 8 fluid ounces 1 cup sifted all-purpose flour (c.) = 115
grams/4 ounces

1 cup (c.) = 16 tablespoon 1 cup sifted bread flour = 121 grams/4 ¼

ounces

1 tablespoon (T./tbsp) = 3 teaspoon 1 cup sifted cake flour = 100 grams/3 1/2
ounces

Process
Self-Check 1.1.2
Direction:

1. Give the equivalent of the following ingredients:

1 cup butter 1 oz. sweetened

chocolate

1 oz. chocolate, 8-10 pcs. graham

unsweetened crackers

4 oz. breadcrumbs 1 cup milk (diluted)

1 cup milk (diluted) 1 cup cake flour

1 cup whipping cream 1 whole egg

2. Give the equivalent of weights and measurements:

1gallon (gal.) 1 cup sifted all-

purpose flour (c.)

1 cup (c.) 2 cups

1 tablespoon (T./tbsp) 1 ounce (oz.)

16 ounces 1 quart (qt.)

1 quart (qt.) 1 kilogram (kg.)

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 32
 Reflect and Understand
Activity Sheet 1.1.2
Knowing the differences of measurement using Ordianary Cup & Standard
Measuring Cup

Title: Measuring Dry and Liquid Ingredients Accurately

PERFORMANCE OBJECTIVE: Given the lesson information 1.1.2; learn to measure

dry and liquid ingredients accurately.

Supplies and Materials: Measuring cups (for liquid and dry), Ordinary cup, Weighing scale,
Water and Flour

STEPS/ PROCEDURES:

1. Request for the needed tools and equipment

2. Measure flour in the ordinary cup. Use proper procedure in measuring.
3. Transfer the flour you measured from the ordinary cup to the measuring cup. Does
your cup contain more or less than the standard measuring cup? _________
4. Weigh the flour that you measured in ordinary cup. How much does it weigh?_______
5. Measure water in the ordinary cup.
6. Transfer the water in the standard liquid measuring cup. What is the volume of the
water? _____________
7. Is this more or less than the standard volume of 1 cup of water which is
___________________)?

Conclusion: The ordinary cup contains ____ g (more or

less) than the dry measuring cup.

The ordinary cup contains ____ ml (more or

less) than the liquid measuring cup.

Practical Demonstration by the students on how to measure dry and liquid ingredients
accurately using ordinary cup and standard measuring tool/devises (This activity should be
done by group)

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Bakery Products Test Attempt:

Measuring Dry and Liquid Ingredients 1st 2nd 3rd

Accurately

Directions: OVER-ALL EVALUATION

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 33
 Test how the 4- Can perform measuring all the dry and liquid basic ingredients
ordinary using the ordinary household wares and standard measuring devises
household wares without assistance and supervision.
measures
compared to 3- Can perform measuring all dry and liquid basic ingredients using
standard the ordinary household wares and standard measuring devises with
measuring assistance and supervision.
devises.
2- Can perform measuring 5 - 6 dry and liquid basic ingredients using
Materials
the ordinary household wares and standard measuring devises with
needed: -ordinary
assistance and supervision.
cup (one that you
use in your 1-Can perform some of these skills satisfactorily but requires
home. considerable assistance and or supervision

Note:

Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 34
 Transfer of Learning

Task Sheet 1.1.2

Title: Measuring Dry and Liquid Ingredients Accurately Using Standard Measuring
Tools

PERFORMANCE OBJECTIVE: Given the lesson information 1.1.2; learn to measure

dry and liquid ingredients accurately.

Supplies and Materials: Measuring cups (for liquid and dry), Weighing scale, Water and Flour

STEPS/ PROCEDURES:

1. Request for the needed tools and equipment

2. Measure flour in the standard measuring devises/tools. Use proper procedure in measuring.
3. Practical Demonstration by the student on how to measure dry and liquid ingredients
accurately.
4. Follow the steps on the lesson “The Best and Most Accurate Way to Measure Wet and Dry
Ingredients for Baking” – Lesson Information 1.1.2

Practical Demonstration by the students on how to measure dry and liquid ingredients accurately using the
standard measuring tool/devises (This activity should be done by group)
Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Bakery Products Test Attempt:

(Measuring Dry and Liquid Ingredients Accurately) 1st 2nd 3rd
Directions: OVER-ALL EVALUATION
Assemble the 4- Can perform measuring all the dry and liquid basic ingredients
measuring using the measuring devises without assistance and supervision.
tools available
3- Can perform measuring all dry and liquid basic ingredients using
in the the standard measuring devises with assistance and supervision.
laboratory.
Demonstrate 2- Can perform measuring 5 - 6 dry and liquid basic ingredients using
the standard measuring devises with assistance and supervision.
the proper way
of measuring 1-Can perform some of these skills satisfactorily but requires
dry and liquid considerable assistance and or supervision
ingredients.
Note: Teacher’s initial/signature will be indicated on the corresponding level
achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 35
 What you need to know?

Read Lesson Information closely and find out

how much you can remember. Then do Self-
Check & Task Sheet 1.1.3 to know how much
you have learned.

Lesson Information

Types, Kinds, Classification of Bakery Products

A. Bread
Bread is a staple food prepared from a dough of flour and water, usually by baking.
Throughout recorded history it has been a prominent food in large parts of the world and
is one of the oldest man-made foods, having been of significant importance since the dawn
of agriculture.

Bread may be leavened by processes such as reliance on naturally

occurring sourdough microbes, chemicals, industrially produced yeast, or high-pressure
aeration. Commercial bread commonly contains additives to improve flavor, texture, color,
shelf life, nutrition, and ease of manufacturing.
Bread plays essential roles in religious rituals and secular culture.
Kinds of Dough in Baking
Lean Dough - is a dough low in fat and sugar. These are higher in fat and sugar and
sometimes contain eggs and milk solids, because they are richer, they have a softer crust.
The basic ingredients for bread which includes flour, yeast, salts, a little sugar and
shortening makes up the lean dough. This dough is made up into Pan de Sal, Pan
Amerikano, French Bread and other crusty bread varieties.

Rich Dough - are yeast-based doughs that contain butter, cream, fat or eggs. Rich
dough produces a bread that is soft with a tender cake-like texture. Aside from the basic
ingredients for dough, rich dough has butter, nuts, fruits, eggs and condiments. Milk is
often used, too. Rich dough also uses more sugar. This dough is used in making rolls,
coffee cakes and the sweet bread varieties.

Methods of Mixing Dough:

Mixing is a general term that includes stirring, beating, blending, binding,

creaming, whipping and folding. In mixing, two or more ingredients are evenly dispersed
in one another until they become one product. Each mixing method gives
a different texture and character to the baked good.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 36
 • Straight Dough Method – This method combines all the ingredients together at
one time to make the dough. The dough is kneaded and set aside to rise.

Steps involved in the straight dough method:

Step 1: Mixing the Dough. Bread dough can be mixed by hand or in a machine
Step 2: Kneading the dough by hand
Step 3: First rise
Step 4: Shaping the dough and the final rise
Step 5: Testing
Step 6: Baking

• Modified Straight Dough Method

The Modified Straight Dough Method is utilized for combining enriched dough,
meaning dough that contains fat, sugar, and sometimes eggs and milk. The purpose
of the modified straight dough method is to ensure even distribution of the fat and sugar
present in enriched dough. This method is very simple but requires a few more steps
compared to The Straight Dough Method.

Steps in Making Modified Straight Dough Method

1. Mix the yeast with the liquid.

2. Combine the fat, sugar, salt, and flavorings. If the bread includes dry milk
powder, this will also be added in this step.
3. Add the eggs, one at a time, mixing until fully combined before adding the
next egg.
4. Add the liquid/yeast mixture and stir to combine.
5. Add the flour and mix until it is all saturated.
6. Follow the recipe’s procedure for either kneading or following the stretch and
fold method for building the gluten structure.
7. Follow the recipe’s procedure for fermentation.
8. Release the gas out of the dough by pressing down in the middle and folding
the sides over the top of the dough, “punching”.
9. Shape the bread and let it rise until double in volume.
10. Bake.

• Sponge Dough Method

The sponge and dough method is a two-step bread making process: in the first
step a sponge is made and allowed to ferment for a period of time, and in the second
step the sponge is added to the final dough's ingredients, creating the total formula. In
French baking the sponge and dough method is known as levain-levure.

Characteristics of a Well-Made Bread

Whether you’re a bread fiend or someone who just enjoys a good sandwich, there’s no
reason you shouldn’t be able to tell the difference between a loaf of bread and a truly great
loaf of bread. You might be wondering how one loaf of bread differs from any other loaf of
bread, but any quality bakery will be able to tell you that there certainly is a difference.
While you might not be employed at a quality bakery, it’s absolutely possible for you to be
able to quality-check bread like the best of them. Below, we’ve crafted a guide that
describes five of the most important qualities you should be looking for in a great loaf of

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 37
bread.
Crust. A bread without a nice, crispy crust isn’t a bread that’s worth your time. Artisan
bread should have a variety of hues in its crust, ranging from golden brown to a light golden
color. This ensures you’ll have the best tasting experience.
1. Air Pockets. Wheat flour is commonly used to make bread because it holds two
gluten-forming proteins, but some bakers over-work their dough and end up with a
bread that’s far too dense. What you should be looking for in fresh bread is a variety
of bubble sizes.
2. Glossy Interior. Not every bread should look wet on the inside, but a quality bread
will have a slightly glossy finish on the inside. In addition, it will spring back when
you press your finger into it.
3. Flavor. If a bread bakery claims to make a good flavored bread, you should be
able to smell that flavor before you even bite into a piece. Any decent bread should
have a good flavor; it shouldn’t taste like eating air!
4. Finish. While a loaf of bread doesn’t have to look gorgeous to be tasty, a pretty
bread certainly makes eating more enticing. A good finish or glaze, especially on
sweet breads, should be an indicator of quality.
B. Cookies.
Cookies are always popular. They are really “little cakes”, flat, sweet and small.
They can be made in a variety of shapes and flavors and can be served in just as many
ways.
Kinds of Cookies

Cookies are generally easy to make and one of the first things a beginning baker
makes.

1. Molded Cookies
Molded cookies are usually
round and are formed by rolling the
dough with your hands. They may
be pressed flat with a fork like
peanut butter cookies. Keep your
fingers or utensils lightly dusted
with flour or sugar to keep the
dough from sticking.

2. Dropped Cookies

Dropped cookies are usually the

easiest kind of cookie to make.
Dropped cookies are made by
dropping soft dough by the
teaspoonful onto a cookie sheet.
Make sure you leave enough room
between cookies for spreading.
Usually 2 inches is a good rule of
thumb unless your recipe specifies
otherwise. If uniform size is important
you may wish to use a cookie scoop.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 38
 3. Rolled Cookies

The dough for rolled cookies, or cut out

cookies, is rather stiff. It is rolled into a
sheet onto a lightly floured board and
then cut into shapes with a knife or
cookie cutters. Work with only a portion
of the dough at a time. Use as little flour
as possible to keep your cookies from
getting tough. Rolling out thinner will produce a crisper
cookie and thicker will make a softer and chewier
cookie.

4. Pressed Cookies

A cookie press is used to make

pressed cookies like spritz cookies.
The dough should be soft enough to
be put through a cookie press but must
be stiff enough to hold a shape. If the
dough is too soft, refrigerate for a
while. If the dough is too stiff, add an
egg yolk and try again.

5. Refrigerator Cookies

Also known as sliced cookies, these

cookies are made by rolling the
dough into a thick bar. The dough is
then chilled in the refrigerator until
ready to bake. Make sure you wrap
the rolls good, so they won’t absorb
other odors from your refrigerator.
Dough may be kept up to a week like
this. After chilling, the dough is
thinly sliced with a sharp knife and
then baked.

6. Bar Cookies

Bars or squares are more like cakes and are

a softer type of cookie. They may be crisp or chewy.
They may also be layered or filled. Brownies are one
good example of bar cookie. They are baked in a
baking pan with sides. Make sure you use the proper
size of pan or your bars may not turn out right. When
done these cake-type cookies are cut into squares.
Most bars will cut better if allowed to cool first.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 39
 7. No Bake Cookies

These cookies don’t require the use of an

oven. They are technically not a type of cookie. They
are usually very rich and more like a candy. No bake
chocolate oatmeal cookies are a good example.
These are best made like candy with a double boiler
and a candy thermometer.

Mixing Techniques

➢ Creaming. It is rubbing one or two ingredients in a bowl with

the help of a wooden spoon or electric mixer to make a soft
fluffy mixture. The creamed mixture should have both
smooth and grainy particles.

➢ Cutting-in. Mixing fat and flour with the use of pastry

blender or two knives in a scissor-like manner. This method
cuts fat into small pieces, coating them with flour to form
coarse, granular mixtures for pastries and biscuits.

➢ Folding. This is working with two ingredients very gently to

retain air in the mixture. It often involves one delicately
textured ingredient such as beaten egg white or whipped
cream, which would be reduced to nothing if handled
crudely and a batter type mix.

➢ Cut and Fold. A combination of two motions cutting

vertically through the mixture and turning over and over by
gliding the rubber scraper across the bottom and sliding
along the sides of the mixing bowl.

➢ Beating. It is done to incorporate air in a mixture by

mechanical agitation. It could be done with the use of wire
whips, eggbeaters and electric mixers.

➢ Stirring. It is often done with a wooden spoon, rotating it

through a mixture if necessary, usually until the ingredients
are combined.

➢ Whipping. It is a process of beating eggs and cream to fill

them with air and make them thick and fluffy.

➢ Sifting. It is the process of separating the coarse particles in

the dry ingredients by passing through a sieve. Air is
incorporated through this method.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 40
 A. Muffin

A muffin is an individual-sized,
baked product. It can refer to two distinct
items, a part-raised flatbread that is baked
and then cooked on a griddle (typically
unsweetened) and a cupcake-like quick
bread (often sweetened) that is chemically
leavened and then baked in a mold. While
quick bread muffins are often sweetened,
there are savory varieties made with
ingredients such as corn and cheese. The
flatbread is of British or European derivation, and dates from at least the early 18th
century, while the quick bread originated in North America during the 19th century.
Both are common worldwide today.

Outside Characteristics of Muffins and Quick Bread

• Shape: Uniform, well-rounded top, free from peaks and no cracks
• Size: Uniform, large in proportion to weight
• Color: Uniform golden brown
• Crust: Tender, pebbled or slightly rough and shiny

Inside Characteristics of Muffins and Quick Bread

• Color: Creamy, white or slightly yellow, free from streaks
• Grain: Round, even cells, free from tunnels
• Texture: Tender, moist, light
• Flavor: Pleasing, well blended with no bitterness

B. Biscuits

Biscuits are small flaky quick breads. It is a variety of small baked goods with a firm
browned crust and a soft, crumbly interior. They are usually made with baking
powder or baking soda as a chemical leavening agent rather than yeast.

Two Ways to Make Biscuits

1. Using solid fats – Solid fats are cut into the flour with a fork, a pair of knives
or a pastry blender until it coats the flour and is crumbly and mealy. Liquid
is added to make a soft dough and then the mixture is rapidly but lightly
kneaded to evenly distribute the mixture and sufficiently develop the gluten
for a flaky product.

2. Using liquid shortening or “Wet to Dry Method” – Liquid shortening, or

oil is added to the liquid ingredients and mixed with the dry ingredients to
make a soft dough. It is kneaded rapidly but lightly and treated like the solid
fat dough.

Outside Characteristics of Biscuits

• Shape: Uniform, straight sides and level tops on rolled biscuits.

• Size: Uniform, twice the size of unbaked biscuits
• Color: Uniform golden-brown tops and bottoms, sides lighter: free from
yellow or brown spots

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 41
 • Crust: Tender, moderately smooth; free from excess flour

Inside Characteristics of Biscuits

• Color: Creamy white, free from yellow or brown spots

• Grain: Flaky, pulling off in thin sheets, medium fine, even cells
• Texture: Tender, slightly moist, light
• Flavor: Pleasing, well blended with no bitterness

Process1.1.3
Self-Check

Activity Sheet 1.1.3a

Activity. Observe and Describe

Direction: This activity investigates the crumb structure of bread so that you will know the
characteristics of quality bread. Get a piece of freshly baked pan-de-sal, hamburger bun
or pan de lemon from a nearby bakery.

➢ How does the bread smell? _________________________________

➢ What is its shape? Does it hold its shape or is it deformed? ________

If the bread is still hot, allow it to cool first before proceeding to the next steps.

Choose the piece of bread or part of the bread that is not deformed. Slice the bread
across to reveal a cross section of the bread. It is important that the bread retains
its shape and does not get flattened so use sharp bread knife making sure that the
bread has cooled before slicing and slice gently.

Observe the cross section of the bread. This is the crumb structure – you can see
the formation of holes (cells) and the cell walls or grain.

➢ Are there small or big holes? Are the holes spread across evenly or
concentrated in one area? ____________________________________
➢ Is the dough between the holes firm or too soft? Does it hold its shape or fall
apart easily? _______________________________________________
➢ When it cools down, does it retain its softness, or does it become hard?
______

TIP: Good quality yeast bread should have good volume (from leavening action). It
should have good structure and texture with evenly spaced cells surrounded by thin
cell walls that holds its shape and does not crumble on its own.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 42
 Reflect and Understand

Task Sheet 1.1.3b

Title: Actual Performance on the Different Mixing Techniques

PERFORMANCE OBJECTIVE: Given the lesson information 1.1.3; Demonstrate the

different mixing techniques.

Supplies and Materials: Baking Tools (Wooden Spoon, Wire Whisk, Blender, Flour Sifter,
Mixing Bowl, Electric Mixer and Ingredients

STEPS/ PROCEDURES:

1. Request for the needed tools and equipment

2. Given the tools and Ingredients in baking, demonstrate on the uses of each following
the discussion on Mixing Techniques in Baking, Lesson Information 1.1.2 pp
• Creaming
• Sifting
• Blending
• Rolling
• Kneading

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Bakery Products Test Attempt:

1st 2nd 3rd
Directions: OVER-ALL EVALUATION
Assemble the 4- Can perform the mixing techniques using the required tools/devises
measuring tools without assistance and supervision.
available in the
laboratory. 3- Can perform the mixing techniques using the required tools/devises with
assistance and supervision.
Demonstrate the
proper way of 2- Can perform only 3 - 4 mixing techniques using the standard measuring
measuring dry tool/ devises with assistance and supervision.
and liquid
ingredients. 1-Can perform some of these skills satisfactorily but requires considerable
assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 43
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 1.1.4a to know
how much you have learned.

Lesson Information

BAKING TEMPERATURE CONTROL

Temperature control plays a crucial role in:

• Time management
• Product consistency
• Crust, crumb, and flavor characteristics
• Shelf life

Temperature of dough during mixing

"Baking, The Art and Science", by Schunemann and Treu, has a good amount of
information relative to the consequences of mixing at too high or low a temperature.
Schunemann and Treu indicate that the intensity and duration of the mixing process
effects the optimal dough temperature. Since slow-speed mixers are susceptible to faster
dough maturation, keeping the dough cool leads to the best results. High-speed mixers
lead to dough that ages more slowly. In this case, the higher friction (discussed below)
compensates for any temperature adjustment. Since yeast activity is greatly reduced at
lower temperatures, dough prepared under cool conditions tends to ferment more slowly.

Dough Properties:

Excessively Cool Conditions Excessively Warm Conditions

Matures slowly and remains "green" Matures quickly and gets "old" very fast.
or "young" for a long time.
Is moist. Is dry and tends to form a skin.
Is sticky and runny. Firms up very quickly.
Is not firm, but rather, "flows". Turns "short" (less elastic) very rapidly.
Loses fermentation stability

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 44
Base Temperature Calculation

How is the temperature of the dough controlled? By using the base temperature
calculation. The factors that influence dough temperature are the ambient temperature,
the temperature of the flour, the temperature of the water, and the temperature resulting
from the action of kneading (manual) or mixing (mechanical). The temperature of each of
the first three factors is easily measured by using a thermometer.

The fourth factor, the temperature resulting from the action of kneading or mixing, is
known as the friction factor. The friction factor refers to the amount of energy or heat
generated during the dough making process. Friction varies according to whether the
action is manual or mechanical, how much time the action takes, and the firmness of the
dough. If the action is mechanical, friction also depends upon the type of mixer used.
There is disagreement regarding estimates of how many degrees the dough temperature
may rise during kneading and mechanical mixing. Some suggest 1 degree per minute for
either method. Others suggest 1 degree per minute for kneading, and 2 degrees per
minute for mechanical mixing, no matter which type of mixer is used. These differences
emphasize the importance of calculating the friction factor independently.

Temperature During Fermentation and Proofing

1. Primary Fermentation (Bulk Fermentation)

Primary fermentation is also referred to as bulk fermentation. Activity of the ferment, be it

baker’s yeast or levain (sourdough), is one of the primary factors in the process of dough
development during primary fermentation. Consequently, temperature plays a vital role in
determining the time within which dough development or maturation is achieved for a
formula with a specific ferment level. It is customary to adjust the ferment quantity, or
fermentation time, or both, with changes in dough temperature, whether those changes
are introduced intentionally or unintentionally. Practicing bakers, in both commercial and
home settings, are familiar with these relationships and make appropriate adjustments.

The following tables entitled Dough Conditions During Fermentation, and Quality of the
Final Product, are offered as a simplified reference to help determine the causes of
defects or faults resulting from inadequate temperature conditions during fermentation.

Dough Conditions During Fermentation

Excessively Cool Conditions Excessively Warm Conditions

Dough does not attain enough

Dough reaches the peak of its gassing power during
gassing power during
mixing or during make-up
fermentation and proofing
Dough is rigid, tough, and flat Dough lacks elasticity, breaks when stretched, and
becomes dry

Quality of the Final Product:

Excessively Cool Dough Excessively Warm Dough

Volume is reduced Volume is reduced

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 45
 Crust is dark and hard Crust is pale and whitish
Bread has irregular holes or
Bread has large cells with thick walls
breaks
Crumb dries out quickly. Crumb is dry, crumbly and, at times, sour tasting
Crumb is uneven, dense in the
Crumb is gray
center or open outside
Aroma and flavor are poor Aroma and flavor are poor
Shelf life is reduced Shelf life is reduced

2. Intermediate Proof (Benching or Bench Time)

Intermediate proof is also referred to as benching or bench time. It is a period of rest

between the work carried out by dividing and rounding (an activity during which dough
temperature becomes evenly distributed), and final shaping. The purpose of this rest
period is to allow the dough to become sufficiently soft, extensible, and relaxed to perform
well during shaping, and to further fermentation development. During intermediate proof
the activity of the ferment continues to generate carbon dioxide. The extent of the activity
depends primarily upon the dough temperature, and the length of time involved. The result
of the activity is that the gas bubbles in the dough begin to increase in size. For this
reason, this period can be used to influence the structure of the final product. An adequate
intermediate proof is thought of as critical in the development of products with an open
cell structure. Provided there is limited structural modification, and degassing is minimized
during final shaping, a longer intermediate proof time, e.g. 15 minutes or more, will result
in a more open cell structure in the final product. The temperature during intermediate
proof should be consistent with the temperature during primary fermentation.

3. Secondary Fermentation (Proofing/Final Proof)

Secondary Fermentation is also referred to as proofing or final proof. It is the period that
follows shaping and precedes baking. The purpose of proofing is to obtain maximum
dough development by allowing the shaped dough to relax and expand to produce an
aerated piece of dough which, when baked, produces the desired shape and volume.
During proofing, the structure of the final product is set. Proofing temperatures generally
occur within a range of 22°C to 29°C (72°F to 85°F), depending upon the formula and
final product. Many commercial bakers have access to programmable equipment referred
to as "proofers" or "proofing cabinets," which allow for the ultimate control of such factors
as temperature, time, and humidity. Those bakers who do not employ specialized
equipment, and those of us baking at home, tend to identify areas within our environment
in which the temperature is naturally or easily controlled, and devise makeshift techniques
to influence humidity.

If the dough is proofed at an improper temperature, or if there are fluctuations in

temperature during proofing, the following defects or faults may occur: The dough may
become too cool, resulting in a final product that is small and compact, with a dense crumb
structure. The dough may form a skin, inhibiting expansion during proofing and baking,
and causing a pale, dull, and thick crust,

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 46
Temperature During Baking:

Although the definition of "baked" is considered arbitrary by some, a range in temperature

from 93°C to 96°C (200°F to 205°F), at the center of a lean dough at the end of baking,
is the generally accepted standard. This is the temperature necessary for the structure
throughout the final product to be adequately rigid. For a rich dough, the standard is 82°C
to 87°C (180°F to 190°F).

Two processes determine baking temperature. One is the expansion of gas cells, and the
other is the coagulation of gluten and gelatinization of starch. Coagulation is described as
the aggregation of protein macromolecules into clumps or aggregates of semisolid
material. Gelatinization is described as the swelling of starch granules when heated in the
presence of water. Too low an oven temperature will cause the dough to expand to its
greatest extent before the gluten and starch have had an opportunity to set. The dough
will then collapse into a flat, dense mass. Too hot an oven will cause the protein and
starch in the outer layers to set too quickly. The crust, prematurely formed, will prevent
further expansion.

Lean dough is usually baked at 218°C to 232°C (425°F to 450°F), while rich dough is
usually baked at 176°C to 190°C (350°F to 375°F). Rich dough is baked at lower
temperatures than lean dough so that the baking process is more gradual, and the surface
of the dough doesn't brown before the interior has set. If desired, once the shape of the
dough has set and the crust has become firmer, the temperature of the oven can be
reduced to allow the crust to thicken as the center finishes baking.

Size matters here as it does in cooking, and opposite strategies are called for to properly
bake small and large dough pieces. A small piece must be baked quickly in a hot oven so
that the crust can fully form and brown without the crumb becoming dehydrated. A large
piece must be baked slowly in a cooler oven so that the crust doesn’t become overly thick
and dark before the center of the crumb is adequately cooked.

A variety of reactions occur as the dough gathers internal heat. Yeast activity is decreased
at 49ºC (120ºF), and yeast cells are destroyed within the range of 57°C to 60°C (135°F
to 140°F). The first process which determines baking temperature (the expansion of gas
cells) occurs within this temperature range. During this period, yeast activity in the form
of the production of carbon dioxide and the expansion of gas volume as the dough heats
up, work in concert to swell the dough and produce oven spring. This generally occurs
within the first 7 to 10 minutes of baking. At approximately 60°C to 71°C (140°F to 160°F),
the second of the process’ occurs, namely, the coagulation of the protein and the
gelatinization of the starch. As the center of the dough continues to gather internal heat
to a temperature just below that of boiling, the gluten and starch, and the semiliquid form
of dough, solidifies into the final product.

Browning reactions occur only after the water contained in the dough has reached the
boiling point and follow the drying out of its surface. Browning is due to the following three
factors: the caramelization of the sugars, the dextrinization of the starch, and the Maillard
reaction. Caramelization occurs when the sugar gives up water and carbon dioxide,
changing the structure of the sugar and its taste. Dry heat causes the change of starch
into dextrin’s (dextrinization) which imparts flavor and increases digestibility. The Maillard
reaction is the result of an interaction between amino acids and carbohydrates in which
an aromatically perceived substance is formed. When the Maillard reaction takes place
at a high temperature, it results in desirable aromas and flavors, but when it takes place

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 47
at lower temperatures, it results in flat, gluey, and cardboard-like flavors. The browning of
the surface of the dough improves both the color and taste of the final product. Even
though these reactions are limited to the hot, dry crust, the flavor of the entire final product
is affected, because the products of these reactions are diffused inward toward the center
of the dough. Distinctions in flavor can be made between light colored and dark colored
final products. Dark colored final products are more flavorful. Once the final product is
removed from the oven, it is necessary to allow it to cool on racks. This facilitates the
evaporation of the steam generated during baking and the ultimate hardening of the crust.

The following table entitled Dough Conditions During Baking, and Quality of the Final
Product, are offered as a simplified reference to help determine the causes of defects or
faults resulting from inadequate conditions during baking.

Dough Conditions During Baking - Quality of the Final Product

Excessive Top or Bottom Heat

Excessive Top Heat Excessive Bottom Heat

Separation of the crust from the crumb with

Wide, flat shape and a hard base
irregular swelling on the surface
Crust is too dark Crust is pale.

Excessively Cool or Hot Oven

Excessively Cool Oven Excessively Warm Oven

Separation of the crust from the

Crust is irregular, torn crumb with irregular swelling on the
surface
Crust is pale, dry, thick Crust is dark, red, and hard
Volume is excessive or deficient Volume is poor
Crumb is gray and dull Crumb is dry
Texture is poor, crumbly Texture is poor, crumbly
Shelf life is reduced Shelf life is reduced

Underbaked or Overbaked

Underbaked Overbaked

Crust is pale Crust is dark

Aroma and flavor are poor Aroma and flavor are poor

Additional information pertinent to this topic can be found in the following articles: "Starch: II, Starch
and Baking," published in Volume 4, Number 2, Spring 1996 of the Guild Newsletter; "The Role of
Fermentation in the Baking Process", Breadlines, Volume 6, Issue 2, Spring 1998. "The Retarding
Process," published in Breadlines, Volume 7, Issue 4, Fall 1999; and "Choosing an Oven," and
"Choosing an Oven - Part 2," published in Volumes 8, Issue 4, November 200, and Volume 9,
Issue 1, March 2001, respectively.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 48
 Process

Self-Check 1.1.4a
Direction: Give your answer to the following statements:

1. The dough temperature is controlled by _____________________.

2. ___________________ is referred to us as the primary bulk fermentation.
3. ___________________ is a period of rest between the works carried out by
dividing and rounding and final shaping.
4. The secondary fermentation temperature range from ________________.
5. The generally accepted standard temperature at the center of a lean dough
at the end of baking is from ________________.

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 1.1.4b to know
how much you have learned.

Lesson Information

Why is oven temperature important?

Oven temperature is one of the key baking parameters. It can be measured,
modified, and controlled in order to influence process conditions directly, thereby
affecting a product’s final characteristics.

OVEN TEMPERATURE GUIDE

Description of Thermostat Setting Fahrenheit (0F) Centigrade 0C

Oven
Electric Gas

Cool 200 200 90

Very Slow 250 250 120

Slow 300-325 300 150-160

Moderately Slow 325-350 325 160-170

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 49
 Moderate 350-375 350 170-190

Moderately Hot 375-400 375 190-200

Hot 400-450 400 200-230

Very Hot 450-500 450 230-260

Reflect and Understand

Task Sheet 1.1.4b

Title: Actual Performance on Setting of the Oven Temperature

PERFORMANCE OBJECTIVE: Given the lesson information 1.1.3; Demonstrate the

Setting of the Oven Temperature

Supplies and Materials: Oven, Igniter, Temperature Gauge

STEPS/ PROCEDURES:
1. Request for the needed tools and equipment
2. Given the tools and equipment, demonstrate the right way of igniting the oven and get
the following temperature:
a. Cool
b. Very Slow
c. Moderate
d. Moderately Hot
e. Hot
Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Bakery Products Test Attempt:

1st 2nd 3rd
Directions: OVER-ALL EVALUATION
Assemble the 4- Can perform the Setting of the Oven Temperature without assistance and
measuring tools supervision.
available in the
laboratory. 3- Can perform the Setting of the Oven Temperature with assistance and
Demonstrate on supervision.
Setting of the
2- Can perform minimal skills on Setting the Oven Temperature with
Oven
assistance and supervision.
Temperature
1-Can perform some of these skills satisfactorily but requires considerable
assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 50
“The succeeding pages provide recipes for the different types of Pastry Products.
Divide the class into five groups. Select a recipe for the group to bake. No two
groups should do the same recipe. There are enough recipes for all the groups to
choose from.”

Suggested Projects:

BASIC SOFT ROLL

Ingredients:
380 g Evaporated Milk
18 g Active Dry Yeast
100 g Refined Sugar
100 g Large Eggs
750 g Bread Flour
10 g Iodized Salt
100 g Butter

1. Preheat oven to 200 C.

2. Grease baking tray and set aside.
3. Sift and measure flour and salt together.

Straight Dough Method:

1. Dissolve yeast in milk, add sugar, eggs and mix in the remaining dry ingredients.
2. Knead for 10 minutes, add butter while kneading until all are consumed.
3. Dough should be malleable.
4. Bulk fermentation must be 45 minutes to 1 hour. 1st proofing
5. Punch Down, rest for 20 minutes.
6. Scaling and Shaping - Roll with rolling pin and form into one log. Rest for 20
minutes. 2nd proofing
7. Shape into round or oblong and put on your greased baking tray.
8. Last proofing – 30 minutes to 1 hour.
9. Baking time – 10-15 minutes. Yield: 32 pcs

No. of Yields: 32 pcs.

Pack and Label.
Present for evaluation

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 51
 PAN-DE-SAL

Ingredients:

1000 g. Bread Flour

18 g. Iodized Salt
380 g. Evaporated Milk
70 g. Water
36 g. Active Dry Yeast
300 g. Sugar
100 g. Eggs
100 g. Margarine and Lard

Procedure:

1. Dissolve yeast in lukewarm milk, add sugar, eggs and mix in the remaining dry
ingredients.
2. Knead on slow speed for 4 minutes, scraping side down the bottom of the bowl or
knead for 5 minutes.
3. While kneading, gradually add butter until all are consumed. Knead more for 10
minutes until smooth. Dough should be malleable.
4. Form into a ball. Place in a greased mixing bowl. Grease the dough on top and
cover with cling wrap or plastic wrap.
5. Bulk fermentation must be 45 minutes to 1 hour. (1 st proofing)
6. Punch Down. Rest for 20 minutes.
7. Roll with rolling pin and form into several logs. Sprinkle breadcrumbs on the
working board and on the rolled dough. (Rest for 20 minutes. 2nd proofing)
8. Shape into pan-de-sal.
9. Last proofing – 30 minutes to 1 hour.
10. Baking time – 10 to 15 minutes.

No. of Yields 400 pcs.

Pack and Label.
Present for evaluation

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 52
 CINNAMON ROLL

Ingredients:

1 Tbsp Yeast
1 tsp sugar
½ cup water
2 cups milk
3 TB butter
cup sugar
1 tsp salt
½ tsp vanilla
3 cups all-purpose flour

Filling
¼ cup softened butter
⅓ cup brown sugar
2 tsp cinnamon
¼ cup chopped cashew nuts
½ cup raisins

Greasing mixture on pan

¼ cup maple syrup, optional
¼ cup brown sugar
¼ cup white sugar
¼ cup butter

Procedure:

1. Mix yeast, sugar, water and milk. Cover for 5 minutes.

2. Add in butter, sugar, salt, vanilla and flour. Let it rise for 25 minutes.
3. Roll on floured table.
4. Spread filling, roll and cut to 1” thick.
5. Place on greased pans and let it rise for 30 minutes.
6. Preheat 350°F, bake for 20 minutes.

No. of Yields: 30 pcs.

Pack and Label.
Present for evaluation

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 53
 STANDARD BISCUIT RECIPE

Ingredients:

1 cup All-purpose flour

1 tsp. Salt
2 tsp. Baking Powder
2/3 cup Shortening
½ - 1/3 cup Evaporated Milk

Procedure:

1. Preheat oven at 232oC. Measure and sift if all dry ingredients together.
2. Cut in shortening of flour. Blend until the mixture become crumbly, Resembling
of coarse cornmeal. Use a pastry blender or two knives for cutting.
3. Pour in the milk. Mix quickly but lightly until the dough is soft and can be formed
into a ball. More milk can be added if necessary.
4. Transfer dough in lightly floured board. Knead gently for about 30 seconds. Use
fingertips to press the dough, folding the far edge to center and turning the
dough as you need to ensure a well-blended and smooth mixture.
5. Roll out dough to only half of the desired thickness since the dough doubles
when baked. Use short light strokes of the rolling pin moving in one direction
only.
6. Cut dough into desired shape using a cookie cutter or any tool of similar
function.

Variations: you can vary the standard recipe by mixing any or a combination of the
following: cheese, raisins, hams, fruits, sesame and anise seeds, cinnamon or other spices
in the dough or batter to enhance flavor. You may also sprinkle these on the top for
decorative purposes or spread them layers of dough as filling

BASIC MUFFIN RECIPE

Ingredients:
2 cups all-purpose flour
1 tbsp. Baking powder
6 tbsp. sugar
1 tsp. salt
2 eggs
1 cup milk
2 tbsp. cooking oil

Procedure:
1. In a bowl, put together all dry ingredients: flour, sugar, baking powder and salt.
2. In a separate bowl, beat eggs and blend in milk. Add the oil into the egg mixture.
3. Pour liquid ingredients all at once into dry ingredients.
4. Stir lightly with about 25 to 30 strokes just to moisten the dry ingredients do not
over mix as this will result in uneven texture.
5. Spoon into greased muffin pans. Each cup should be about 3/4 full. Bake for
about 20 to 30 minutes or until Golden Brown.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 54
 STRAWBERRY MUFFIN RECIPE

Ingredients:

2 cups all-purpose flour, sifted

3 tsp. Baking powder
1/3 sugar
½ tsp. salt
1 cup milk
1 Egg beaten
3 tbsp. shortening or margarine
½ cup strawberry jam
½ cup whole strawberries, preserved

Procedure:

1. Mix dry ingredients in a bowl. Add milk, egg, shortening, and strawberry jam.
2. Spoon into muffin tins lined with paper cups. Place one strawberry at the center
of each muffin.
3. Bake at 232° for 20-25 minutes.

PEANUT BUTTER-RAISINS MUFFIN RECIPE

Ingredients:

2 cups all-purpose flour

1 tbsp. Baking powder
2 tbsp. sugar
1 tsp. salt
2 tbsp. melted shortening
1 cup peanut butter
½ cup raisins, chopped
1 Egg beaten

Procedure:

1. Preheat oven to 232°C. Sift flour, baking powder, sugar and salt. Cut in peanut
butter and raisins until mixture resembles a coarse meal.
2. Mix egg, milk and melted shortening.
3. Pour liquid mixtures into flour-peanut butter mixture.
4. Stir lightly using 25 to 30 strokes until all ingredients have been moistened
throughout.
5. Spoon into greased muffin pans or muffin pans lined with paper cups about 3/4
full.
6. Bake in preheat oven for 20 to 30 minutes or until Golden Brown.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 55
 Process
Activity 1.1.5

Baking Activity Plan

Direction: In order to help you perform the activity efficiently and to ensure that nothing
is forgotten, and everything will go smoothly, accomplish the baking activity plan below.

• Ingredients list: ingredient and amount in the recipe

• Market list: quantity to be bought in the market and the price of the item
• Purchasing plan: who is in charge of buying and when they will be purchased
• Tools and materials list: utensils, materials needed for the activity
• Materials plan: who is responsible for bringing and organizing the materials
• Procedure: list all the procedures from mise-en-place to actual baking procedure to
clean-up
• Production plan: distribution of tasks for the actual activity.
BAKING ACTIVITY PLAN

Name of Recipe Date of Activity

Ingredients List Market List Purchasing Plan

Tools and Materials List Materials Plan

Procedure Production Plan

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 56
 Reflect and Understand
Activity 1.1.5

Checking your list! Direction: During and after each actual baking performance,
accomplish this checklist. This checklist allows you to reflect on how well you have followed
the guidelines given in the previous lessons. This checklist could also be used to analyze
the outcome of your sensory evaluation of the finished product. These procedures and
guidelines may contribute to the causes of success or failure of your finished product.

CHECKLIST OF BAKING/PRODUCTION PERFORMANCE

Recipe/Product Recipe/Product Recipe/Product

1: (Basic Soft 2: (Pan-de-Sal) 3: (Peanut Butter
Roll) Raisins Muffin
Recipe)
Procedure/guideline D – done D – done D – done
ND – not done ND – not done ND – not done
PD – partially PD – partially PD – partially
done done Done

MISE-EN-PLACE
CLAYGO
MENSURATION Measuring
accurately
Using appropriate measuring tools
Performing correct measuring
procedures
PROPER USE AND CARE OF
EQUIPMENT
Used appropriate tools
Used the tools correctly
Cleaned and stored the tools after
using
FOLLOWED GOOD
KITCHEN/LABORATORY
PRACTICES
FOLLOWED FOOD SAFETY AND
SANITATION PRACTICES
FOLLOWED PROPER MIXING AND
BAKING PROCEDURES
(write mixing method used)
Performed mixing method according
to standard procedure
Preheated oven
Used appropriate baking
temperature
Baked the product just until it is done

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 57
 Transfer
SENSORY EVALUATION OF BAKED PRODUCTS
In doing the sensory evaluation of the products, write the closest description you can use.
The real test of your success as a baker is the finished product. The product should be
evaluated on key characteristics. The critical characteristics of baked products are:
SENSORY CHARACTERISTICS
EVALUATION
Appearance descriptions of the external part of the product like the height of
the baked good, the crust.
Flavor flavor is a composite of taste, odor and touch (mouthfeel).
Taste descriptions for sweetness, sourness, saltiness, bitterness, or
combination (bitter-sweet)
Odor descriptions for food odors like burnt, smoky, moldy, musty,
yeasty, rancid, sour, lemony etc.

Touch, mouthful descriptions for mouthful: greasiness, metallic, astringent,

sharp, spicy etc.
Texture descriptions for the crumb structure (the internal part of the
baked product): crumbly, gritty, tender, short, soft, firm, elastic,
mealy, chewy, gummy, hard, brittle, tough, pasty, sticky,
coarse, dry, moist, oily etc.

Activity: Getting involved!

Direction: Perform sensory evaluation on your product. Use the tool below.
Rating: Rate the product from 1 to 7, with 7 having the best quality or characteristic.
Provide descriptive words besides each corresponding rating.

SENSORY EVALUATION TOOL

PRODUCT 1 PRODUCT 2 PRODUCT 3
CRITERIA
Rating and Rating and Rating and
Description Description Description
APPEARANCE

TEXTURE

TASTE

ODOR

MOUTHFEEL

OVERALL REMARKS: Write what you think are the possible causes of the quality of your
product.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 58
 TASK SHEET #1.1.5
Title: Laboratory in Bread Making (Basic Soft Roll)

PERFORMANCE OBJECTIVE: Given the operation sheet 1.1.3b; Demonstrate skills on

how to bake Dinner Roll (Basic Soft Roll)

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

1. Request for the needed tools and equipment

2. Explain the procedures in lighting an oven
3. Discuss the procedure in the preparation and baking Dinner Roll.
1. Mis-en-Place 6. Scaling
2. Mixing 7. Shaping
3. Kneading 8. 1st Proofing to Final Proofing
4. Fermentation 9. Baking
5. Punching Down 10. Cooling
11. Packaging
Practical Demonstration by the student on how to bake Dinner Roll.

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Bakery Products Test Attempt:

PREPARATION AND BAKING OF DINNER 1st 2nd 3rd

ROLL (BASIC SOFT ROLL)

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Dinner Roll without
skills on how supervision and with initiative and adoptability to problem situation
to bake a
3- Can perform preparation and baking of Dinner Roll satisfactorily
Dinner Roll without assistance or supervision
(Basic Soft
Roll) 2- Can perform preparation and baking of Dinner Roll satisfactorily
but requires some assistance and/or supervision
You will be
1-Can perform some of these skills satisfactorily but requires
rated based on considerable assistance and or supervision
the overall
evaluation on Note: Teacher’s initial/signature will be indicated on the corresponding level
achieved by the learners.
the right side.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 59
 TASK SHEET #1.1.5
Title: Laboratory in Bread Making (Pan-de-Sal)

PERFORMANCE OBJECTIVE: Given the operation sheet 1.1.3b; Demonstrate skills on

how to bake Pan-de-Sal)

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Explain the procedures in lighting an oven
• Discuss the procedure in the preparation and baking Pan-de-Sal
1. Mis-en-Place 6. Scaling
2. Mixing 7. Shaping
3. Kneading 8. 1st Proofing to Final Proofing
4. Fermentation 9. Baking
5. Punching Down 10. Cooling
11. Packaging
Practical Demonstration by the student on how to bake Dinner Roll.

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Bakery Products Test Attempt:

PREPARATION AND BAKING OF PANDESAL 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Pan-de-Sal without
skills on how to supervision and with initiative and adoptability to problem situation
bake a Pan-de-
Sal 3- Can perform preparation and baking of Pan-de-Sal satisfactorily
without assistance or supervision
You will be
rated based on 2- Can perform preparation and baking of Pan-de-Sal satisfactorily
the overall but requires some assistance and/or supervision
evaluation on 1-Can perform some of these skills satisfactorily but requires
the right side. considerable assistance and or supervision

Note:

Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 60
 How much you have learned?

POST- ASSESSMENT
Choose the best answer and write the letter only in your answer
sheet.

1. What is the basic ingredient in baking that improves aroma, flavor, and nutrition in
baked products?
e. baking powder
f. flour
g. shortening
h. sugar
2. What kind of sugar is primarily used in preparing icing?
a. brown sugar
b. confectioner’s sugar
c. granulated sugar
d. refined sugar
3. Which of the following ingredients is usually used in
dough that gives better taste and flavor/
a. butter
b. compound lard
c. edible tallow
d. vegetables oil
4. Which kind of flour contains more gluten and less starch?
a. all-purpose flour
b. bread flour
c. cake flour
d. soft flour
5. Which of the ingredients is an example of a physical leavening agent?
a. air
b. baking powder
c. baking soda
d. yeast
6. What is the best step to have better results in baking?
a. Measure ingredients accurately.
b. Memorize the recipe very well.
c. Use modern equipment.
d. Use only imported ingredients.
7. How many cups is equivalent to one gallon?
a. 3
b. 5
c. 10
d. 16
8. What is the first step to have better results in baking?
a. keeping oneself clean
b. keeping the food and equipment clean

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 61
 c. keeping the utensils and work area clean
d. all of the above
9. Which among the choices is a personal cleanliness practice in baking?
a. combing the hair in the working area
b. keeping fingernails long
c. washing the hands after work
d. wearing an apron during working hours
10. What is the proper way to measure flour accurately?
a. level off with the use of the tines of a fork
b. shakes the measuring cup before levelling
c. shovel the flour
d. sift it before measuring
11. Which of the following is the best substitute for sour milk?
a. 1 C sweet milk plus 1 tbsp. vinegar
b. 1¾ C sweet milk plus 1 tbsp. vinegar
c. 2 C sweet milk plus ½ tbsp. vinegar
d. 2/3 C sweet milk plus 1 tbsp. vinegar

12. What is the best substitute for one cup sifted flour?
a. 1 C minus 1 tbsp. sifted all = purpose flour
b. 1 C minus 2 tbsp. sifted all = purpose flour
c. 1 C plus 2 tbsp. sifted all = purpose flour
d. 1 C sifted all-purpose flour
13. Which of the following flour mixture is thick enough to be rolled and kneaded?
a. batter
b. cream
c. crust
d. dough
14. Which among the following cookies needs freezing before it
is cut into desired shapes before baking?
a. cookie bar
b. pressed cookie
c. refrigerated cookie
d. rolled cookie

15. Which type of mixing technique is done only in baking bread?

a. blending
b. creaming
c. folding
d. kneading
16. It refers to the procedure of rubbing one or two ingredients against a bowl with the
tip of a wooden spoon or electric mixer.
a. beating
b. creaming
c. folding
d. stirring
17. Which of the following pastries refer to small, flat, and sweet cakes?
a. biscuits
b. cookies
c. muffins
d. pies
18. What storing technique is used to draw, fold and cover the bakery product?
a. chilling
b. folding

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 62
 c. refrigerate
d. wrapping
19. What refers to the process of putting your product
into containers for easy distribution?
a. labeling
b. packaging
c. storing
d. wrapping
20. Which among the more innovative method is used in commercial food packaging?
a. canned packaging
b. chill packaging
c. foil packaging
d. freezing packaging
21. What is a unique component of flour made up of protein glutenin and gliadin which
is formed after working out with water or liquid?
a. crust
b. dough
c. gluten
d. grain
22. What is a tender, moist and simple cup bread leavened with baking powder?
a. biscuit
b. bread
c. cookies
d. muffin
23. What is an act of replacing an ingredient over another ingredient of more or less
similar characteristics?
a. technique
b. substitution
c. standard
d. change
24. What is an act or process of determining the specific amount of an ingredient that
uses standard measuring cup?
a. measurement
b. weighing
c. scaling
d. standard
25. What is a method of preparing ingredients that separate the coarse particles from
the fine particles?
a. creaming
b. sifting
c. beating
d. cutting and folding

Generalization:
This module gave opportunity to develop their skills in preparing and producing
bakery products according to standard operating procedures techniques and knowledge
of Bread and Pastry Production.

This prepares them to move on the next important skills for development in
preparing the procedure in pastry products.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 63
 Lesson 2

Overview:
The term pastry comes from the word “paste”,
meaning “to stick”. Pastry is mixture of flour, liquid, and fat.
In the bakeshop, pastry refers to both various pastes and
dough and to the many products made from them.

The two fundamental types of pastry are yeast- raised

pastry, such as Danish dough and pie dough. Besides
these various types of short dough, puff pastry, also known
as pâte feuilletée, and éclair paste, also known as pâteà
choux are other types of pastry. On the other hand, crisp
meringues and other meringue-type sponges though they
are not made from a flour paste are also considered pastries
because they are used like flour pastries in combination with
creams, fillings, fruits, and icings to create a wide range of
desserts

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 64
 Learning Goals and Targets

Lesson I: Prepare and Produce Pastry Products

Content Standard:

The learners demonstrate an understanding of the basic

concept and underlying theories in preparing and producing
pastry products.

Performance Standard:

The learners demonstrate competencies in preparing and

producing pastry products.

Learning Competencies:

Lesson 1: Prepare Pastry Products

LO1. Prepare Pastry Products

LO2. Decorate and Present Pastry Products

LO3. Store Pastry Products

LO1. Prepare Pastry Products

1.1 Use appropriate equipment according to required pastry products
and standard operating procedures.
1.2 Select, measure and weigh required ingredients according to recipe
or production requirements and established standards and
procedures.
1.3 Prepare variety of pastry products according to standard mixing
procedures/formulation of recipes and desired product
characteristics.
1.4 Select required oven temperature to bake goods in accordance with
the desired characteristics, standards recipe specifications and
enterprise practices.
1.5 Bake pastry products according to techniques and appropriate
conditions and enterprise requirement and standards.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 65
 What do you already know?

PRE- ASSESSMENT:
Read and analyze the statement carefully. Choose the best
answer and write the letter only in your answer sheet.

1. What is the best substitute for two cups of pastry flour?

a. 1 C sifted all-purpose flour
b. 1 C sifted all-purpose flour plus 2∕3 cup cake flour
c. 1 C minus 1 tbsp. sifted all-purpose flour
d. 1 C minus 2 tbsp. sifted all-purpose flour
2. What is the simplest method in mixing the ingredients together with a
utensil, usually a spoon, using circular motion?
a. beating
b. creaming
c. stirring
d. folding
3. What is the proper way to measure flour?
a. level off with the use of the tines of a fork
b. shakes the measuring cup before leveling
c. shovel the flour
d. sift it before measuring
4. What can be the substitute for 1 cup of whole milk?
a. ½ cup evaporated milk plus ½ cup water
b. 1 2∕3 C sweet milk plus 1 tbsp. water
c. 2 C sweet milk plus ½ tbsp. water
d. 2∕3 C sweet milk plus 1 tbsp. water
5. Which refers to personal cleanliness practice in baking?
a. combing the hair in the working area
b. keeping fingernails long
c. washing the hands after work
d. wearing an apron during working hours
6. Which type of light pastry is filled with whipped
cream or a sweetened cream filling and often topped
with chocolate?
a. cream puff
b. Danish pastry
c. French pastries
d. pie and tart
7. What is the first step to have best results in baking?
a. measure ingredients accurately
b. memorize the recipe very well
c. use modern equipment
d. use only imported ingredients
8. How many cups are there in one gallon?
a. 3
b. 5
c. 10
d. 16

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 66
 9. What important ingredient in pastries provides the needed moisture to
develop gluten?
a. edible tallow
b. flour
c. salt
d. water
10. What kind of sugar is primarily used in preparing icing?
a. brown sugar
b. confectioner’s sugar
c. granulated sugar
d. refined sugar
11. What basic ingredient in baking improves aroma, flavor and nutrition in baked
products?
a. baking powder
b. flour
c. shortening
d. sugar
12. What sweet baked good is usually made of dough?
a. bread
b. pastry
c. pie
d. pizza
13. What kind of flour contains more gluten and less starch?
a. all-purpose flour
b. bread flour
c. cake flour
d. soft-flour
14. How do you call the process of putting products into containers for easy
distribution?
a. labeling
b. packaging
c. storing
d. wrapping
15. It refers to one of more the innovative methods of commercial food packaging.
a. canned package
b. chill packaging
c. foil packaging
d. freezing packaging
16. What storing technique is used to draw, fold and cover the bakery product?
a. chilling
b. folding
c. refrigerate
d. wrapping
17. What is the procedure of rubbing one or two ingredients against
a bowl with the tip of a wooden spoon or electric mixer?
a. beating
b. creaming
c. folding
d. stirring
18. What is the outer part of a loaf bread or pastry?
a. crust
b. filling

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 c. muffins
d. topping
19. Which is a rich pastry filled with custard or fruit?
a. cream puff
b. Danish pastry
c. French pastries
d. pie and tart
20. What mixing technique in baking is usually used for meringue and for chiffon
products?
a. blending
b. folding
c. kneading
d. whisking

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 2.1.1a to know how
much you have learned.

Lesson Information

Culinary and Technical Terms related to Pastry Products

As you wish to pursue baking as a career, you should familiarize yourself
with the common preparation and baking terminologies that come across the
process.
Cream Pies Consist of some type of pudding. It has milk cornstarch
and flavoring. The mixture is cooked until thick, then
cooled and poured into a baked cooled crust. Examples:
lemon, banana, coconut, butterscotch, and chocolate.
Crimp is to pinch together the edge of a piecrust with the
fingers or fork tines.

Crumb Crust a pie crust made of crushed crackers or cookies instead

of pastry dough.

Crust the outer part of a loaf bread or pastry.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 68
 Custard Pie Made by cooking baking uncooked along with crust. Has
eggs, and some type of dairy product. Examples:
Pumpkin and Pecan.
Dissolve to mix a dry substance with liquid until it is liquefied.

Docking the process of using a fork to poke small holes all over
the dough before putting it in the oven as a way of
preventing the shells from puffing.

Fluted Edge a ridged edge made with with your thumbs and index
finger.

Gallete a hand shaped tart made by folding and pleating the

edge of the dough to form the sides.
Lattice Crust a crust that is woven basket weave

Mis-en-Place a French term that means “put in place”. It includes

assembling all the necessary ingredients, equipment,
and tools needed to perform the task.

Pack compactly to fill cup with brown sugar or shortening by pressing it

with back of the spoon.

Pastry creams a thick sauce containing eggs and starch.

Pie a baked food having a filling of fruit, meat, pudding, etc.,

prepared in a pastry-lined pan or dish and often topped
with a pastry crust

Pipe out to press the mixture out of the piping bag.

Pie Shell A bottom crust baked before filling.

Pre-heat to heat the oven to a desired temperature before putting

in the food to bake or roast typically with a circular base.

Prick To make a small hole in (something) with a sharp point;

pierce slightly.

Savory Pie A pie that contains cooked meat, poultry, seafood, or

vegetables in a thick sauce. Examples: Pot pies, Quiche,
and Sheppard pie.
Streusel a crumbly mixture made by cutting butter into flour,
sugar, and sometimes spices.

Tart a filled dessert with a single crust.

Turnover a square or circle of pastry dough folded over a sweet or

savory filling.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 69
 Process
Self-Check 2.1.1a

How much did you learn?

Fill the blank with the correct answer:

_________1. To pinch together the edge of a piecrust with the fingers or fork tines.
__________2. To press the mixture out of the piping bag.
__________3. A ridged edge made with your thumbs and index finger.
__________4. A French term that means “put in place”. It includes assembling all the
necessary ingredients, equipment, and tools needed to perform the task.
__________5. The outer part of a loaf bread or pastry.
__________6. To make a small hole in (something) with a sharp point; pierce slightly.
__________7. To heat the oven to a desired temperature before putting in the food to
bake or roast typically with a circular base.
___________8. A square or circle of pastry dough folded over a sweet or savory filling.
__________9. A pie crust made of crushed crackers or cookies instead of pastry dough.
_________10. A crust that is woven basket weave.

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 2.1.1b to know how
much you have learned.

Lesson Information

Note: “Please refer to Lesson 1.1.1b on Baking Tools and Equipment,

their Uses and Functions on pages 10-16 of this Learning Modules”

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 70
 Process
Self-Check 2.1.1b

How much did you learn?

Direction: Identify and give the uses and function of the following:

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 71
 Reflect and Understand

Activity 2.1.1b

Enhance your skills in demonstrating the use of tools by making a Basic Pie Crust.
Perform the activity below.
BASIC PIE CRUST

Ingredients:

1½ cups All-purpose flour

½ cup shortening
6 – 8 Tbsp shortening
1. Cut in fat and flour using pastry blender until
ingredients resemble a coarse meal.
2. Gradually add cold water.
3. Start forming the dough into balls. Do not knead.
4. Flatten the dough with the rolling pin starting from the
center to all directions to maintain its round shape.
5. Transfer the dough/crust in the pie pan. Set aside.

Using the Scoring Rubric below, check the appropriate box that corresponds to
your level of performance in doing each of the given task.
PERFORMANCE LEVELS

4 – Advanced. Can perform this skill without supervision and with initiative and
adaptability to problem situations.
3 – Proficient. Can perform this skill satisfactorily without assistance or
supervision.
2 - Approaching to proficiency. Can perform this skill satisfactorily but requires
some assistance and/or supervision.
1 – Basic. Can perform parts of this skill satisfactorily but requires considerable
assistance and/or supervision.
PERFORMANCE CHECKLIST

Demonstrated the use of mixing tools like mixing bowl, 4 3 2 1

wooden spoon, pastry blender etc.
Demonstrated proper use of measuring tools.

Used miscellaneous tools properly.

Used cutting tools correctly.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 72
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 2.1.2a- and Task
Sheet 2.1.2b to know how much you have learned.

Lesson Information

1. PIES AND PASTRIES

Measurement, Selection and Substitution of Ingredients

In baking pastries, measuring makes a difference. It is important that the ingredients are
measured accurately to get the right consistency and taste.

Adding the wrong amount of flour or sugar greatly affect the quality of pastry products.
Accurate measurement is one of the important factors that contribute to success in baking.

Pies are baked goods that have a crust and filling. The term “pastry” comes from the word
“paste” which refers to a mixture of flour, liquid and high amount of fat than regular pie
dough. The various kinds of sweet products made from these dough and paste are
commonly referred to as pastries.
Note:

(For Substitution of Ingredients please refer to Table 1.1, Equivalent of

Weights and Measurements on pages 28-29 of this learning module)

Pastry ingredients

1. All-purpose flour - type of flour used in baking pastries. The gluten content of this
flour provides framework or substance of baked pastries.
2. Lard and vegetable shortening - fats frequently used to make pastry. butter and
margarine produce a less tender crust.
3. Water – an important ingredient in pastry because it provides the moisture needed
to develop gluten.
4. Salt – contributes to the flavor of pastry and has no influence on flakiness or
tenderness.
THREE KEYS TO A PERFECT PIE CRUST

There are three keys to making perfect pie crusts.

1. Choosing the right ingredients in the right ratio.

2. Cutting-in the butter or shortening into the flour mixture properly.
3. Maintaining the correct temperature.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 73
1. The Ingredients
Pie crusts are a mixture of flour, fat, and water. The best recipes seem to have a common
ratio of these ingredients: 1/4 cup water to 1/2 cup fat to 2 1/2 cups flour. (The flour should
be measured by spooning the flour into the measure, not scooping it. Scooping packs the
flour and overloads the formula.) Add one-half teaspoon of salt and you have a recipe for
a double crust.
2. Butter or Shortening
For the fat, you can use either butter or shortening or a combination. (Butter is 15% water
so cut back slightly on the water when using butter—though the ratio is forgiving enough
that you probably won’t notice the difference.) If you are making more than one pie, just
change the amounts but keep the same proportions.

It is important that you cut the fat into the flour mixture properly. For that you will need a
pastry knife. With a pastry knife, cut the butter or shortening through the flour until the
mixture is coarse and nearly uniform without large chunks remaining. If you are using
butter, work quickly so that the butter doesn’t become soft or melt.

3. Temperature
Temperature may be even more important than balance—especially if you are using
butter. The trick is to keep the butter and the dough cold enough that the butter pieces
remain intact. If it gets too warm, it melts and saturates the flour. (The same thing
happens with shortening but the melting temperature of shortening is higher.) It’s the little
pieces of butter that makes the crust flaky. As the butter heats in baking, little pockets of
steam are formed from the butter nodules.

To keep your dough cold, use only the coldest butter and water. Then refrigerate the
dough for an hour before forming the pie. If making multiple pies, take only enough dough
from the refrigerator for one pie keeping the rest cold until you are ready to for it.

Recipe for a Double Crust

1/4 cup ice water
1/2 cup shortening
2 1/2 cups pastry flour
1/2 teaspoon salt

1. Mix the salt and flour together with a whisk.

2. Cut the shortening into the flour mixture until you have a coarse, nearly uniform
mixture.
3. Make a well in the center and add the ice water. Mix with a fork until it comes
together into a dough ball. Knead a few times, only until the dough is smooth. Extra
kneading will make the crust tough instead of crumbly.
4. Roll the dough to about 1/8-inch-thick and form the crust.

PORTION CONTROL

Portion Control - is giving a definite amount of food for a definite percentage of profit. It
is the measurement of portions to ensure that the correct amount of an item is served.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 74
 • It provides a basis for estimating correct amounts of food to purchase.
• It decreases plate waste
• It standardizes expected portion yield.
• Enables dietitians to plan use of food, labor, time, and equipment efficiently.
• Provides a basis for setting selling prices
• Combines with other foods served to give eye and taste appeal
• Is adjusted to differences in food habits and needs of the people served
• Is price consistently in relation to its cost
• Is of uniform size.

Portion Control - is the process of getting the right product into a facility and to be
consumed at the right time and in a form that meets pre- established standards for quantity,
quality and price.

• Right Quality - this means acquiring the good or services at the desired
specifications
• Right Quantity - the quantity purchased must be enough for immediate
consumption not unless there is a need to purchase extra stocks when there is an
unanticipated increase of price or food shortage
• Right Price - the items must be purchased at the lowest possible price, but one
must be sure that it meets required specifications.
• Right Source/Place - the items must be purchased at the lowest possible price but
must be sure that it meets required specifications
• Right Time - time deliveries is a must. Buying foods in season should also be
considered since they are usually cheaper and of better quality and when they are
out of season.
• Right Cost - you should always keep in mind any additional costs that may be
incurred due to transport, shipping and delivery

Process
Self-Check 2.1.2b

True or False – Write True if the statement is correct and False if the statement is wrong.

___________. 1. Right quantity is acquiring the good or services at the desired

specifications.
____________2. Portion control provides a basis for estimating correct amounts of food
to purchase.
____________3. It is important that the ingredients are measured accurately to get the
right consistency and taste.
____________4. Lard and vegetable shortening are fats frequently used to make pastry.
____________5. Water does not provide moisture needed in developing gluten.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 75
 Reflect and Understand
Task Sheet 2.1.2b

Title: Measuring Dry and Liquid Ingredients Accurately Using Standard Measuring
Tools for Pastry Making

PERFORMANCE OBJECTIVE: Given the lesson information 1.1.2; learn to measure

dry and liquid ingredients accurately.

Supplies and Materials: Measuring cups (for liquid and dry), Weighing scale, Water and Flour

STEPS/ PROCEDURES:

1. Request for the needed tools and equipment

2. Measure flour in the standard measuring devises/tools. Use proper procedure in measuring.
3. Practical Demonstration by the student on how to measure dry and liquid ingredients
accurately.
4. Follow the steps on the lesson “The Best and Most Accurate Way to Measure Wet and Dry
Ingredients for Baking” – Lesson Information 1.1.2

Practical Demonstration by the students on how to measure dry and liquid ingredients accurately using the
standard measuring tool/devises (This activity should be done by group)
Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Bakery Products Test Attempt:

(Measuring Dry and Liquid Ingredients Accurately) 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

Assemble the 4- Can perform measuring all the dry and liquid basic ingredients
measuring tools using the measuring devises without assistance and supervision.
available in the
laboratory. 3- Can perform measuring all dry and liquid basic ingredients using
the standard measuring devises with assistance and supervision.
Demonstrate
the proper way 2- Can perform measuring 5 - 6 dry and liquid basic ingredients using
of measuring the standard measuring devises with assistance and supervision.
dry and liquid
ingredients. 1-Can perform some of these skills satisfactorily but requires
considerable assistance and or supervision

Note:

Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 76
 Transfer of Learning
Activity 2.1.2b

Activity. Setting a commitment

Direction The Keys to a Perfect Pie Crust are not suggestions only but a set of
rules that should always be followed. Write a statement showing your
commitment to a set of rules that you will follow in the laboratory (actual
preparation) part of the module.
Sample:

I, (write your name), promise to follow the following rules in order to get the
best results in the production of baked goods.

• (write the rules here)

Signature:

MY COMMITMENT

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 77
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 2.1.3a to know how
much you have learned.

Lesson Information

PREPARING AND BAKING PIES AND PASTRIES

Pastries are one of the most popular dessert and snack foods. Many seasonal fruits go
well with a pie crust. Many of our wide range of desserts can fill in a pastry shell. Buko,
banana, mango, pineapple, and egg pies are among the favorites. Would you like to bake
your own pie? Test yourself if you can make a good pie crust. Study carefully the
ingredients and procedure in preparing and baking pastries and pies.

KINDS OF PASTRIES

1. PIES – One Crust Pie (Single) and Double Crust Pie filled with variations of fillings
ranging from fruits – strawberries, blueberries, apples, bananas, pineapple, mango, buko
(young coconut meat), ground pork, shredded beef, strips of chicken, ham, bacon,
vegetables and cheese.

1. One crust pie- is a type of

pie that does not have a top crust.
It only has the bottom crust that
lines the pie plate and holds the
filling with a thin layer of dough.
The bottom crust is baked first then
the filling is added to the pie shell
for final baking. The pie can be
topped with meringue, whipped
cream, nuts and other toppings.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 78
2. Double crust pie- is made of two crusts - the top and the bottom crusts that seal around
the fillings. It keeps the juice of the
fruits inside the crust if you are
preparing a fruit pie. In sealing the
edges of the crust, you can use
your finger or a fork in order to
make a decorative edge of your pie
crust. Examples: lattice top and
other decorative top crust designs.

2. Tarts - A tart is a baked dish

consisting of a filling over a pastry base
with an open top not covered with
pastry. The pastry is usually shortcrust
pastry; the filling may be sweet or
savoury, though modern tarts are
usually fruit-based, sometimes
with custard and meringue usually
comes in round and boat shapes with
fluted edges. Tarts are also called small
pies.

3. Turnovers – are individual pies formed by folding the

crust in half over a filling (Encyclopedia Britannica, 2013).
The open edges are pressed together to enclose the filling.
Turnovers are usually small enough to be held by hand
and maybe baked or fried. Fillings can be sweet or savory
(example, meat fillings). Empanada is an example of
turnover.

4. Cream Puff – hollowed shells made of choux pastry that

are crisp and brown on the outside with shiny thin crust but
moist and soggy inside. It usually has a sweet creamy
custard filling inside the shell. Basic ingredients and usual
proportion for the shells are 1 cup flour, 1 cup wayer, 4
eggs, ¼ cup butter and ¼ teaspoon salt.

5. Puff Pastry- is a rolled

dough formed from layers of
fat in between layers of dough.
This produces very thin layers
of dough which puffs up when
the trapped air expands during
baking (Gisslen, 2001). It can
be used as pie crust like the
shell used for Chicken a la
King in some bakeshops and
restaurants.
Examples of these are the otap and the Napoleones of Bacolod City.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 79
TYPES OF PIE CRUST

1. Flaky crust – made from flour, butter or shortening, and water. Shortening is cut into
the flour until the size of peas so the flour is not completely blended with the fat. When
the liquid is added, the flour absorbs it. When the dough is rolled out, lumps of fat and
moistened flour are flattened and become flakes of dough (Gisslen, 2001). Flaky dough
is preferred for top crusts.

2. Mealy crust – made from the same ingredients as flaky crust but in this case, the
shortening is incorporated into the flour more thoroughly. The mixture should look like
cornmeal or it can even become so blended that it becomes paste-like. Less water is
needed because the flour won’t absorb as much water. This crust is used for bottom
crust because it is not prone to sogginess.

3. Oil based crust – instead of solid fat, oil is used in the mixture. The resulting crust is
less rich and blander and flakier.

4. Crumb crust – ground crackers or biscuits are used instead of flour. The crackers
most commonly used is Graham crackers and Oreo biscuits. This type of crust is
commonly used for no-bake pies like cheesecakes and refrigerated desserts. The
crumb crust can also be baked before filling to make it firmer and less crumbly.

5. Puff pastry or phyllo dough – puff pastry crust has high proportion of fat. It is not
very easy to do at home so commercially prepared and frozen phyllo dough can be
bought in specialty shops.

Properties of a well-made pie crust

1. A good pie crust must be crisp or tender. Mealy crusts tend to be more tender while
flaky crust is crisper.
2. Has a golden-brown color.
3. The crust must be fitted with decorated edges in the pie pan.
4. It must be retaining its crispness and not become soggy especially when used with
juicy fillings.
5. It should not hard so it can be cut easily

Process

Self-Check 2.1.3a

Direction: True or False. Draw a Smiley Face if the statement is True and
Angry Face if the statement is False.
_________1. Double crust pie is made of two crusts - the top and the bottom crusts that seal
around the fillings.
___________2. One crust pie is a type of pie that does not have a top crust.
__________3. Turnover is an individual pie which are formed by forming a decorative top
crust like lattice top.
__________4. Oil based crust are made of solid shortening.
__________5. A good pie crust must be crisp and tender.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 80
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 2.1.3b to know how
much you have learned.

Lesson Information

Mixing Techniques Applied for Pies and Pastries

➢ Creaming. It is rubbing one or two ingredients in a bowl with the help of a wooden
spoon or electric mixer to make a soft fluffy mixture. The creamed mixture should
have both smooth and grainy particles.

➢ Cutting-in. Mixing fat and flour with the use of pastry blender or two knives in a
scissor-like manner. This method cuts fat into small pieces, coating them with flour
to form coarse, granular mixtures for pastries and biscuits.

➢ Beating. It is done to incorporate air in a mixture by mechanical agitation. It could

be done with the use of wire whips, eggbeaters and electric mixers.

➢ Stirring. It is often done with a wooden spoon, rotating it through a mixture if

necessary, usually until the ingredients are combined.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 81
 ➢ Whipping. It is a process of beating eggs and cream to fill them with air and make
them thick and fluffy.

➢ Sifting. It is the process of separating the coarse particles in the dry ingredients by
passing through a sieve. Air is incorporated through this method.

➢ Rolling - to flatten dough out into a sheet in preparation to shaping to various

forms.

➢ Laminating - fat is repeatedly folded into the dough.

https://www.youtube.com/watch?v=BpGnNLTezOA

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 82
 Process
Self-Check 2.1.3b

RECOGNIZE ME?

Below are pictures showing the different mixing techniques used in producing bakery
products. Match the correct picture from the box to the statement at the bottom. Write
your answer in your test notebook.

1. Separating coarse particles in the ingredients by passing through a sieve.

2. Rubbing one or two ingredients in a bowl with the tip of a wooden spoon or
electric mixer.
3. Mixing fat and flour using a pastry blender or two knives in a scissors-like
manner.
4. Measuring the ingredients.
5. Beating egg and creaming to fill with air and make the thick and fluffy.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 83
 Transfer
Task Sheet 2.1.3b

Enhance your skills in different techniques in pastry making.

Perform the activity below.

Title: Mixing Techniques Applied in Pastry Making

PERFORMANCE OBJECTIVE: Given the lesson information 2.1.3; Learn the Mixing
Techniques Applied in Pastry Making

Supplies and Materials: Measuring cups (for liquid and dry), Weighing scale, Water and Flour,
Sifter, Electric Beater. Rolling Pin, Wooden Spoon, Rubber Scraper

STEPS/ PROCEDURES:
1. Request for the needed tools and equipment
2. Practical Demonstration by the learners on Mixing Techniques Applied in Pastry
Making
3. Follow the steps on the lesson “Mixing Techniques Applied in Pastry Making” – Lesson
Information 2.1.3b
Practical Demonstration by the students on Mixing Techniques Applied in Pastry Making
(This activity should be done by group but will be rated individually)

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Bakery Products Test Attempt:

(Mixing Techniques Applied in Pastry Making) 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform Mixing Techniques Applied in Pastry Making without
the ff: assistance and supervision.

1. beating 3- Can perform Mixing Techniques Applied in Pastry Making with

2. creaming assistance and supervision.
3. cutting-in
4. rolling 2- Can perform 2-3 Mixing Techniques Applied in Pastry Making with
5. kneading assistance and supervision.
cutting-in
1-Can perform some of these skills satisfactorily but requires
considerable assistance and or supervision

Note Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 84
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-Check 2.1.4a to know how
much you have learned.

Lesson Information

MIXING METHODS FOR PREPARING CRUST

Pastry Method (Crust using solid fat).

1. Measure all the ingredients accurately. Combine all the dry

ingredients together preferably in a cold mixing bowl.

2. Cut in the shortening into the mixture of

flour and salt using two knives or pastry
blender until small lumps the size of
peas or cornmeal are formed.

3. Measure and sprinkle ice cold

water gradually over the mixture
of flour and shortening. Shape
your pastry dough into balls
using your hand but avoid over
handling the dough that may
cause tough dough.

4. Set the dough aside for 30 minutes to one hour preferably in the refrigerator. This
step is called resting the dough. This lets the flour become
hydrated by giving the flour time to absorb the liquid. If the
dough is too cold and firm to be rolled after resting in the
refrigerator, allow it to come up to room temperature before
rolling. Sprinkle flour on your working board and roll the
pastry dough using your rolling pin starting from the center
forming a round shape one inch larger from the size of your pie pan.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 85
 5. Unfold the pastry dough gently over the rolling pin and unroll over the cold pie
plate. To avoid soggy bottom crust, you can apply or brush
an egg wash over the crust.

6. While preparing the filling you can put your crust in the
refrigerator for 10-15 minutes. Shape the edges of the single
crust before putting it inside the refrigerator.

7. To avoid shrinkage, fill up the crust with enough filling up to the sides of the crust.
Avoid stretching your dough. This might tear your bottom crust and may cause the
filling to spill out of the crust and stick to the pie pan.

8. For a double crust pie, multiply the measurements of the ingredients into 2 and follow
the steps from 1-4.

9. Divide the dough into 2 and roll the second part over the bottom crust with fillings
and cut it half inch bigger than the pie plate.

10. Fold and seal the edges using your finger or your fork to
create attractive edge.

11. You can make a slit or make holes with design on the top
crust to allow the steam to escape. Bake your double pie
crust as instructed by the recipe

Oil Method (Crust using oil)

1. Measure all the ingredients accurately. Combine all the dry

ingredients together preferably in a cold mixing bowl.
2. Combine the oil and water in a container. Oil will not completely combine with water so
just stir the mixture so that the oil is broken into smaller parts. Pour this gradually over
the flour mixture blending the liquid mixture into the flour using a fork or by hand until
small lumps the size of peas are formed.
3. Shape into a ball.
4. Follow the same procedure as steps 4 to 11 above (steps in making crust using solid
fat).
Causes of Failure in Baking Pies and Pastries

Result Causes

Tough crust 1. Too much water, over handling, insufficient

fats, too much flour.
Too pale crust 2. Under baked, over handling, wrong
temperature or insufficient heat.
Too dark bottom crust 3. Wrong temperature, over baked,
Soggy bottom crust 4. Too much filling, over mixing, uneven heat of
the oven.
Thick and soft crust 5. Wrong measurement of fat, use of warm water,
low oven temperature.
Thin, brittle, and easily burn crust 6.pastry dough is rolled too thin, too much fat
Pie shrinks in pastry pan 7. improper measurements of the ingredients.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 86
 Reflect and Understand
Task Sheet 2.1.4a

Title: Preparation of Double Crust using Solid Fat

PERFORMANCE OBJECTIVE: Given the operation sheet 2.1.4; Demonstrate skills on

how to Prepare a Double Crust using Solid Fat

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

1. Request for the needed tools and equipment

2. Explain the procedures in lighting an oven
3. Discuss the procedure in the Steps in Double Crust preparation of Pastry
Procedure:
1. Create the crust – Please follow the recipe and procedure in making
Double Crust on page 85-86
Demonstration by the student on how to prepare a Double Crust
Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Use of Tools and Bakery Equipment Test Attempt:

PREPARATION OF DOUBLE CRUST 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform Preparation of Double Crust using Solid Fat without
skills on the supervision and with initiative and adoptability to problem situation
Preparation of
Double Crust 3- Can perform Preparation of Double Crust using Solid Fat
satisfactorily without assistance or supervision
using Solid Fat
2- Can perform Preparation of Double Crust using Solid Fat
You will be rated
satisfactorily but requires some assistance and/or supervision
based on the
overall evaluation 1-Can perform some of these skills satisfactorily but requires
on the right side. considerable assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding

level achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 87
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-Check 2.1.4b to know how
much you have learned.

Lesson Information

TEMPERATURE RANGES IN BAKING

Bake at 350 degrees? Pan Size ~ The general rule of thumb when baking is "the
bigger the pan, the lower the temperature". You bake a 9" round double crust
pie for about 30-35 minutes at 350 0F. But if you were putting the same recipe in a 14"
pan you need to lower the temperature to 325 0F for 50-55 minutes.

TEMPERATURE RANGES IN BAKING

Description of Thermostat Setting Fahrenheit (0F) Centigrade 0C

Oven
Electric Gas

Cool 200 200 90

Very Slow 250 250 120

Slow 300-325 300 150-160

Moderately Slow 325-350 325 160-170

Moderate 350-375 350 170-190

Moderately Hot 375-400 375 190-200

Hot 400-450 400 200-230

Very Hot 450-500 450 230-260

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 88
Baking Temperatures for Pies and Pastries

All ovens are not created equal. Each type and age of oven may heat differently, so stay
near your oven at first, about five minutes before ending time, until you get to know the
amount of time that works best. Also be sure to watch out for places in your oven that may
cook more and those that may cook less - for example, one of my ovens tends to cook
foods and parts of foods faster when placed towards the right side than those placed on
the left side.

VINTAGE PIES AND PASTRY TEMPERATURE RANGE TIME

RECIPES

MERINGUE PIES 300 F / 149 C 15 minutes

APPLE OR ANY DOUBLE CRUST 400 F / 204 C 40 minutes

PIE WITH RAW FILLING

CUSTARD, PUMPKIN, OR SIMILAR 450 F and then 325 F / 232 10 minutes and
OPEN PIES C and then 162 C then 30
minutes

CRANBERRY, OR SIMILAR OPEN 450 F / 232 C 20 min. 40

CROSS CUT PIES, AS WELL AS min. (reduce
FRUIT DEEPS LIKE APPLE OR the heat
OTHER DEEP FRUIT PIES HAVING slightly during
TOP CRUSTS ONLY last 10 min.)

MINCE PIE, OR ANY DOUBLE 450 F / 232 C 30 min.

CRUST PIE WITH A PREVIOUSLY
COOKED FILLING

OPEN PIES HAVING A SOUFFLE 375 C / 190 C 30 min.

FILLING

PASTRY STRAWS 500 F / 260 C 10 min.

PIE SHELLS 500 F / 260 C 12 min.

PUFF PASTRY 500 F to 550 F / 260 C to 12 min.

287 C

TART SHELLS 500 F / 260 C 10 min.

TURNOVERS 450 F / 232 C 15 min.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 89
 Reflect and Understand
Activity Sheet 2.1.4b

EXPLAIN THE GOLDEN RULE IN BAKING (35 points)

NAME: GRADE & SECTION

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 90
 LO2. Decorate and Present Pastry Products

2.2.1 Prepare a variety of filling and coating/icing, glazes and

decorations for pastry products according to standard
recipes, enterprise standards and or customer
preferences.
2.2.2 Fill and decorate pastry products, where required and
appropriate, in accordance with standard recipes and/or
enterprise standards and customer preferences.
2.2.3 Finish pastry products according to desired product
characteristics
2.2.4 Present baked pastry products according to established
standards and procedures.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 91
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 2.2.1 to know how
much you have learned.

Lesson Information

Types of Pie Fillings

Pie is any dish that has a crust with a filling.

1. Fruit Filling - are made from cooked or uncooked fresh, frozen, cooked, canned
or even dried fruit. The Apple, Cherry and Peach Pies are popular fruit pie recipes

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 92
 2. Cream Fillings - are made of rich custard
or pudding that is made from milk, cream,
sugar, wheat flour, and eggs. It comes in
many forms, including vanilla, lemon,
lime, peanut butter, banana, coconut, and
chocolate. One feature of most cream
pies is a whipped cream topping.

3. Custard Fillings – are made by cooking baking

uncooked along with crust. Has eggs, and some type
of dairy product. Examples: Pumpkin and Pecan.

4. Savory Fillings - a pie that contains cooked meat,

poultry, seafood or vegetables in a thick sauce. Examples: Pot pies, Quiche, and
Sheppard pie.

GLAZES AND DECORATIONS FOR PIES

Egg wash

1. For a glossy golden appearance, brush with an egg yolk

that was beaten with 1 teaspoon of water.
2. For slight shine, brush with half-and-half cream of heavy
whipping cream.
3. For a crisp brown crust, brush with water. For a little
sparkle, sprinkle with sugar or decorator sugar after brushing
with one of the washes.

Sugar

1. Simply brush the crust with water before sprinkling the

sugar.
2. You can use coarse sanding sugar or turbinado sugar
for a more distinct crunch, or traditional granulated
sugar for a pretty finish.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 93
 Reflect and Understand
Activity 2.2.1

View Video Presentation on the Types of Pie Fillings

Guide Questions:
1. What are the types of pie fillings?
2. Give examples of pie fillings.
3. How does the different kinds of pie fillings differ from each other?
4. How do you glaze and decorate using egg wash and sugar?

Title: “Viewing on the Types of Pie Fillings”

PERFORMANCE OBJECTIVE: Given the Activity Sheet 2.2.1; View and understand the
video presentation and discuss the types of pie fillings.

Supplies and Materials: PowerPoint Presentation, LED Monitor, Ppt Clicker

STEPS/ PROCEDURES:

1. Set up the Micro presentation.

2. View and understand the video presentation.
3. Answer the given guide questions.
4. Group Leaders will discuss the answer to the guide questions.
5. Each one will submit their answers for checking and recording.

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Decorate and Present Pastry Products Test Attempt:

VIDEO PRESENTATION ON THE KINDS OF PIE FILLINGS 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

View and 4- Viewed and understand the video presentation and answer the
understand the guide question promptly and correct.
video
presentation. 3- Viewed and understand the video presentation and answer the
guide question promptly and correct but with doubt.
Answer the given
guide questions. 2- Viewed and understand the video presentation and answered only
evaluation on the 3/5 of the guide question promptly and correct but with doubt.
right side.
1- Viewed the video presentation and but did not answer the guide
question.

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 94
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 2.2.2 to know how
much you have learned.

Lesson Information

How to Make Decorative Pie Crust

Fluted edge - is one of the most common finishes for pies, and it’s simple to do. You can
use this on single- and double-crusted pies.

• To create a fluted edge, trim the pie pastry to about

a half-inch beyond the rim of your pie plate (an entire
inch if you’re working with a double-crusted pie). This
overhang is then turned under to form the edge.
• Flute the crust by positioning your index finger on the
edge pointing outward. Then place your thumb and
index finger of your other hand on the outside of the
edge and pinch the pastry around your finger to form
a V (the photos illustrate the point a bit better!).
Continue around th entire edge of the pie

Roped Edges - are just a step up from the basic fluted edge. Like fluting, you can use this
technique on single- and double-crust pies. Also, like fluting, you trim pastry about a half-
inch from the edge of the pie plate for single-crust pies
and leave an inch of extra for double-crust pies.

• To create the rope, make a fist with one hand

and press your thumb at an angle into the
pastry.
• Pinch some of the pastry between your thumb
and index finger. Repeat at about half-inch
intervals around the crust.

For a looser-looking rope, position your thumb at a

wider angle and repeat at one-inch intervals.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 95
The Braided Edge. If you’re making a single-
crusted pie, you can get a bit more creative with
your edges (since you don’t need to seal anything
in). To make a braided edge, double your crust
recipe—you’ll need the extras for the plate.

• Start by lining your pie plate with the

bottom pastry and trimming it so it’s even
with the edge of the pan. Roll the remaining
pastry dough into a 10×8″ rectangle.
• Using a ruler, cut 12-quarter inch-wide
strips. You can cut with a sharp knife or
even a pizza cutter. Then carefully braid
together the strips.
• Brush edge of crust with water; place
braid on edge and press lightly to
secure. Repeat with remaining strips,
attaching additional braids until the
entire edge is covered. To protect the
edges during baking and prevent over-
browning, be sure to cover with foil.

Reverse Scalloped Edge is a simple finish for

single-crust pies.

• Line your pie dish with the pastry and

trim it until it’s even with the plate.
• Then use a measuring spoon to cut
scallops around the outside. Remove
and discard the cut pieces.
• If you want more defined scallops, use
a largger measuring spoon.

The Shaped Trim. You can also use small cookie cutters
to form a super cute decorative edge on your pies. You can
use any shape you want but be sure to use smaller cookie
cutters—ideally between one and two inches in size. Like
the braided crust, you’ll want to make extra pie pastry for
this technique.

• Roll your extra dough out thinly and cut out shapes
with your cutters. If you find they’re sticking, give
them a quick dusting with flowers.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 96
 • If you want to add extra detail, like veins in leaves or definition in shapes like
pumpkins, use a sharp knife to add indentations.

Pastry Cutout. You can also use the same cookie cutter
method to cover the entire top crust of your pie. Since you’re
covering a larger area, you can use almost any size cookie
cutters you like.

• To layer onto the pie, brush the bottom of each shape

with water and arrange over the top of the pie.
• Press lightly to secure shapes to the edge and one
another.
• Then bake as normal! This is an easy way to get a
wonderfully decorative top without a lot of fuss.

Reverse Cutout. You can also do the reverse of this method

for double-crusted pies.

• For this technique, roll out your top pastry as normal, then
using a medium or small cookie cutter, cut out select
parts of the crust.
• Be sure not to place these cutouts too close together.
• Then lay the crust on top and crimp and finish as you see fit.
Samples of Decorative Top Crusts (Double Crust):

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 97
 Reflect and Understand
Task Sheet 2.2.2

View Video Presentation on Decorative Pie Edges?

Guide Questions:
1. What are the decorative pie edges?
2. Give examples decorative pie edges?
3. Choose the best and explain how it is being made?

Title: “Viewing on the Decorative Pie Edges”

PERFORMANCE OBJECTIVE: Given the Activity Sheet 2.2.1; View and understand the
video presentation and discuss the decorative pie edges.

Supplies and Materials: PowerPoint Presentation, LED Monitor, Ppt Clicker

STEPS/ PROCEDURES:

• Set up the Micro presentation.

• View and understand the video presentation.
• Answer the given guide questions.
• Group Leaders will discuss the answer to the guide questions.
• Each one will submit their answers for checking and recording.

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Decorate and Present Pastry Products Test Attempt:

VIDEO PRESENTATION ON THE DECORATIVE PIE CRUSTS 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

View and 4- Viewed and understand the video presentation and answer the
understand the guide question promptly and correct.
video
presentation. 3- Viewed and understand the video presentation and answer the
guide question promptly and correct but with doubt.
Answer the given
guide questions. 2- Viewed and understand the video presentation and answered only
evaluation on the 3/5 of the guide question promptly and correct but with doubt.
right side.
1- Viewed the video presentation and but did not answer the guide
question.

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 98
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 2.2.3 to know how
much you have learned.

Lesson Information

Standards and Principles in Decorating and Finishing

Pastry Products

• Color of the Product - a color stimulates sense of sight and enhanced once
appetite. It is essential that the presentation and plating must be eye- catching.

• Appearance - is about form and shape of pastry products after baking. It is

important that each piece/slice has the same size, shape and form.

• Consistency - the uniformity in grains and texture. It is how it feels in the mouth
when eating.

• Moisture Content - amount of moisture present in pastry products which

contribute in the moistness and softness of pastries. Moistness also enhance
flavor and palatability.

Self-Check 2.2.3

Direction: Identify what is being described in the sentences below. Write your
answer on your test notebook.

1. It refers to the uniformity in grains and texture.

2. It is the amount of moisture present in pastry products
which contribute in the moistness and softness of pastries.
3. It refers to the form and shape of pastry products after baking.
4. It stimulates sense of sight and enhanced once appetite

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 99
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 2.2.4 to know how
much you have learned.
OCCUPATIONAL HEALTH AND SAFETY

Lesson Information

OCCUPATIONAL HEALTH AND SAFETY

Working inside the laboratory is necessary in any area of technology and livelihood
education. In every laboratory it is a must to impose and apply the basic safety precautions and
guidelines to be followed. Any individual is prone to accidents, if he/she fails to observe the
guidelines inside the laboratory. People working in the laboratory area must observe not only
their personal hygiene, the facilities, the appropriate cooking outfit, but also the proper way of
handling the foods.

Good kitchen and laboratory practices is essential before allowing the learners to use it
as their training ground during the application of the activities. These includes the good kitchen
and laboratory practices, keeping the sanitation high in the laboratory,ang the proper way of
keeping and handling the food.

GOOD KITCHEN AND LABORATORY PRACTICES

This means keeping things clean includes the following:
1. Maintain personal hygiene.
2. Keep and maintain the cleanliness in handling the food.
3. Keep and maintain the cleanliness of the laboratory equipment.
4. Keep and maintain the cleanliness of the working area and the laboratory
Ways to achieve personal hygiene.

1. Regularly wash and cut your hair to keep

a neat appearance. If you have facial hair,
you can save money by maintaining it
yourself with a set of quality clip.

2. Visit the dentist at least once a year

(twice a year is optimal). Though you are

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 100
brushing every day, your dentist will correct any dental problems you have.

3. Bathe every day before school, or every

night before you go to sleep.

4. Wear deodorant or antiperspirant daily if

you tend to sweat heavily. Some people can get away with wearing no deodorant, but
most people, especially those who have heavy duty jobs or work in warm climates, benefit
greatly from it.

5. Scrub your hands with soap and water

before you handle any food especially when
you have just come from the toilet, after
touching your hair or other parts of your
body and after your hands cover your mouth
or nose when you cough or sneeze. Be sure
to clean under fingernails where dirt and
bacteria tend to accumulate.
6. Trim your nails; especially if you work in the food service. This
will help keep your hands much cleaner and prevent the spread of
the germs to the food.

7. Keep hand sanitizer and facial tissues

near your work desk. If you do not work on
your desk, put travel sizes of these items
in your pocket. Sanitizer and tissues will
come in handy when you're ill and can
also prevent the spread of germs resulting
from touching items such as money and
computer keyboards.

8. Use a separate towel or cloth wiping hands. Do

not use cloth the same towel for drying dishes and
wiping countertops.

9. Avoid working with food when you have an open cut,

sore, boil, or infected wound in your hands. Pus and
other liquids secreted by the wound contain millions of
harmful bacteria that can cause food poisoning.

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10. Keep hands out of food as much as possible.
Otherwise, wear disposable gloves.

11. Avoid smoking while preparing or handling food as

ashes may drop into the food.

12. Wear suitable clothes at work. Do not wear clothes with

long sleeves when working with food. Wear comfortable and
clean shoes. Be sure aprons are always clean.

Proper Hand Washing

Washing is the single most effective way to prevent the spread of infections.
"Germs" (a general term for microbes like viruses and bacteria) can be spread casually by
touching another person. You can also catch germs when you touch contaminated objects
or surfaces and then you touch your face (mouth, eyes, and nose). "Good" hand washing
techniques include using an adequate amount of soap, rubbing the hands together to
create friction, and rinsing under running water.

The following are different situations where people can pick up "germs".
• Hands are visibly soiled.
• After using the washroom (includes changing diapers).
• After blowing your nose or after sneezing in your hands.
• Before and after eating, handling food, drinking or smoking.
• After touching raw meat, poultry, or fish.
• After handling garbage.
• Visiting or caring for sick people.
• Handling pets, animals or animal waste.

Ensuring that employees wash their hands properly after using the washroom is very
important in reducing disease transmission of stomach "flu" and other gastrointestinal
infections. Using soap and lathering up is very important (rinsing hands in water only is not
as effective). Use comfortably warm, running water. Hands should be washed for a
minimum of 15 -20 seconds, longer if the hands are visibly oiled.

What is the right way to wash your hands?

• Wet your hands with clean running water (warm or cold) and apply soap.
• Rub your hands together to make lather and scrub them well; be sure to scrub the
backs of your hands, between your fingers, and under your nails.
• Continue rubbing your hands for at least 20 seconds.

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 • Rinse your hands well under running water.
• Dry your hands using a clean towel or air dry.

KEEP SANITATION HIGH IN THE LABORATORY

A. Keeping Oneself Clean
1. Always wash your hand with soap and water before starting to work, after
wiping spilled foods or sweeping up or after sneezing.
2. Always wear fresh, clean aprons and change or wash them whenever
they get dirty.
3. Keep fingernails short and clean.
4. Make it a habit to start the day with bath or shower and change into fresh
clothes everyday.
5. Comb or brush your hair neatly in place.
6. Do not wear jewelries, spangled hairnet or wristwatch in the laboratory.
7. Wear hairnet, cap or hat which covers the hair and prevents it from falling.
B. Keeping the range clean
1. Wait until the range is cool before starting to clean.
2. Remove burned food particles by scraping with the blunt scraper.
3. Wash range daily. Do not allow grease to collect on range.
4. Soak top grids in water to which a detergent has been added.
5. Use a stiff bristle brush or blunt scraper to remove cake- on materials.
6. Grates and burners from gas range by scouring in pot sink with an
alkaline type of detergent.
7. For electric ranges, remove grease films with the use of alkaline detergent
and warm water. Be sure water does not get into the electrical elements.

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 8. Rinse with clean water and dry with dry cloth.
9. Wipe surface made of iron with clothes treated with cooking oil to prevent
rusting.
C. Keeping the refrigerator clean
1.Defrost the refrigerator once a week. Remove from the electrical
connections and take out all foods in the shelves.
2. Throw away foods that are unusable. Most leftover foods should be used
up within 2 days unless the food has been quick frozen.
3. Thoroughly wash outside and inside walls and shelves with detergent
and warm water solution.
4. Rinse with clean water then wipe with a clean cloth to dry. Do not use
cleaning powders that will scratch the finish of the refrigerator. Neither
should ammonia and scouring pads be used.
D. Keeping the mixing machines clean
1. Wash bowl and beater after each use.
2. Dry beater and bowl with clean cloth before storage.
3. Clean beater shaft and body with warm water. Dry thoroughly and store.
E. Keeping the food clean
1. Do not handle foods and ingredients when hands are cut or infected.
2. Do not work around the products or ingredients when sick.
3. Keep perishable foods and food supplies either cold or hot.
4. Refrigerate foods properly.
5. Do not return materials that have dropped to the floor or which touch dirty
surface.
6. Do not store food supplies and equipment under possible points of
contamination.
7. Check pans and ingredients for any foreign materials during processing.
8. Fresh food should always be washed before use.
9. Keep all ingredients bin covered except when transfering the ingredients.
10. Kep partially used bags of ingrredients folded about.
11. Brush bags and wipe off dust from cans before opening.
12. Do not dump fresh vegetables on top of old ones. Use ingredients in
proper rotation.

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 13. Keep off all ingredient container off the floor, covered and upside down.
F. Keeping the laboratory clean
1. Do not chew, eat, smoke or play inside the laboratory.
2. Do not comb hair or make yourself up in the laboratory.
3. Always return tools and implements to their proper places.
4. Keep the cabinet doors closed to prevent accidents and rodents from
entering the cabinet.
5. Keep on hand a regular size notebook for notes and diagrams.
6. Keep personal belongings out of the working area.
7. Do not lean or sit on the equipments and work tables.
8. Wipe off immediate any spilled water or oil on the floor, it might cause an
accident.
9. Floors should be swept after each laboratory session.
10. Provide waste container in convenient place.
( Source: Experience Baking, Carino C.,Lazaro, A. pp.21-22 )

WASTE MANAGEMENT

Waste management is the collection, transport, processing or disposal, managing

and monitoring of waste materials. The term usually relates to materials produced
by human activity, and the process is generally undertaken to reduce their effect
on health, the environment or aesthetics. Waste management is a distinct practice
from resource recovery which focuses on delaying the rate of consumption of
natural resources. The management of wastes treats all materials as a single class,
whether solid, liquid, gaseous or radioactive substances, and tried to reduce the
harmful environmental impacts of each through different method. Proper waste
management plays a very important role especially in the kitchen where foods are
being prepared and cooked.

WASTE MANAGEMENT PROCEDURES AND TECHNIQUES

1. Waste avoidance is engaging in activity that prevents generation of waste.

Waste Segregation is the process of dividing garbage and waste products to
reduce, reuse and recycle materials.

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2. Waste reduction is the minimization of wasteful consumption of goods.

3. Re-use is the process of recovering materials intended for some purpose without
changing their physical and chemical appearance.

4. Recycling is the treatment of waste materials through a process of making them

suitable for beneficial use and for other purposes.

5. Composting is the controlled decomposition of organic matter by microorganism

mainly bacteria and fungi into a humus like product.

6. Waste disposal refers to the proper discharge of any solid waste.

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 Transfer of Learning
TaskPoster
Sheet Making
2.2.4

Title: Poster Making on Good Laboratory and Food Safety Practices

PERFORMANCE OBJECTIVE: Given the Task Sheet 2.1.4; Demonstrate skills on how
to make a Poster on Good Laboratory and Food Safety Practices

Supplies and Materials: Pencil, Cartolina, Coloring Pen, Oil Pastel Colors

STEPS/ PROCEDURES:

1. Make a poster of good laboratory and food safety practices that you will apply in the actual
baking activity.
2. You should put this poster in the laboratory room or in your workspace so that you are
always reminded of these practices.
3. Do not simply copy the guidelines listed above but choose the ones most relevant to your
actual baking laboratory activity

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Pastry Products Test Attempt:

OCCUPATIONAL HEALTH AND SAFETY 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

Make a poster 4- Can perform poster making on good laboratory and food safety
of good practices without supervision and with initiative and adoptability to
problem situation
laboratory and
food safety 3- Can perform poster making on good laboratory and food safety
practices that practices with supervision and without initiative and adoptability to
you will apply problem situation
in the actual
2- Can perform poster making on good laboratory and food safety
baking activity. practices with supervision and without initiative but did not finish the
task given

1-Cannot perform these skills satisfactorily

Note:

Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

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 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 2.2.5 to know how
much you have learned.

Lesson Information

Tips in Baking and Decorating Pastry Products

Using the Right Pie Pan

For optimum baking results, use a glass or dull-metal pie pan. Avoid shiny metal or
disposable aluminum pans, which reflect heat and prevent crusts from browning. Dark
pans may cause crusts to brown too much. Avoid pans with holes in the bottom.

Foil Pie Plate Glass Pie Plate Aluminum Pie Plate

To Prevent Over-Browning of Pie Crust

To keep baked edges from getting too brown, cover the edges with foil after the first
15 minutes of baking.

Use a 12-inch square piece of foil. Cut out a 7-inch circle from the center, and gently
fold the foil "ring" around the crust's edge. Be careful, the pie will be hot!

Tenderizing for Pastry and Pie Doughs. Add one teaspoon of vinegar or lemon
juice as part of your liquid for each cup of flour in pastry and pie dough recipes. This
won't affect the flavor but will result in more tender baked products.

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 Rolling Out Pie Dough

Flour work surface very lightly. Excess flour will toughen pastry dough. Add additional
flour sparingly, as needed. Roll out dough from the center to avoid overworking. A
straight rolling pin is preferable for beginners. Dough can be easily moved on a rolling
pin to flour the work surface or to fit dough into a pie plate. To size the dough, place a
pie plate upside down on the rolled-out dough and measure an additional 1 inch around
the perimeter of the plate.

"Baking Blind" (Baking the Tart Shell or Pie Crust Blind)

This is the method of pre-baking your pie or tart crust before adding the filling.

Pre-heat oven to 350F/180C.

Roll out the pastry and line the tart or pie pan carefully, making sure there are no holes.
If there are, patch them with some of the leftover pastry dough. Line the pastry with
parchment or waxed paper and fill with baking beans or pie weights, if you have them.
If not, you can use any dried beans or rice. Bake the pastry "Blind" (without filling) at
3500F/1800C for 15 to 20 minutes or until the crust is a light golden brown. Remove
the paper and beans and allow crust to cool. After crust has cooled completely, pour
your filling into pre-baked tart shell, and bake as your recipe instructs.

Runny Pie Filling

Pie filling is "runny" most likely because it is not being baked long enough. Simply try
baking 5 to 10 minutes longer than normal.

For High-Acid Pie Fillings

Use tapioca rather than cornstarch to thicken high-acid fillings like cherries, which can
cause cornstarch to fail.

Rules for Decorating Pastry Products

1. Garnishes should be edible.

2. Simplicity is beauty and therefore garnishes should appear natural, fresh and
dainty. Never overworked.
3. A few small groups of garnishes are often more attractive than a continuous
decorative theme.
4. Colors should be harmonized, never dash. Contrasting colors usually produce an
artistic picture. Artificial coloring should be kept to the minimum.
5. Garnishes which are highly seasoned are not good in taste.
6. Garnishes need not be expensive.
7. The setting must be viewed as a whole.

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 Sample Plated Pastry Products

Honeybee Patisserie Puff Pastry Fruit Tart

Mango Pie Savory Cheese Tartlets

Cream Puffs and Eclairs Butterflies and Bow Tie Pastri

“The succeeding pages provide recipes for the different types of Pastry Products.
Divide the class into five groups. Select a recipe for the group to bake. No two
groups should do the same recipe. There are enough recipes for all the groups to
choose from.”

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 PINEAPPLE PIE

Ingredients

1 recipe pastry for a 9-inch double crust

¾ cup white sugar
1 tbsp. cornstarch
1 (20 Oz.) can crushed pineapple with juice
1 tbsp. lemon juice
2 tbsp. mi
1 tbsp. white sugar

Procedure

1. Preheat oven to 425°F (220°C).

2. In a medium saucepan, combine sugar, cornstarch, pineapple with juice and
lemon juice. Cook over medium heat, stirring constantly until thickened, then
allow to boil for 1 minute.
3. Cool slightly and pour mixture into pastry-lined pie pan. Cover with top
crust and seal. Make a few steam vents in crust, then brush with milk and
sprinkle with sugar. Place in preheated oven and bake for 35 minutes.
Serve chilled or at room temperature.

No. of Yields: 1pc. 8” round pie

Pack and Label.
Present for evaluation

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 BUKO PIE RECIPE

Ingredients:

2 c. All-purpose Flour
1/3 c. Butter
1 tsp. Salt
1/3 c Vegetable Shortening
6 to 8 T. Cold Water
2 c. Young Coconut Meat
3/4 c. Granulated White Sugar
1/2 c. Cornstarch
(diluted in 1/2 cup young coconut
water)
1/2 c. Evaporated Milk

Procedure:

Create the crust

1. Combine flour and salt. Cut in butter and
shortening then mix using a pastry blender.
2. Gradually sprinkle cold water a tablespoon at a
time while mixing the ingredients.
3. When everything is completely mixed, gather the
mixture and divide into two equal parts.
4. In a flat surface roll out each of the dough and
using a rolling pin until wide enough to fit an eight- or nine-inch pie pan. Note:
Sprinkle flour over the flat surface to prevent the dough from sticking or use a
silicon mat.
5. Arrange the first dough over the pie pan for the bottom crust.
6. Set the second flattened dough aside. This will be needed after arranging the
filling in the pie pan
Make the filling
1. Heat a saucepan and pour-in the milk. Let boil.
2. Add the granulated white sugar and stir.
3. Put-in the young coconut meat and cook for 3 minutes.
4. Pour-in the cornstarch diluted in young coconut water and stir thoroughly while
cooking. Cook until the texture thickens.
5. Turn-off the heat and allow the mixture to cool down.
6. Preheat oven to 375 0F.
7. Arrange the cooked filling in the pie pan.
8. Put the second crust on top of the filling and flute the edges to the sides.
9. Create holes on the secondary crust using a fork. This will serve as exhaust
vents that will prevent the crust from deforming
10. Bake for 45 to 55 minutes or until the color turns golden brown. Note: Baking time
may vary; make sure to check the color of the crust to determine if baking is
complete.
11. Let cool and serve. Share and enjoy!
No. of Yields: 30 pcs.
Pack and Label.
Present for evaluation

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 EMPANADITAS

Ingredients:

Filling:
½ can Condensed milk
2 pcs. Eggs
1 bar Butter
½ tsp. Vanilla
1tbsp. chopped nuts

Procedure:

1. In a double broiler, combine milk and yolk

2. Cook in a saucepan over low heat or use a double broiler stirring it continuously
to avoid sticking from the saucepan.
3. Add vanilla, butter, and nuts and mix it well. Then set it aside.

Crust:

Ingredients:

2 1/3 cups sifted all -purpose flour

2/3 cup margarine
4-5 tbsp. cold water
Melted butter
Refined sugar for finishing
Procedure:

1. Cut margarine into flour until crumbs by pea sized.

2. Sprinkle cold water while tossing mixture with a dull knife, until moist and
enough to handle.
3. Put inside the refrigerator to chill for an hour.
4. Roll out the dough on floured board up to ¼ thick inches.
5. Cut the dough with 2 ½ in round cutter.
6. Fill each round with cooked and cooled filling then fold into half.
7. Seal edges by pressing with tines of a fork.
8. Place on a slightly greased flat or cookie sheet and bake in a pre-heated oven
at 375 degree for 20 minutes.
9. Cool. Brush with melted butter and roll in sugar.
10. Wrap in a colored cellophane about 5”x 6”

No. of Yields: 30 pcs.

Pack and Label.
Present for evaluation

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 TARTS
Tarts Crust

Ingredients:

3 cup All- purpose Flour

1 cup Margarine
1 cup Refined Sugar
1 pc. Egg (extra-large size)
1 tsp. Vanilla
Procedure:

1. Mix all the ingredients together in a mixing bowl.

2. Beat until smooth.
3. Roll about 1/8-inch-thick and cut with cutter and fit
it into boat tarts molder.
4. Baked at pre heated oven 350* F for 10-15 mins.
Until golden brown. Fill with cashew nut filling.

PILI TART
Crust:
1 stick (½ cup) butter, softened
¼ cup granulated sugar
2 eggs
2 ¼ cups all-purpose flour
Filling:
1 can (300 ml) condensed milk
1 egg yolk
1 cup glazed pili nut, chopped
2 teaspoons water
Procedures:
1. Make the Crust: Cream butter and sugar until
light and fluffy. Add eggs one at a time,
beating well after each addition.
2. Add flour and mix just until blended. Do not over mix. Over mixing creates
a sticky dough and a tough crust when baked.
3. Roll the dough and press into bottoms and sides of boat tart holders or
tartlet cups, set aside. Pre-bake.
4. Preheat oven to 3500F. Meanwhile, cook all filling ingredients in a medium
saucepan over low heat. Stir continuously with a wooden spoon until thick
and slightly dry, about 20 minutes.
5. Cook slightly, then spoon mixture into tartlet cups or boat tarts. Arrange on
a baking sheet and bake for 15 to 20 minutes or until edges of crust are
light brown. Remove from the oven and cool.
6. Turn tartlet cups or boat tart holder’s upside down to release the tartlets
make 32 boat tarts or about 60 tartlets.

No. of Yields: 150 pcs.

Pack and Label.
Present for evaluation

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 114
 Process
Activity Sheet 2.2.5 Baking Activity Plan

Direction: In order to help you perform the activity efficiently and to ensure that nothing
is forgotten, and everything will go smoothly, accomplish the baking activity plan below.

• Ingredients list: ingredient and amount in the recipe

• Market list: quantity to be bought in the market and the price of the item
• Purchasing plan: who is in charge of buying and when they will be purchased
• Tools and materials list: utensils, materials needed for the activity
• Materials plan: who is responsible for bringing and organizing the materials
• Procedure: list all the procedures from mise-en-place to actual baking procedure to
clean-up
• Production plan: distribution of tasks for the actual activity.

BAKING ACTIVITY PLAN

Recipe Date of activity

Ingredients list Market list Purchasing plan

Tools and materials list Materials plan

Procedure Production plan

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 Reflect and Understand
Activity Sheet 2.2.5 Checking your list!

LDirection: During and after each actual baking performance, accomplish this
checklist. This checklist allows you to reflect on how well you have followed the
guidelines given in the previous lessons. This checklist could also be used to analyze the
outcome of your sensory evaluation of the finished product. These procedures and
guidelines may contribute to the causes of success or failure of your finished product.

CHECKLIST OF BAKING/PRODUCTION PERFORMANCE

Recipe/Product Recipe/Product Recipe/Product

1.Pineapple Pie 2. Empanada 3. Pili Tart
(Double Crust)

Procedure/guideline D – done D – done D – done

ND – not done ND – not done ND – not done
PD – partially PD – partially PD – partially
done done Done

MISE-EN-PLACE

CLAYGO

MENSURATION
Measuring accurately

Using appropriate
measuring tools

Performing correct
measuring procedures

PROPER USE AND CARE

OF EQUIPMENT

Ussed appropriate tools

Used the tools correctly

Cleaned and stored the

tools after using

FOLLOWED GOOD
KITCHEN/LABORATORY
PRACTICES

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FOLLOWED FOOD
SAFETY AND
SANITATION PRACTICES

FOLLOWED PROPER
MIXING AND BAKING
PROCEDURES

(write mixing method used)

Performed mixing method

according to standard
procedure

Preheated oven

Used appropriate baking

temperature

Baked the product just until

it is done

Transfer
SENSORY EVALUATION OF BAKED PRODUCTS
In doing the sensory evaluation of the products, write the closest description you
can use. The real test of your success as a baker is the finished product. The product
should be evaluated on key characteristics. The critical characteristics of baked products
are:
SENSORY CHARACTERISTICS
EVALUATION
Appearance descriptions of the external part of the product like the height
of the baked good, the crust.
Flavor flavor is a composite of taste, odor and touch (mouthfeel).
Taste descriptions for sweetness, sourness, saltiness, bitterness,
or combination (bitter-sweet)
Odor descriptions for food odors like burnt, smoky, moldy, musty,
yeasty, rancid, sour, lemony etc.
Touch, mouthful descriptions for mouthful: greasiness, metallic, astringent,
sharp, spicy etc.
Texture descriptions for the crumb structure (the internal part of the
baked product): crumbly, gritty, tender, short, soft, firm,
elastic, mealy, chewy, gummy, hard, brittle, tough, pasty,
sticky, coarse, dry, moist, oily etc.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 117
Activity: Getting involved!

Direction: Perform sensory evaluation on your product. Use the tool below.
Rating: Rate the product from 1 to 7, with 7 having the best quality or characteristic.
Provide descriptive words besides each corresponding rating.

SENSORY EVALUATION TOOL

PRODUCT 1 PRODUCT 2 PRODUCT 3
CRITERIA
Rating and Rating and Rating and
description description description
APPEARANCE

TEXTURE

TASTE

ODOR

MOUTHFEEL

OVERALL REMARKS: Write what you think are the possible causes of the quality of
your product.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 118
 TASK SHEET #2.2.5a
Title: Laboratory in Pies and Pastry Making (Pineapple Pie)

PERFORMANCE OBJECTIVE: Given the operation sheet 1.1.3b; Demonstrate skills on

how to bake Pineapple Pie with Double Crust

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

1. Request for the needed tools and equipment

2. Explain the procedures in lighting an oven
3. Discuss the procedure in the Steps in Double Crust preparation of Pastry with
Pineapple Filling

Procedure:

1. Create the crust – Please follow the recipe and procedure in making Double Crust.
2. Prepare the Filling
3. When cool, fill in the pie shell and top it lattice top design.
4. Flute the sides to seal the pastry.
5. Grease with egg wash.
6. Bake for 45 – 50 minutes until golden brown in color.
Demonstration by the student on how to bake Pineapple Pie with Double Crust
Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Use of Tools and Bakery Equipment Test Attempt:

PREPARATION AND BAKING OF PIES AND 1st 2nd 3rd

PASTRY MAKING (PINEAPPLE PIE)

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Pineapple Pie without

skills on how to supervision and with initiative and adoptability to problem situation
bake a
3- Can perform preparation and baking of Pineapple Pie
(Pineapple Pie)
satisfactorily without assistance or supervision
You will be 2- Can perform preparation and baking of Pineapple Pie
rated based on satisfactorily but requires some assistance and/or supervision
the overall
evaluation on 1-Can perform some of these skills satisfactorily but requires
the right side. considerable assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 119
 TASK SHEET #2.2.5b
Title: Laboratory in Pie and Pastry Making (Buko Pie)

PERFORMANCE OBJECTIVE: Given the operation sheet 1.1.3b; Demonstrate skills on

how to bake Buko Pie with Single Crust

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

1. Request for the needed tools and equipment

2. Explain the procedures in lighting an oven
3. Discuss the procedure in the Steps in Single Crust preparation of Pastry with Buko
Filling
Procedure:
1. Create the crust – Please follow the recipe and procedure in making Single Crust.
2. Prepare the Filling
3. When cool, fill in the pie shell and top it with grated cheese
4. Flute the sides to seal the pastry.
5. Grease the sides with egg wash.
6. Bake for 45 – 50 minutes until cooked
Demonstration by the student on how to bake Buko Pie with Single Crust
Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Use of Tools and Bakery Equipment Test Attempt:

PREPARATION AND BAKING OF PIE AND 1st 2nd 3rd

PASTRY (BUKO PIE)

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Buko Pie without
skills on how supervision and with initiative and adoptability to problem situation
to bake a
3- Can perform preparation and baking of Buko Pie satisfactorily
Buko Pie without assistance or supervision

You will be 2- Can perform preparation and baking of Buko Pie satisfactorily but
rated based requires some assistance and/or supervision
on the over-all
1-Can perform some of these skills satisfactorily but requires
evaluation on considerable assistance and or supervision
the right side.
Note:

Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 120
 TASK SHEET #2.2.5c
Title: Laboratory in Pies and Pastry Making Making (Pili Boat Tart)

PERFORMANCE OBJECTIVE: Given the operation sheet 1.1.3b; Demonstrate skills on

how to bake Pili Boat Tart

Supplies and Materials : Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

1. Request for the needed tools and equipment

2. Explain the procedures in lighting an oven
3. Discuss the procedure in the Steps of Tart Crust Preparation
4. Cut-in shortening to flour and mix just until blended. Do not over mix. Over mixing
creates a sticky dough and a tough crust when baked.
5. Roll the dough and press into bottoms and sides of boat tart holders or tartlet cups,
set aside. Pre-bake.
6. Preheat oven to 3500F. Meanwhile, cook all filling ingredients in a medium saucepan
over low heat. Stir continuously with a wooden spoon until thick and slightly dry, about
20 minutes.
7. Cook slightly, then spoon mixture into tartlet cups or boat tarts. Arrange on a baking
sheet and bake for 15 to 20 minutes or until edges of crust are light brown. Remove
from the oven and cool.
8. Turn tartlet cups or boat tart holder’s upside down to release the tartlets make 32 boat
tarts or about 60 tartlets. Fill in with Pili filling and bake.
Demonstration by the student on how to bake Pili Boat Tart
Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Use of Tools and Bakery Equipment Test Attempt:

PREPARATION AND BAKING OF PILI BOAT TART 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Pili Tart without supervision
skills on how and with initiative and adoptability to problem situation
to bake a Pili
3- Can perform preparation and baking of Pili Tart satisfactorily
Boat Tart without assistance or supervision

You will be 2- Can perform preparation and baking of Pili Tart satisfactorily but
rated based on requires some assistance and/or supervision
the overall
1-Can perform some of these skills satisfactorily but requires
evaluation on
considerable assistance and or supervision
the right side.
Note: Teacher’s initial/signature will be indicated on the corresponding level
achieved by the learners.

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 LO3. Store Pastry Products

2.3.1 Store pastry products according to established standards

and procedures.
2.3.2 Select packaging appropriate for the preservation of product
freshness and eating characteristics.

What you need to know?

Read Lesson Information closely and find out how much

How much you have learned?
you can remember. Then do Self-check 2.3.1 to know how
much you have learned.

Lesson Information

HOW TO STORE PASTRY PRODUCTS

Storing pastry products is one of the most important undertakings after preparation
wherein they are to be kept properly to avoid spoilage.

The table below indicates the proper way of storing pastries and where to store them:
Pastry Products How to store Where to store

Pies Covered or boxed Cool place or refrigerator to prevent

mold growth.

Custard tart, nut with Covered or boxed Must be refrigerated. Generally, do

custard base not freeze well after baking.

Cream Puff and Eclair Covered or boxed Cool place or refrigerator to prevent
mold growth.

Fruit Pies Covered or boxed Must be refrigerated. Generally, do

not freeze well after baking.

Egg pie Covered or boxed Must be refrigerated. Generally, do

not freeze well after baking.

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Storing Pastry Products

As many pastry products contain egg and dairy products, they present a potential health
hazard if not stored properly. Remember: proper storage means that pastries must be
covered with plastic or placed in a box before storing.

Observe the following Guidelines in Storing Pastry Products

• Pastry products containing uncooked eggs should be handled with care, as raw
egg is a medium in which dangerous bacteria such as salmonella can thrive.
• The custard filling of tart and pies contain protein which provides food for bacteria.
If the custard (crème caramel or trifle) is not heated and cooled properly and
quickly, bacteria that are present in the custard can grow quickly to dangerous
numbers.
• Pastry products that are not required for immediate consumption must be cooled
rapidly and stored in the refrigerator until required.
• If milk and cream are used, like in custards, they must not be left to stand at room
temperature for any length of time. They should be kept in the refrigerator until the
last possible moment to prevent the risk of food poisoning.

Tips in Storing Pastry Products

• Pastries are best consumed while fresh, but most keep longer when
refrigerated, and some can even be frozen.
• Pastry dough may be frozen up to six months.
• Unbaked pies will last about four months in the freezer, while baked berry pies
can be frozen for six to eight months.

Definition of Packaging

Packaging refers to any material used to cover, contain, protect, handle, preserve,
identify, describe, promote, and market goods by a producer to the consumer. Several
factors are taken into consideration when designing an appropriate packaging for goods,
such as the size, shape, durability, space, and cost.

It plays a significant role especially when dealing with pastry products. Packaging helps
prolong its shelf life by preventing mechanical damage. It also helps in the retention of
the nutritive value of pastry products.

Major Functions of Packaging

• Protect from mechanical damage in transit and loading and unloading.

• Protect from loss of moisture and any foreign odor contaminations.
• Protect from foreign body infestation.
• Legal compliance for values and ingredients for consumers
advertisement,

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 Packaging Materials for Storing Pastries

1. Plastic container - Plastics are extremely useful as they can be made either soft
or hard forms, as sheets or containers, and with different thickness, light
resistance, and flexibility.
2. Plastic/cellophane – Transparent or colored plastic is usually used for packaging
tarts, pies and other types of pastries.
3. Aluminum foil
4. Paper/boxes

Sample Pastry Products Packaging

Box Packaging Material Paper Packaging Material

Sliced Pie Paper Packaging Material Fruit Pie Box

Pie Pillow Gift Wrapper

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 Self-Check 2.3.1

Activity 2.3.1

Enhance your skills in packaging

pastries. Perform the activity below.

Direction: Prepare pastry products. Choose your own pastry recipe. Prepare all the
needed materials and ingredients. Perform actual preparation, presentation, packaging
and storing. Evaluate your output and performance using the rubric below.

PERFORMANCE LEVELS

4 – Advanced. Can perform this skill without supervision and with initiative and
adaptability to problem situations.
3 – Proficient. Can perform this skill satisfactorily without assistance or
supervision.
2 - Approaching to Proficiency. Can perform this skill satisfactorily but requires
some assistance and/or supervision.
1 – Basic. Can perform parts of this skill satisfactorily but requires considerable
assistance and/or supervision.

Dimension Performance
Level
Very Needs
Excellent Satisfactory Satisfact Improvem Points
(4 pts) (3 pts) ory (2 ent (1 pts) Earne
pts) d
Use of tools and
equipment
Application of
procedures
Safety work
habits
Completeness of
task
Time
management

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 POST- ASSESSMENT:
Read and analyze the statement carefully. Choose the best
answer and write the letter only in your answer sheet.

1. What is the best substitute for two cups of pastry flour?

1. 1 C sifted all-purpose flour
2. 1 C sifted all-purpose flour plus 2∕3 cup cake flour
3. 1 C minus 1 tbsp. sifted all-purpose flour
4. 1 C minus 2 tbsp. sifted all-purpose flour
2. What is the simplest method in mixing the ingredients together
with a utensil, usually a spoon, using circular motion?
a. beating
b. creaming
c. stirring
d. folding
3. What is the proper way to measure flour?
a. level off with the use of the tines of a fork
b. shakes the measuring cup before leveling
c. shovel the flour
d. sift it before measuring
4. What can be the substitute for 1 cup of whole milk?
a. ½ cup evaporated milk plus ½ cup water
b. 1 2∕3 C sweet milk plus 1 tbsp. water
c. 2 C sweet milk plus ½ tbsp. water
d. 2∕3 C sweet milk plus 1 tbsp. water
5. Which refers to personal cleanliness practice in baking?
a. combing the hair in the working area
b. keeping fingernails long
c. washing the hands after work
d. wearing an apron during working hours
6. Which type of light pastry is filled with whipped
cream or a sweetened cream filling and often topped
with chocolate?
a. cream puff
b. Danish pastry
c. French pastries
d. pie and tart
7. What is the first step to have best results in baking?
a. measure ingredients accurately
b. memorize the recipe very well
c. use modern equipment
d. use only imported ingredients
8. How many cups are there in one gallon?
a. 3
b. 5
c. 10
d. 16
9. What important ingredient in pastries provides the needed moisture to
develop gluten?
a. edible tallow
b. flour
c. salt

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 126
 d. water
10. What kind of sugar is primarily used in preparing icing?
a. brown sugar
b. confectioner’s sugar
c. granulated sugar
d. refined sugar
11. What basic ingredient in baking improves aroma, flavor and nutrition in baked
products?
a. baking powder
b. flour
c. shortening
d. sugar
12. What sweet baked good is usually made of dough?
a. bread
b. pastry
c. pie
d. pizza
13. What kind of flour contains more gluten and less starch?
a. all-purpose flour
b. bread flour
c. cake flour
d. soft-flour
14. How do you call the process of putting products into containers for easy distribution?
a. labeling
b. packaging
c. storing
d. wrapping
15. It refers to one of more the innovative methods of commercial food packaging.
a. canned package
b. chill packaging
c. foil packaging
d. freezing packaging
16. What storing technique is used to draw, fold and cover the bakery product?
a. chilling
b. folding
c. refrigerate
d. wrapping
17. What is the procedure of rubbing one or two ingredients against a bowl with the tip of
a wooden spoon or electric mixer?
a. Beating c. folding
b. Creaming stirring
18. What is the outer part of a loaf bread or pastry?
a. Crust c. muffins
b. Filling d. topping
19. Which is a rich pastry filled with custard or fruit?
a. cream puff c. French pastries
b. Danish pastry d. pie and tart
20. What mixing technique in baking is usually used for meringue and for chiffon
products?
a. Blending c. kneading
b. Folding d. whisking

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 Generalization
This module gave opportunity to develop your skills in Preparing and
Producing Pastry Products according to standard operating procedures,
techniques and knowledge of Bread and Pastry Production

This will prepare you to move on to the next lessons to gain important skills
in preparing pastry products.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 128
 Lesson 3

Overview:
Baking is cooking food in an oven, in hot ashes or in
any oven type appliances. Cake is one of the most
commonly baked products. Cakes are usually eaten during
special occasions such as birthdays, weddings,
anniversaries and other celebrations. They are sweet, made
from combination of liquid batters and with high fat and sugar
contents. After baking, they are often decorated with a
variety of toppings like fruit, candy and frosting. Tortes, on
the other hand, are a type of cake that use higher quality
ingredients which generally makes them more expensive.
Their name is derived from the German word “Torte” which
means cake.

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 Learning Goals and Targets

Lesson I: Prepare and Present Gateaux. Tortes and

Cakes (TC)

Content Standard:

The learner demonstrates understanding of the core concept and

underlying theories in preparing and presenting gateaux, tortes
and cakes.

Performance Standard:

The learners demonstrate competencies in preparing and

presenting gateaux, tortes and cakes.

Learning Competencies:

LO1. Prepare Sponge and Cakes

LO2. Prepare and Use Fillings
LO3. Decorate Cakes
LO4. Present Cakes
LO5. Store Cakes

LO1. Prepare Sponge and Cakes

3.1.1 Select, measure and weigh ingredients according to recipe
requirements, enterprise practices and customer practices.
3.1.2 Select required oven temperature to bake goods in accordance with
desired characteristics, standard recipe specifications and enterprise
practices.
3.1.3 Prepare sponges and cakes according to recipe specifications,
techniques and conditions and desired product characteristics
3.1.4 Use appropriate equipment according to required pastry and bakery
products and standard operating procedures.
3.1.5 Cool sponges and cakes according to established standards and
procedures
3.1.6 Bake varied Cake Recipes

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 What do you already know?
PRE-ASSESSMENT

Read and analyze the statement carefully. Choose the

best answer and write the letter only in your answer sheet.

➢Which refers to personal cleanliness practice in baking?

a. combing the hair in the working area
b. keeping fingernails long
c. washing the hands before and after work
d. wearing an apron during working hours
2. It refers to dry heat cooking which usually takes place in oven.
a. baking
b. broiling
c. grilling
d. stewing
3. It refers to fine white flour made from soft wheat which contains 7-9% protein.
a. all-purpose flour
b. bread flour
c. cake flour
d. pastry flour
4. Which is a light cake made of meringue and flour?
a. angel food cake
b. batter cake
c. chiffon cake
d. sponge cake
5. Which refers to getting the right number of serving from a recipe and serving the right
amount?
a. mark-up
b. portion control
c. weight
d. yield
6. What important ingredient in pastries provides the moisture needed to develop gluten?
a. Edible tallow
b. Flour
c. Salt
d. Water
7. What kind of sugar is primarily used in preparing icing
a. Brown sugar
b. Confectioner’s sugar
c. Granulated sugar
d. Refined sugar
8. What basic ingredient in baking improves aroma, flavor and nutrition in baked
products?
a. Baking powder

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 b. Flour
c. Shortening
d. Sugar
9. Which of the baked goods are usually mde of dough or have a crust made out of
enriched dough?
a. Bread
b. Pastry
c. Pie
d. Pizza
10. What kind of flour contains more gluten and less starch?
a. All-purpose flour
b. Bread flour
c. Cake flour
d. Soft-flour
11. Which refers to personal cleanliness practice in baking?
a. Combining the hair in working area
b. Keeping fingernails long
c. Washing the hands after work
d. Wearing an apron during working hours
12. Which type of light pastry is filled with whipped cream or sweetened cream filling and
often topped with chocolate?
a. Cream puff
b. Danish pastry
c. French pastries
d. Pie and tart
13. What is the first step to have best results in baking?
a. Memorize the recipe very well
b. Use modern equipment
c. Use only imported ingredients
d. Measure ingredients accurately
14. How many cups are there in one gallon?
a. 3
b. 5
c. 10
d. 16
15. What is the proper way to measure flour accurately
a. Level off with the use of tines of a fork
b. Shakes the measuring cup before levelling
c. Shovel the flour
d. Sift if before measuring
16. What is the substitute for 1 cup of whole milk?
a. ½ cup evaporated milk plus ½ cup water
b. 1 2/3 cups sweet milk plus 1 tbsp. water
c. 2 cups sweet milk plus ½ tbsp. water
d. 2/3 cup sweet milk plus 1 tbsp. water
17. What is the substitute for 2 cups of pastry flour?
a. 1 cup sifted all-purpose flour
b. 1 cup sifted all-purpose flour plus 2/3 cup cake flour
c. 1 cup minus 1 tbsp. sifted all-purpose flour
d. 1 cup minus 2 tbsp. sifted all-purpose flour
18. It is the simplest method in mixing the ingredients together with a utensil, usually a

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spoon, using a circular motion.
a. Beating
b. Creaming
c. Folding
d. Stirring
19. It is the procedure of rubbing one or two ingredients against a bowl with the tip of
wooden spoon or electric mixer.
a. Beating
b. Creaming
c. Stirring
d. Folding
20.What is the outer part of loaf bread or pastry?
a. Crust
b. Filling
c. Muffins
d. Toppings

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 3.1.1 to know how
much you have learned.

Lesson Information

Baking Terminologies
As you wish to pursue baking as a career, you should familiarize yourself with the
common preparation and baking terminologies that come across the process.

Angel Food Cake It is a type of cake made of meringue and flour.

Appropriate It suitable or proper under the given circumstances.
Assembling It is fitting together the component parts of a certain dish or
food
Bake To cook food in a dry heat method inside an oven.
Batter It is semi-liquid mixture of one or more flours combined with
liquids such as water, milk or eggs used to prepare
various foods.
Beating Introducing air into the mixture thru mechanical agitation as in
beating eggs.
Blend to combine ingredients and produce a homogenous mixture

Boiled Icing It is a sugar and egg white icing for cakes; Sugar is first

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 cooked on the stovetop to form syrup, and then the hot syrup
is beaten into whipped egg whites. As the mixture is beaten it
becomes smooth, fluffy, and glossy.
Brown Sugar It is a regular granulated sucrose containing various impurities
that give distinctive flavor.
Butter Cream It is an icing made of butter and/or shortening blended with
confectioner’s sugar or sugar syrup, other ingredients may
also be added.
Cake Flour It is a fine, white flour made from soft wheat
Chemical Leavener These are leaveners such as baking soda, baking powder, or
baking ammonia, which releases gases produced by chemical
reactions
Chiffon Cake It is a light cake following the chiffon method – cake mixing
method involving the cutting and folding method
Choux Pastry or It is a light pastry dough for making profitable croquembouche
Pâte à Choux and éclairs.
Cocoa Powder It is dry powder made from ground cocoa solids.
Cocoa Butter It is a white or yellowish fat found in natural chocolate.
Commis is a basic chef in larger kitchens who works under a chef-de-
parties to learn the station's or range's responsibilities and
operation
Confectioner’s Is a sucrose ground into fine powder and mixed with a little
Sugar cornstarch to prevent caking
Consistency Is the way in which a certain substance, typically liquid, holds
together; thickness or viscosity
Creaming It is rubbing butter and sugar until light and fluffy
Creaming Method It is a mixing method that begins with the blending of fat and
sugar; used for cakes, cookies and similar items.
Dark Chocolate Sweetened chocolate consists of chocolate liquor and sugar
Dust To sprinkle the surface with flour to avoid mixture to stick on it
Filling Edible mixture used to fill pastries, sandwiches and cakes.
Filling, coating, topping quantity of material that fills or is used
to fill something, or is used to coat, or is used to design the
top of food.
Fondant It is a type of icing made of boiled sugar syrup that is agitated
so that it would crystallize into a mass of extremely small
white crystals.
Frost To cover cakes with icing.
Ganache A rich cream made of chocolate and heavy cream. It is also
any of various elaborate cakes, usually layered with cream
and richly decorated.
Tortes A rich cake, typically one containing layers of cream or fruit.
Genoise A light-yellow cake made with eggs and butter and typically
layered, filled, and frosted or made into petits fours for serving.
Glaze It is a shiny coating syrup, applied to a food; to make a food
shiny or glossy by coating it with a glaze or by browning it under
a broiled or in a hot oven.
Granulated Sugar A sucrose in a fine crystalline form.
Grease To brush pan with shortening.
Gum Paste A type of sugar paste or pastillage made from vegetable gum.
Petit Four A small confectionery or savory appetizer means “small oven”
in French.
Pre-heat To heat the oven prior to baking to achieve the required heat

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 and even temperature of the oven.
Scrape To remove sticky ingredients from the side of the mixing bowl.
Sift To pass the flour through the sieves to make it finer and light.
Sponge Cake It is a light, sweet cake made with a comparatively large
proportion of eggs but no shortening.
Turntable A pedestal with a flat, rotating top used for holding cakes while
they are being decorated
Whip To beat rapidly and continuously.

(For the The Best and Most Accurate Way to Measure Wet and Dry
Ingredients for Baking please refer to Lesson 1.1.1 on page 24 – 25 of this
learning modules then do Task Sheet 3.1.1.

Reflect and Understand

Task Sheet 3.1.1

Title: Measuring Dry and Liquid Ingredients Accurately Using Standard Measuring
Tools

PERFORMANCE OBJECTIVE: Given the lesson information 1.1.1; learn to measure

dry and liquid ingredients accurately.

Supplies and Materials: Measuring cups (for liquid and dry), Weighing scale, Water and Flour

STEPS/ PROCEDURES:

1. Request for the needed tools and equipment

2. Measure flour in the standard measuring devises/tools. Use proper procedure in measuring.
3. Practical Demonstration by the student on how to measure dry and liquid ingredients
accurately.
4. Follow the steps on the lesson “The Best and Most Accurate Way to Measure Wet and Dry
Ingredients for Baking” – Lesson Information 1.1.1a

Practical Demonstration by the students on how to measure dry and liquid ingredients accurately using the
standard measuring tool/devises (This activity should be done by group)
Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Bakery Products Test Attempt:

(Measuring Dry and Liquid Ingredients Accurately) 1st 2nd 3rd

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 Directions: OVER-ALL EVALUATION
Assemble the 4- Can perform measuring all the dry and liquid basic ingredients
measuring using the measuring devises without assistance and supervision.
tools available
3- Can perform measuring all dry and liquid basic ingredients using
in the the standard measuring devises with assistance and supervision.
laboratory.
Demonstrate 2- Can perform measuring 5 - 6 dry and liquid basic ingredients using
the standard measuring devises with assistance and supervision.
the proper way
of measuring 1-Can perform some of these skills satisfactorily but requires
dry and liquid considerable assistance and or supervision
ingredients.
Note:

Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 3.1.2 to know how
much you have learned.

Lesson Information

PORTION CONTROL, YIELDS, WEIGHTS AND SIZES

What is Portion Control?

Portion control means getting the right number of servings

from a recipe and serving the right amount. It requires
following the standardized recipes exactly. It involves
planning menus carefully, purchasing an adequate
amount of food, preparing, storing, and serving food.

Importance of Portion Control

1. It provides the correct serving size to meet the nutritional needs.

2. It helps control costs.
3. It helps minimize waste.
4. It helps to guide the ordering and preparation of food.
5. It is a contributing factor in giving a consistent yield and portion size.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 136
 6. Customers know exactly how much food to expect.
7. Customers get the same portion size.

Methods of Portion Control

➢ Cutting – a method of dividing cakes into uniform pieces before it is placed on

the serving line.
Examples: round cakes, sheet cakes and rolls

Round Cake Cutting and Servings Charts - This Cake Cutting and Servings Chart is
based on cakes that are 4 to 5 inches in height.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 137
 ➢ Weighing – a method that makes use of a food scale to create portions based on
weight.
Ex. Weigh the batter of a cupcake to ensure the consistency of portion size.

Here's what to do for muffins, layer cakes, cookies, or any time you want to
portion your dough or batter into finished treats that are all the same size:

• Know the weight of your mixing

bowl before you start.
• Once you've mixed up your batter, put the
bowl on the scale and weigh it.
• Subtract the weight of the bowl, to establish
the weight of the batter.
• Do some simple arithmetic: divide
the weight of the batter by the
number of portions the recipe
calls for (e.g., 12 muffins; 24
cupcakes; 2 round cake layers).
• Scoop out that amount of
batter for each muffin (or cake
layer, etc.)

➢ Counting – Listing/Naming one by one in

order to determine the total number.

Suggestions for Controlling Portions

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 138
 1. Follow the recipes accurately when measuring and weighing ingredients.
2. Be sure the servers know the planned portion size for each baked product to
be served.
3. Prepare a sample tray or plate before serving to visualize the amount to serve.
4. Use the correct type and the correct size portion control tool for each food
item.

Process

Self-Check 3.1.2 Identifying what is and what is it for

3.13.1.2 3.1.2
Identify what is described in the sentences below. Write your answer on your
answer sheet.
__________1. Getting the right number of servings from a recipe and serving the
right amount.
__________2. Method of dividing food into uniform pieces before it is placed on the
serving line.
__________3. Method of portioning food on the serving line that involves the use of
scoops, or ladles.
__________4. Method performed using a food scale.
__________5. Method by listing/naming one by one in order to determine the total
number

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 3.1.3 to know how
much you have learned.

Lesson Information

“For the Main Ingredients in Baking Cakes, please refer to Lesson

Information 1.1.1a on pages 16 - 24 of this learning module”

Process
Self-Check3.1.3

Categorizing the Baking Ingredients (Do it to know how much you recall)

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 139
Direction: Categorize the following baking ingredients if they are liquid or solid.
Make two columns on your answer sheet and write on your first column the solid
ingredients and on the other side, your liquid ingredients.

Margarine Lard Fruit Juices Cake flour

Sugar Coconut Oil Baking powder Milk

Vanilla Flavoring Almond Flavor Butter

Salt Chocolate Bar Brown sugar Confectioner Sugar

All-purpose Flour Water Baking Soda Condensed Milk

Eggs Calumet Baking Skimmed Milk Butter

Powder

Cheese Refined Sugar Calumet Baking Cocoa

Powder

Reflect and Understand

Task Sheet 3.1.2

Title: “KNOW ME” (Identification of Ingredients)

PERFORMANCE OBJECTIVE: Given the Task Sheet 1.1.1a; Identify the kind of
ingredient by tasting and touching the actual ingredient.

Supplies and Materials: Sample Cake Products – Chiffon Cake and Red Velvet
Cake

STEPS/ PROCEDURES:

➢ Group 1 - Have a tasting exercise. Given a Chiffon Cake and Red Velvet
Cake. Identify the ingredients used for each item. Write your answers in
your notebook. Group leader shall discuss the result of your activity.
➢ Group 2 - Identify the dry ingredients placed on the table as to bread flour,
cake flour, all-purpose flour, refined sugar, cornstarch, iodized salt and
confectioners’ sugar. Note: Please do not taste.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 140
 Assessment Method: Performance Criteria Checklist

Group Name: Date:

Competency: Prepare Sponge and Cakes Test Attempt:

BAKING INGREDIENTS 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

The class willl be 4- The group has identified the right ingredient without any
divided into 2 assistance and supervision.
groups. Each
group will follow 3- The group has identified 3 - 4 ingredients with assistance and
the procedure supervision.
given by the
teacher. 2- The group has identified 2 - 3 ingredients with assistance and
supervision.
4 = 92 - 95
1-Can perform some of these skills satisfactorily but requires
3 = 89 – 91 considerable assistance and or supervision

2 = 85 - 88 Note: Teacher’s initial/signature will be indicated on the corresponding

level achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 141
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 3.1.4 to know how
much you have learned.

Lesson Information

CAKES

What is Cake?
A cake is a sweet baked dessert made of flour, sugar,
eggs, butter and leavening agents like baking powder or
baking soda. Cakes can also include various additional
ingredients like chocolate, fruits and nuts. Moreover, the
outside of cakes is usually decorated with frosting and
icing. There are various types of cakes as well as various
cake recipes. Some of these include sponge cake, ribbon
cake, marble cake, chocolate cake, rich cake, fruit cake
and coffee cake.

What is Gateaux?
A gateaux is a French for cake. However, in general
usage, we consider gateau as a light sponge cake with a
rich icing or filling. Therefore, gateau is a more elaborate
and fancy dessert than cake. It may have many rich layers
made up of ganache, mousse, or fruit filling, etc. Gateau
also takes a long time and more effort to make. Another
important fact about gateau is that gateaux that are made
of fruits tend to wilt rather easily; therefore, they are
usually intended to be eaten on the same day they are made.

What are Tortes?

A torte is a cake made of eggs, little or no flour,
groundnut mixture, and sometimes breadcrumbs
to enhance the texture. It is stuffed with mousses,
whipped cream, jams, and/or fruits. However, an
Empire Torte is made with neither nuts nor flour.
It is made with just chocolate, eggs, flavoring, oil,
and sugar. Tortes are heavier in both texture and
taste. Most of them are often soaked in a liqueur

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or syrup before its decoration, which gives it a moist texture. Tortes are mostly found in a
round shape and are designed more elegantly and elaborately. They are topped with
cream, frosting, glaze, fruits, and nuts. However, nowadays, tortes too are decorated quite
lavishly, but just not as elaborately as cakes. The word torte is derived from the Italian
word torta, which means a round cake or bread. It also means cake in German.

https://tastessence.com/what-is-difference-between-cake-torte

Cakes are very similar to sweetened loaves in breads, but it is the richest and sweetest
type of baked product. Cakes have high fat and sugar content and the challenge for the
baker is to have a structure that supports these ingredients while keeping it as light and
delicate as possible (Gisslen, 2001). Producing cakes require well-balanced recipes and
precision in measuring and mixing. Electric beater is a useful tool in beating or whipping
the egg mixture. There are numerous cake recipes, but these can be grouped into four
types of cakes according to the mixing method employed in making them – shortened
cakes, sponge cakes, angel food cakes and chiffon cakes.

Classification of Cakes

• Shortened Cakes - also known as butter, conventional, or creamed cakes, are

the most commonly prepared type of cake. It uses solid shortening like butter and
margarine. Creaming is the method of mixing used in this type of cake.
Examples:
➢ Red Velvet Cake is a type of American chocolate
butter cake, made with cocoa powder and
buttermilk, that has a dark-red color that comes
from beets or red food dye and is typically frosted
with cream cheese icing. The addition of vinegar to
the cake recipe may seem unusual, but it helps with
leavening and makes for a very fine, tender cake. It
is most popular in the American South.

➢ Devil's Food Cake is richer, darker, and fluffier

thanks to the use of cocoa powder and a bit extra
baking soda. ... Oil may be used over butter
because the neutral flavor of the oil lets the deeply
rich cocoa be more pronounced.

➢ Cheese Cupcakes have a texture of a light but

chewy cake that is packed with amazing flavor
of cheddar cheese. With just the right balance
of sweetness, richness and a note of saltiness,
these cheese cupcakes are a perfect filling treat
any time of day

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 • Chiffon Cakes is a very light cake made
with oil, eggs, sugar, flour, baking powder,
and flavorings. Its distinctive feature is from
the use of vegetable oil, instead of the
traditional fat which is solid at room
temperature, such as butter or shortening.
This makes it difficult to directly beat air into
the batter. As a result, chiffon cakes (angel
cakes and other foam cakes) achieve a
fluffy texture by having egg whites beaten
separately until stiff and then folded into the
cake batter before baking. Its aeration
properties rely on both the quality of
the meringue and the chemical leaveners.
Examples: Vanilla Chiffon Cake, Pineapple Orange Chiffon Cake, Chocolate
Chiffon Cake
• Un-shortened or Sponge Cakes or Foam type
of cake - contain a large proportion of foamed
eggs and/or egg whites to a lesser proportion of
sugar and very little wheat flour. The cellular
structure of the cake is derived from egg proteins
and they are classically leavened by steam and air
from beaten eggs. Foam cakes can be described
as extremely light and fluffy with good volume and
an open, even texture. It is made without
shortening. Examples: White Sponge Cake, Angel
Food Cake.

Classification of Cakes
https://www.slideshare.net/melinda002/classification-of-cakes

WHAT HAPPENS AS A BUTTER CAKE BAKES?

1. As the batter heats up, the fat begins to melt, and the batter becomes fluid.
2. Substances soluble in hot water begin to dissolve.
3. Carbon dioxide forms from the leaveners and the moisture in the cake forms steam,
both of which fills the air pockets the creaming technique made and the cake rises.
4. The protein in the flour and eggs begin to coagulate as the temperature of the batter
rises. The flour's starches begin to gelatinize, all making the cake hold its shape.
5. Eventually, the steam evaporates, and the baking soda and/or baking powder lose
their leavening powers.
6. Evaporation of water from the surface slows and the surface gets hot enough for the
Maillard Reaction or the cake begins to brown, and the resulting flavors become
pronounced.

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 Characteristics of Shortened (Creamed) Cakes
Slightly rounded or flat top, free of cracks
Uniform, characteristic color
Appearance throughout crust and crumb
Thin crust
High volume
Soft, velvety crumb
Even grain
Small, thin-walled air cells
Texture Free of tunnels
Moist, smooth mouthfeel
Not sticky
Light — but not crumbly
Handles easily, yet breaks apart
without difficulty
Tenderness
Seems to “melt in the mouth,”
offers no resistance when bitten
Delicate, sweet flavor
Flavor
Well blended

Characteristics of Some Standard Foam (Unshortened) Cakes

Appearance Thin, golden brown crust

Uniform crumb color
Rough, slightly cracked top crust
Symmetrical
Optimum volume

Texture Light in weight in proportion to size

Well aerated
Finer, even, oval-shaped cells with thin cell walls
Sugary, slightly sticky crust

Tenderness Moist
Soft crust and crumb
Delicate crumb that is easily broken apart

Flavor Pleasant, well blended

Not eggy

MIXING METHODS IN MAKING CAKES

Creaming Method

This method is also called conventional method because it is the standard method for
making butter cakes or shortened cakes. These cakes are called shortened cakes
because of the high solid fat content of the cake. This method is very similar to the

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 145
creaming method in making quick breads except for the addition of dry and liquid
ingredients to the batter mixture.

1. Measure ingredients accurately. Have all ingredients at room temperature.

2. Sift the dry ingredients – flour, baking powder - together into a bowl. Set aside.

3. Place the butter or shortening in another mixing bowl. Beat slowly using a manual
or electric beater until the butter is smooth and creamy.

4. Add the sugar and cream the mixture at moderate speed until the mixture is light
and fluffy. Some bakers prefer to add the salt and flavorings with the sugar to
ensure uniform distribution. If melted chocolate is used, it is added during
creaming.

5. Add the eggs one at a time. After each addition, beat until the eggs are absorbed
before adding more. The mixture should be light and fluffy after the eggs are beaten
in.

6. Scrape down the sides of the bowl to ensure even mixing.

7. Add the sifted dry ingredients (including the spices if they were not added in step
4) alternately with the liquids. This is done as follows:

a. Add one fourth (1/4) of the dry ingredients. Mix just until blended in.

b. Add one-third (1/3) of the liquid. Mix just until blended in.

c. Repeat until all ingredients are used. Scrape down the sides of the bowl
occasionally for even mixing.

8. Immediately pan and bake the batter.

Sponge Method

This is the first of the three methods used in cakes that contain little or no shortening.
Leavening takes place due to the air trapped in the beaten eggs.

1. Measure all ingredients accurately. Have all ingredients at room temperature. If

butter is included, it must be melted. If liquid and butter are included, heat them
together just until the butter is melted.

2. Combine the eggs and sugar preferably on a warm bowl and beat the eggs at high
speed until very light and thick. This may take 10 to 15 minutes.

This step is very important. One of the most frequent causes of failure in the sponge
method is not whipping the eggs and sugar enough. The foam must be very thick.
When the beater is lifted from the bowl, the foam falls slowly from it and makes a
ribbon that slowly sinks into the batter in the bowl.

3. Fold in the sifted flour, being careful not to deflate the foam. If dry ingredients are
used, such as cornstarch or baking powder, they are first sifted with the flour.

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 4. If melted butter or a butter-liquid mixture is being used, fold in at this point. Be
careful not to over mix, or the cake will be tough (because of developed gluten).

5. Immediately pan and bake the batter. Delays will cause loss of volume.

Angel Food Method

Angel food cakes are based on egg-white foams and contain no fat.

1. Measure ingredients accurately. Have all ingredients at room temperature. The egg
whites may be slightly warmed for achieving better volume.

2. Sift the flour with half of the sugar. This step helps the flour mix more evenly with
the foam.

3. Beat the egg whites, until they form soft peaks. Salt and cream of tartar are added
before the beginning of the beating process.

4. Gradually beat in the sugar that was not mixed with the flour. Continue to beat until
the egg whites form soft, glossy peaks. Do not overbeat.

5. Fold in the flour-sugar mixture just until it is thoroughly absorbed but no longer.

6. Pan and bake immediately.

Chiffon Method

Chiffon cakes and angel food cakes are both based on egg-white foams, but in chiffon
cakes, a batter containing flour, egg yolks vegetable oil, and water is folded into the
whites. Egg whites for chiffon cakes should be whipped until they are a little firmer
than those for angel food cakes, but do not over whip them until they are dry. Chiffon
cakes contain baking powder, so they do not depend on the egg foam for all their
leavening.

1. Measure ingredients accurately. Have all ingredients at room temperature. Use

good quality, flavorless vegetable oil.

2. Sift the dry ingredients, including part of the sugar, into the mixing bowl.

3. Mixing at medium speed, gradually add the oil, then the egg yolks, water, and liquid
flavorings, all in a slow, steady stream. While adding the liquids, top the machine
several times and scrape down the bowl and the beater. Mix until smooth, but do
not over mix.

4. Whip the egg whites until they form soft peaks. Add the cream of tartar, and sugar
in a stream and whip to firm, moist peaks.

5. Fold the whipped egg whites into the flour-liquid mixture.

6. Immediately put the batter in ungreased center-tube pans (like angel food cakes)
or in layer pans that have the bottoms greased and dusted, but not the sides (like
sponge layers). (Source: Gisslen, 2001. Professional Baking. NY: John Wiley & Sons.)

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 Process

Self- Check 3.1.4

“ For the Required Tools & Equipment and Materials for Sponges and Cakes
please refer to Lesson Information 1.1.1 on pages 9 – 12 of this Learning
Module.”

Reflect and Understand

Self- Check 3.1.4

Matching Type
Match the definition in column A with the terms in column B. Write your answer in your
answer sheet.

A B
a. It also called the conventional 1. Sponge Method
method and the standard method for
mixing high-fat cakes.
b. A type of cake which contain high 2. One-Stage Method
percentage of fat or shortening.
c. A batter containing flour, egg yolks, 3. Creaming Method
vegetable oil, and water is folded into the
whites.
d. Butter is creamed with sugar until the 4. Chiffon Method
mixture is light then; whipped egg whites
are folded into the butter. 5. High-fat or Shortened
e. All in one step. It is adding the liquid Cakes
ingredients to the bowl first.

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 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 3.1.5 to know how
much you have learned.

Lesson Information

Basic Steps in Baking

➢ Read the recipe carefully to know if you have all the ingredients and the utensils needed
and if you understand the entire procedure.
➢ Check all the necessary ingredients gather and arrange them according to the
sequence of their preparation.
➢ Prepare all the utensils needed for measuring, mixing, and baking.
➢ Preheat the oven. Set the oven knob at the desired temperature.
➢ Prepare the pan/pans needed; make sure to use the correct pan size. If it needs
greasing, brushing the pan bottom with a little shortening. For baking purposes, don’t
use butter or margarine for greasing because these easily burn and will produce a very
brown crust.
➢ Measure the ingredients using correct utensils according to the amounts required in the
recipe.
➢ Mix the batter or dough when filling pans, makes sure you don’t overfill. Fill about 2/3
full to give an allowance for the rising.
➢ Bake in the preheated oven. Put the pan at the center rack.
➢ Test for doneness. For butter cakes, prick the center of the cake with a toothpick. If it
comes out clean, then it is done. For chiffon and sponge cakes press lightly with fingers.
If it springs back, then it is done.
➢ Cool the baked products. For butter cakes, put the pan on a wire rack and leave to cool
for 10 minutes. Afterwards, invert pan to remove the cake and cool it completely. For
sponge and chiffon cakes, invert pans at once in wire racks. Then, decorate.

Baking Guidelines

1. Preheat oven to desired/prescribed temperature.

2. Check oven racks are properly placed.
3. Arrange baking pans of similar shapes inside the oven one inch apart from all sides.
4. Follow correct oven temperature prescribed by the recipe. Incorrect oven temperature
results to poor volume, texture, form and color.
5. Avoid opening the oven while baking.
6. Cool cakes by using a cake rack.
7. To remove cakes from the pan, slide a spatula around the pan and turn upside down.

Testing for Doneness

1. Use a cake tester to determine doneness of a cake by inserting at the center of

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 the cake. When the cake tester comes out clean, the cake is baked.
2. The cake springs back on top and sides when pressed.
3. The cake shrinks away from the sides of the pan.
4.
Other Baking Guidelines

1. Observe proper handling of ingredients and equipment in baking to attain a perfect

cake.
2. The process of mixing, scaling and measuring baking ingredients including the
cooling method should be done accurately to prevent a soggy baked product or
cakes.
3. For sheet cakes, put a parchment paper at the bottom of the pan for ease in turning
it upside down. Sprinkle granulated sugar on top of the sheet cake before turning
it upside down.
4. Cool angel food cakes add chiffon cakes by sliding a spatula around the pan, and
slowly turn it upside down to hold back the volume of the cake.

Professional Baking Sixth Edition by WAYNE GISSLEN Chapter 16 p393

Cooling of Sponges and Cakes

Removing a cake from the pan too soon or too late can drastically change the
appearance and texture of your cake.

Cooling Butter Cakes

• After removing butter cakes from the oven, let them stand in their baking pans on
wire racks for 10 minutes, or as the cake recipe directs.
• Run a knife around the edge of the cake to loosen it from the sides of the baking
pan.
• Using oven mitts or hot pads, place a wire cooling rack on top of the cake and
baking pan.
• Turn cake over so wire rack is on the bottom. Gently shake the cake to release it
from the baking pan.
• Remove the baking pan and peel off the paper liner from the cake, if one was used.
Turn the cake right side up onto a second rack to finish cooling.

Cooling Sponge Cakes

• Invert a sponge cake baked in a tube pan onto a heatproof funnel or bottle
immediately after removing it from the oven.
• If it is cooled top side up, it will fall.
• Do not remove a sponge cake from its baking pan until it is completely cooled.
• Inverting a tube pan onto a funnel bottle keeps the cake from falling in on itself as
it cools

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 Reflect and Understand

Task Sheet 3.1.5

Title: “ARRANGE ME”

PERFORMANCE OBJECTIVE: Given the Task Sheet 3.1.5; Arrange the steps in
baking a cake chronologically.

Supplies and Materials: paper and pen

The class will be divided into 2 groups, Group A and B. Each group will arrange the ff:
a. Test for doneness.
b. Mix the batter or dough when filling pans
c. Read the recipe carefully to know if you have all the ingredients and the utensils
needed.
d. Check all the necessary ingredients needed in baking the cake.
e. Preheat the oven. Set the oven knob at the desired temperature.
f. Prepare all the utensils needed for measuring, mixing, and baking.
g. Prepare the pan/pans needed; make sure to use the correct pan size.
h. Measure the ingredients using correct utensils according to the amounts required in
the recipe.
i. Pull the pan at the center rack.
j. Cool the baked products.
Assessment Method: Performance Criteria Checklist

Group Name: Date:

Competency: Prepare Sponge and Cakes Test Attempt:

STEPS IN BAKING CAKES 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

Arrange the 4- The group has arranged the steps in baking cakes correctly
following steps in without any assistance and supervision of the teacher.
baking a cake
chronologically, 3- The group has arranged the steps in baking cakes correctly
placing 1 for the with assistance and supervision of the teacher.
first step up to 10
for the final step. 2- The tried 2 times to arrange the steps in baking cakes with
Write your assistance and supervision.
answers on your
1- The group did not try to arrange the steps in baking cakes.
answer sheet.
Note:Teacher’s initial/signature will be indicated on the corresponding
level achieved by the learners.

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 LO2. Prepare and Use Fillings

3.2.1 Prepare and select fillings in accordance with required

consistency and appropriate flavors.
3.2.2 Fill and assemble slice or layer sponges and cakes according to
standard recipe specifications, enterprise practice and
customer preferences.
3.2.3 Select coatings and sidings according to the product
characteristics and required recipe specification.

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 3.2.1 to know how
much you have learned.

Lesson Information

Types of Cake Fillings

There are many cake filling types that can be used. There are some points that
should be taken into consideration when choosing a filling for a cake.
• Consider the flavor of the cake and be sure the filling will compliment the
cake's flavor.
• Take into account the storage of the cake. Do not select a filling that requires
refrigeration when it will not be possible to refrigerate the cake because of
its size.
• If the cake will be exposed to warm temperatures, such as at a summer
picnic, do not choose a filling that will melt or be a safety threat under those
conditions, unless it can be stored in a cooler or refrigerator.
• If the cake has to be made a day or so ahead of when it will be eaten, be
sure the filling will hold up for that period of time.
• For information on storing different cake filling types, see Cake Storage
Requirement - Filling Storage.
• The amount of filling you need will vary depending on the type of filling, the
type of cake, number of layers, and personal preference. Generally, 1/2 cup
of filling per layer should be sufficient. This may be too much if the filling is
very rich or you may prefer a little more than 1/2 cup of some fillings but be
careful not to add too much, causing the cake to become unstable.

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 • Custard Filling is a smooth, creamy type filling
similar to pudding. The custard is a cooked filling
containing cornstarch, flour, and egg yolks. Any
filling that contains cornstarch or flour must be
brought to a boil slowly, to prevent scorching and
then boiled for at least a minute to thicken to its
fullest. If it is not boiled long enough, it may thin
out when it cools. It can be flavored with many different ingredients but the
most common are vanilla, lemon, and chocolate. The surface of the custard
should be covered with plastic wrap or wax paper to prevent a film from
forming while it is cooling. The custard filling can be stored in the refrigerator
for up to 3 days but is best when used the day it is made. A custard type
filling should not be frozen.

• Fruit
There are many fruits that can be cooked into a
filling for cakes that will provide the cake with an
extra special flavor. Some of the common fruits
used are strawberries, blueberries, raspberries,
peaches, apricots, and rhubarb. When using fruit
fillings, a piping of frosting is applied on top of the
layer around the outer edge of the cake to act as a
dam to hold the filling in between the layers. Fresh fruit can also be added
between the layers but this type of cake should only be assembled within a
few hours of eating it. The fruit continues to ripen even when refrigerated
and its juices will begin to soak into the cake. If the cake has a cooked fruit
filling that does not contain eggs, it can be stored at room temperature for
up to 2 days. Refrigerate for longer storage.

• Frosting
Many times, the same frosting used to frost the
cakes is used for the filling between layers. This is
a great way to add flavor and moistness to the
cake. Some of the common frosting types that are
also used as fillings are buttercream, boiled, cream
cheese, whipped cream, and ganache. Cakes with frosting fillings should be
stored according to the type of frosting being used.

• Jelly
Jelly, jam, or preserves can be used to add an
easy fruit flavored filling to a cake. You can add
flavor to the cake without any additional
preparation. When using jelly filling on a layer
cake, use a piping of frosting around the edge of
the layer to keep the jelly, jam, or preserves
confined and then select your favorite flavor and
spread it on the layer inside the piped frosting.
Cakes with this type of filling can be stored at room temperature for up to 4

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 days as long as the frosting can be stored at room temperature. The filling
can be refrigerated if the frosting on the cake calls for it.

• Whipped Cream
A filling using whipped cream provides a light fluffy
filling with a delicate flavor. Whipped creams are
sometimes stabilized by adding gelatin to make
them hold up better. A cake with whipped cream
filling should be refrigerated and served the same
day that it is made.

• Glazes and Syrups

Glazes and syrups can also be used as fillings but will
not provide for a filling with any thickness. They do
provide extra flavor and help seal in the moisture of
the cake. The cake can be stored at room temperature
when the filling is a glaze or syrup unless the cake or
frosting requires refrigeration.

Reflect and Understand

Self-Check 3.2.1

Direction: Identify what is being described by the sentences below. Write the answer on
your answer sheet.

1. An icing made of butter and/or shortening blended with confectioner’s sugar or

sugar syrup, other ingredients may also be added.
2. Shiny coating such as syrup, applied to a food; to make a food shiny or glossy by
coating it with a glaze or by browning it under a broiled or in a hot oven.
3. Rich cream made of chocolate and heavy cream.
4. Edible mixture used to fill pastries, sandwiches, or cakes.
5. Provides a light fluffy filling with a delicate flavor.
Learners Name: Grade Level & Section:

1. 4.

2. 5.

3. Teachers Remarks:

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 154
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 3.2.2 to know how
much you have learned.

Lesson Information

How to Assemble a Layer Cake

1. Prepare and assemble tools and equipment needed.

• Cake
• Spatula
• Toothpick
• Turn Table
• Pastry Brush
2. Prepare all ingredients and note the proper temperature. Cool cake layers
completely before assembling and icing. Icing and fillings should be spread out and
at a correct temperature.
3. Trim cake layers, if necessary. Remove any ragged edges.
Slightly rounded tops are easily covered by icing, but
excessively large lumps may have to be cut off.

4. Brush all crumbs from cakes. Loose crumbs make icing

difficult to spread.

5. Place the bottom layer upside down (to give a flat surface
for the filling) on a cardboard cake circle of the same
diameter. Place the cake at the center of a cake turn table.
If a cake circle or turntable is not available, place the cake
on a serving plate; slip sheets of wax paper or parchment
under the edges of the cake to keep the plate clean.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 155
 6. Spread filling on the bottom layer, out to the edges. If the
feeling is different from the outside frosting, be careful not to
spread the filling over the edges. One way to avoid spilling
the filling over the edge is to pipe a roll of the icing used for
the cake sides around the edge of the cake layer to form a
barrier to hold the filling inside. Use the proper amount of
filling. If applied to heavily, feeling will ooze out when top
layer is put in place.

7. Please the Top layer on the bottom layer right side up.

8. Ice the cake. If a thin or light icing is used, pour or

spread the icing onto the center of the cake. Then
spread it to the edges and down the sides with a
spatula. If a heavy icing is used, it may be necessary
to spread the sides first, then place a good quantity of
icing at the center of the Top and push it to the edges
with the spatula.
How to Decorate a Layered Cake https://www.youtube.com/watch?v=LpHTmgXFJKM

FILLING CAKE LAYERS

For a classic round or rectangular cake, you may want to put two levelled cakes together,
joined with your favorite filling. This adds height and drama to your design. It's easy to do!

Step 1

Fill a decorating bag with a medium consistency icing

and use tip 12 or use the coupler without adding a tip.
Start with the bottom layer, leveled side up. Create a
dam or circle of icing just inside the edge of the cake.
This will prevent any filling from seeping out when this
next layer is added.

Step 2

Fill the center of icing, fruit filling or pudding.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 156
Step 3

Place the next layer on top, making sure it is level. The weight of
the layer will cause the circle of icing to expand. Place the top
layer, leveled side down, so the top of the cake is perfectly smooth
and level.

Reflect and Understand

Task Sheet 3.2.2

Title: “Assembling a Layer Cake using Boiled Icing”

PERFORMANCE OBJECTIVE: Given the Task Sheet 3.2.1; Assemble a 2-layer

cake using boiled icing.

Supplies and Materials: tools & equipment, ingredients for boiled icing

Procedure:
1. Place the bottom layer upside down on a cardboard cake circle of
the same diameter.
2. Have all ingredients prepared and at the proper temperature?
3. Assemble all tools and equipment and have them ready.
4. Trim cake layers, if necessary.
5. Brush all crumbs from cakes.
6. Spread filling on the bottom layer, out to the edges.
7. Place the top layer on the bottom layer, right side up
8. Ice the cake.

Assessment Method: Performance Criteria Checklist

Group Name: Date:

Competency: Prepare Sponge and Cakes Test Attempt:

STEPS IN FILLING AND ICING A LAYERED CAKE 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 157
 Prepare a boiled 4- The group has prepared, fill and iced a layered cake following
icing using the the right steps in filling and icing a cake without any assistance
given recipe on and supervision of the teacher.
layered cake. 3- The group has prepared, fill and iced a layered cake following
Practice and the right steps in filling and icing a cake with assistance and
enhance your supervision of the teacher.
skill on applying
filling in a layer 2- The tried 2 times prepared, fill and iced a layered cake
cake following following the right steps in filling and icing a cake with
assistance and supervision of the teacher.
the steps on a
round 1- The group did not try to fill and iced a layered cake.
Styrofoam. Try
as many times Note: Teacher’s initial/signature will be indicated on the corresponding
as you can until level achieved by the learners.
you perfect the
task.

LO3. Decorate Cakes

3.2.1 Decorate sponges and cakes suited to the product and occasion
and in accordance with standard recipes and enterprise practices.
3.2.2 Use suitable icings and decorations according to standard recipes
and/or enterprise standards and customer preferences.

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 3.3.1 to know how
much you have learned.

Lesson Information

ICING AND FROSTING

Icing or Frosting, is a sweet, often creamy glaze made of sugar with a liquid, such as
water or milk, that is often enriched with ingredients like butter, egg whites, cream cheese,
or flavorings. It is used to cover or decorate baked goods, such as cakes or cookies. When
it is used between layers of cake, it is called filling.
Types of Icing

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 • Butter Cream is softer and more spreadable than
most icing and is the preferred choice for taste
and flexibility. It can be used as a filling inside
cakes and as a coating for decoration. It is made
by creaming together sugar and butter or other
fats like lard or margarine. The quality of the fat
used will affect the taste, consistency and
appearance of the cream frosting, as also the
temperature at which the butter is whipped. Add a burst of flavor with vanilla extract.
The cream melts easily in hot weather and so must be kept chilled to keep its form.
• Whipped Cream - If lighter frosting is what you
need then whipped cream is the answer. Often
called Chantilly cream or crème Chantilly, it is
made by cold-whipping together heavy cream and
sugar till light and fluffy. You could also add or use
meringue powder for stability. Enhance your cake’s
taste by adding flavors to the cream.
• Royal Icing - used to cover and decorate dense fruit cakes,
Royal icing is a pure white and fluid paste that solidifies into
a hard-outer shell on drying. Made by beating together egg
whites, icing sugar, and lime juice, it looks smooth, hard
and matte when dry. Some may use meringue powder
instead of the egg whites because of the risk of salmonella
when using raw egg whites. Glycerine is often added to prevent the icing from
setting too hard. It is easily dyeable using edible food colorings.
• Cream Cheese Frosting - is perfect for carrot
cakes, cupcakes, red velvet cake, as a filling for
doughnuts and well just about any kind of pastry
with all that creamy and cheesy deliciousness. It
comes together quickly by creaming together part
buttercream frosting and a good quality cream
cheese. A bit heavier than most types of cake icing,
the texture and taste are best when made with high-
fat cream cheese.
• Fondant - is a popular heavy frosting that can be
easily sculpted and is used mainly for celebration
cakes. Basic fondant ingredients include water,
gelatine, glycerine, water, sugar (icing or castor
sugar) and shortening. Some use marshmallows
in place of gelatine and glycerine. The ideal
texture is a fondant that can be stretched without
tearing. It can be worked into different shapes
using carving and decorating tools.

• Chocolate Ganache Chocolate ganache and

glazing are probably the easiest cake icings to
make.

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 Reflect and Understand

Self-Check 3.3.1

Direction: Identify the type of icing being described by the sentences below.
Write the correct answer on your answer sheet.
1. The easiest cake icing to make.
2. Frosting is part butter and good quality cheese.
3. Type of cake icing that dries into a hard-outer shell. It is also one of the
easiest to dye with edible colorings.
4. Made of sifted powdered sugar, milk and superior butter.
5. This type of cake icing is achieved using cold heavy whipping cream and
sugar.

Learners Name: Grade Level & Section:

1. 4.

2. 5.

3. Teachers Remarks:

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 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 3.3.2 to know how
much you have learned.

Lesson Information

Suggested Recipes for Icing and Frosting

How to Make Chocolate Ganache?

Chocolate ganache is a 1:1 mixture of chocolate and warm

cream. Stirred until smooth, silky, and shiny, ganache is a staple
in any baker’s kitchen. It’s not only easy and quick, it’s uniquely
versatile. Chocolate ganache can be a filling, dip, spread,
frosting, topping, or layer in a cake. The uses are virtually
endless!

Uses for Chocolate Ganache

1. Topping for chocolate cupcakes

2. Filling for layer cakes
3. Topping for brownies, pound cake, vanilla cake, or ice
cream
4. Filling for chocolate hand pies
5. Dip for strawberries and other fruit
6. Topping for chocolate cake or dark chocolate mousse
cake
7. Layered in trifles
8. Filling for no-bake s’mores cake
9. Topping for homemade eclairs, angel food cake,
and peanut butter pie
10. Filling for orange butter cookies and striped fudge cookies

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 Ingredients in Chocolate Ganache

• Heavy Cream or Heavy Whipping Cream: Do

not use half-and-half, whole milk, or any other
liquid because the ganache won’t set up
properly. For a non-dairy alternative, use
canned coconut milk. See recipe note.
• Pure Chocolate: You can use semi-sweet
chocolate (recommended), bittersweet
chocolate, milk chocolate, or white chocolate.
See recipe note.

“When making homemade ganache, you need a 1:1 ratio of cream to chocolate.”

Best Chocolate to Use in Chocolate Ganache

The best chocolate for chocolate ganache is a pure chocolate baking bar, such as Bakers
or Ghirardelli brands. Pure chocolate is sold in 4-ounce bars in the baking aisle near the
chocolate chips. Do not use chocolate chips because they will not melt into the best
ganache consistency. If you absolutely must use chocolate chips, make sure they are
higher quality chocolate such as Ghirardelli brand semi-sweet chocolate chips.

For traditional chocolate ganache, I recommend using semi-sweet chocolate. This is the
most commonly found chocolate in the baking aisle. Semi-sweet chocolate contains 35 –
45% cacao and is usually sweeter than bittersweet or dark varieties and darker than milk
chocolate and white chocolate.

TIP: The best tool for chopping chocolate is a large serrated knife. The grooves help chip
away the hard chocolate bar texture.

Boiled Icing

Ingredients:
1 1/2 - 2 cups refined s

ugar
1/2 c water
1 T flavoring

4 pcs egg whites

food coloring

Procedure:
1. In a saucepan, mix sugar, water. Let boil then simmer.
2. Cook until sugar mixture spins a thread like.
3. Beat egg whites until stiff enough to hold.
4. Pour the hot syrup gradually into the beaten egg whites until all are consumed.

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5. Continue beating until it becomes stiff and glossy or until it holds in the mixing bowl.

Swiss Butter Cream Icing

100 gms. egg whites or 2 pcs egg whites

100 gms. refined sugar
225 gms ice cold butter
5 gms vanilla extract
pinch of salt

Mis en Place:

1. Sanitize the utensils, mixing bowls

and set aside.
2. Prepare large pan with water heat to barely simmering point.

Method:

1. Combine sugar and eggwhites in a bowl stirring until the sugar dissolves.
2. Place on a barely simmering hot water bath, whipping constantly until the
temperature reaches 70 degrees C.
3. Let it cool.
4. Beat with an electric mixer until stiff peak.
5. Gradually add cubes of butter while continuously beating in a medium speed until
smooth and creamy.
6. Add 5 gms vanilla extract and a pinch of iodized salt.

Basic Butter Icing

Ingredients

600g icing sugar, sifted

300g unsalted or salted butter, softened

Optional extras

finely grated lemon zest

finely grated orange zest

a dash of vanilla extract

few drops food coloring

cocoa powder, to taste

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Method:

1. Beat 600g sifted icing sugar and 300g butter together with your chosen flavoring
and coloring, if using, add 2-3 tablespoons of boiling water to loosen and beat
until smooth.
2. Fill a piping bag with a star nozzle and pipe onto cupcakes or smear in the middle
and over the top of a 20cm cake using a palette knife.
3. Spread and decorate.

Reflect and Understand

Self-Check 3.3.2

Title: “How to make a chocolate Ganache, Swiss Butter Cream Icing and
Boiled icing”
PERFORMANCE OBJECTIVE: Given the Task Sheet 3.3.2; Make any of the
following Chocolate Ganache, Swiss Butter Cream Icing and Boiled icing.

Supplies and Materials: tools & equipment, ingredients for boiled icing

Procedure:
9. Place the bottom layer upside down on a cardboard cake circle of
the same diameter.

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 10. Have all ingredients prepared and at the proper temperature?
11. Assemble all tools and equipment and have them ready.
12. Trim cake layers, if necessary.
13. Brush all crumbs from cakes.
14. Spread filling on the bottom layer, out to the edges.
15. Place the top layer on the bottom layer, right side up
16. Ice the cake.

Assessment Method: Performance Criteria Checklist

Group Name: Date:

Competency: Prepare Sponge and Cakes Test Attempt:

1st 2nd 3rd

Directions: OVER-ALL EVALUATION

Prepare 4- The group has prepared, Chocolate Ganache, Swiss Butter
Chocolate Cream Icing and Boiled icing without any assistance and
Ganache, Swiss supervision of the teacher.
Butter Cream
3- The group has prepared, Chocolate Ganache, Swiss Butter
Icing and Boiled
Cream Icing and Boiled icing with assistance and supervision of
icing using the
the teacher.
given recipe on
layered cake. 2- The tried 2 times prepared, Chocolate Ganache, Swiss Butter
Practice and Cream Icing and Boiled icing with assistance and supervision of
enhance your the teacher.
skill on applying
1- The group did not try to fill and iced a layered cake.
filling in a layer
cake following Note: Teacher’s initial/signature will be indicated on the corresponding
the steps on a level achieved by the learners.
round
Styrofoam. Try
as many times
as you can until
you perfect the
task.

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 LO4. Present Cakes

3.4.1 Present Cakes in accordance with customers’ expectations and

established standards procedures
3.4.2 Select and use equipment in accordance with service
requirements
3.4.3 Maintain product freshness, appearance s and eating qualities in
accordance with the established standards and procedures
3.4.4 Marked cakes or cut portion controlled to minimize wastage and
in accordance with enterprise specifications and customer
preferences

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 3.4.1 to know how
much you have learned.

Lesson Information

PRESENTING AND PLATING OF GATEAUX TORTES AND CAKES

Tips on how to plate and present cakes:

1. Choose the Perfect Plate - Selecting the right plate for your meal is key to
attractive food presentation. Here are some things to keep in mind:

• Choose the right plate. One way to conceptualize plating is to think of

yourself as an artist, the plate as your canvas, and the food as your
medium.

• Choose the right size plate. Choose your plate wisely by making sure it's
big enough to allow your food to stand out, but small enough that your
portions don't look too small.

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 • Choose a complementary plate color. The color of your plate is also
significant. White plates are popular because they create high contrast and
provide a neutral background for your colorful creations. Utilize white space
by thinking of the rim as your frame and consider using the rule of thirds to
highlight your plate's focal point(s). When applied to cooking, the rule of
thirds prescribes placing the focal point of your dish to either the left or right
side of the plate, rather than the center.

2. Be creative with color.

A splash of color can bring your desert to life. A
dark chocolate cake can go from brown lump to
an artful concoction when garnished with vibrant
berries; a lemon tart goes from a monotone
palette to lively and lovely when presented with
the contrast of a Violet flower end marbled
raspberry coulis.

3. Combine textures
Adding different textures to the plate adds
excitement to the visual appeal of a cake. Different
textures excite the senses, giving an anticipatory
sense of the taste.

4. Compose your plate

There are many way ways to compose a
plate. Consider the plate as if it were a blank
canvas or as if you were composing the
frame for photograph. What would fill the
space in an interesting way.

5. Consider the vessel

It may seem like common sense but
consider the experience of eating the dessert
when you choose the type of plate.

6. Contrast temperature
There’s nothing like pairing a slice of perfectly
prepared cake with a cool scoop of ice cream.

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 7. Let it be dramatic
Have a little fun with your cake. Employ tricks to
add some magic to the presentation.

8. Don’t make it too tall or wobbly

A slice of layer cake looks fantastic standing up on a plate. But if it’s too tall, there’s
a strong chance of it toppling over even on a short journey to where it is being
served.

9. Decorate with care

Keep in mind how the decoration will function on the finished plate.
10. Be consistent
When plating cakes, be consistent in your design and in serving size. It can be
confusing to see different presentation on each plate and nobody likes looking over
to the plate across the table and seeing a serving double the size.

The Art of Plating Cakes https://www.youtube.com/watch?v=RJTZc-kurLM

Reflect and Understand

Task Sheet 3.4.1

Enhance your skills in presenting and plating a

cake. Perform the task given below.
Title: “Do a Video Presentation of pictures showing Plated Cakes”

PERFORMANCE OBJECTIVE: Given the Task Sheet 3.4.1; Video present by group
the 9 creative ways on presenting and plating cakes.

Supplies and Materials: Varied pictures of plated cakes/desserts, LED Monitor

Laptop

Procedure:
• Collect pictures/videos showing different styles of plating and presenting a dessert.
• Make a video presentation using these pictures.
• Group leader will discuss on how the presentation was done.
Assessment Method: Performance Criteria Checklist

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 Group Name: Date:

Competency: Present Cakes Test Attempt:

VIDEO PRESENTATION ON TOOLS FOR PLATING 1st 2nd 3rd

Collect pictures or OVER-ALL EVALUATION

videos showing
tools for plating 4- Done creatively and neatly showing much relevance to the
and presenting a given topic.
cake.
3- Done creatively and neatly showing enough relevance to the
Note down the given topic.
characteristics and
styles that attracts 2- Done creatively and neat enough but no relevance to the
you most and given topic.
apply it on your
own presentation 1- Done simply and neat enough but not so relevant to the given
topic.

Note: Teacher’s initial/signature will be indicated on the corresponding

level achieved by the learners.

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 3.4.2 to know how
much you have learned.

Lesson Information

Selection and Usage of Tools in Plating in Accordance with Service Requirements

Work equipment must be suitable for the purpose for which it is used or provided and used
only for operations for which it is suitable. In selecting work equipment, employers must
take account of the following:

• The working conditions and risk to health and safety from the premises it will be
used in.
• Who will use the equipment?
• The work equipment itself

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 • New work equipment should conform to any essential requirements for safety
applicable to it.

Tools for Plating Cakes

Having the proper cake presentation and plating tools is essential to high-quality
plating.

• Decorating Brushes - have a variety of applications - we can

use them for both detailed line work and broad strokes as we
apply liquid decorations in a slice of cake for dessert.

• Garnishing Kits - come with

everything you need to decorate
your cakes or dessert, including
plating wedges, tongs, squeeze
bottles, and brushes.

• Molds - are also very important when plating cakes and

pastries. By cutting ingredients to a specific shape and
size, you'll provide visual appeal and keep your plate tidy.
Ring molds also help you develop height and structure
when stacking ingredients.

• Precision tongs on hand for placing decorations on sliced

cakes. Many tongs also feature micro-serrations for improved
grip and stability.

• Plating wedges come pre-cut with flat, round, or pointed edges

and are perfect for smearing sauces and other soft ingredients
into designs on your plate.

• Shavers work well when shaving or grating chocolate, hard

cheeses, or soft vegetables on top of your finished creations.

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 • Variety of Spoons Saucier spoons help you drag smears of sauce across your
plate, and you can also choose a utensil with a tapered bowl that's perfect for
drizzling and pouring. Additionally, slotted spoons quickly separate solids from
liquids as you complete your presentation.

• Squeeze Bottles are ideal when applying liquid

decorations to your finished plate. Many of these
items come with adjustable, precision control tips that
allow you to apply the perfect amount of prod.

Reflect and Understand

Activity Sheet 3.4.2

Enhance your skills in identifying the tools in

plating cakes.

Title: “Do a Video Presentation of pictures showing Tools for Plating Cakes”

PERFORMANCE OBJECTIVE: Given the Task Sheet 3.4.2; Video present by group
the tools in presenting and plating cakes.

Supplies and Materials: Varied pictures of tools in plating cakes, LED Monitor Laptop

Procedure:
• Collect pictures/videos showing different tools for plating and presenting a cake
• Make a video presentation using these pictures.
• Group leader will discuss on how the presentation was done.

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 Assessment Method: Performance Criteria Checklist

Group Name: Date:

Competency: Presenting Cakes Test Attempt:

VIDEO PRESENTATION ON VARIED PLATED DESSERTS 1st 2nd 3rd

Collect pictures or OVER-ALL EVALUATION

videos showing
different styles of 4- Done creatively and neatly showing much relevance to the
plating and given topic.
presenting a
dessert. Note 3- Done creatively and neatly showing enough relevance to the
down the given topic.
characteristics/styl
es that attracts 2- Done creatively and neat enough but no relevance to the
you most and given topic.
apply it on your
1- Done simply and neat enough but not so
own presentation
relevant to
2- the given topic.

Note: Teacher’s initial/signature will be indicated on the corresponding

level achieved by the learners.

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Activity Sheet 3.4.3 to know
how much you have learned.

Lesson Information

What are the characteristics of a good plated cake?

1. Cake should look good and attractive.

2. There should be frosting. Cakes without frosting look very boring and taste
bland.
3. It should be sweet.
4. It should rise completely and should not taste or feel like batter.
5. It should be fluffy, spongy and moist.
6. A good cake should not look good, but it should be made under good
conditions.

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 7. It should be made with good quality and fresh ingredients.
8. Frozen ingredients should be avoided.
9. Lesser the ingredients, better the cake. Extra preservative and other unusual
substances should be avoided.

Why is it important to measure freshness of a cake?

We measure freshness when developing long shelf life cakes to ensure that they keep
their freshness characteristics along shelf-life. Sometimes, customers may have some
specific requirements about cake texture. In that case, the goal might be to reach a certain
level of moistness, reduce the crumbliness or increase the short bite. Measuring the
freshness helps us see how close we are to meeting these goals which can also be a
future guide for our product development.

How long does cake last?

The shelf life of cake depends on a variety of factors, such as the sell by date, the
preparation method and how the cake was stored. Because of its relatively low cost and
high calorie density, cake is one of the most popular celebration desserts in the world. It
is a traditional dessert in most cultures for birthdays, and it is so versatile that it can be
prepared in many ways.

The shelf life of real fruitcake (dense with dried fruits, nuts and alcohol and stored in a
tightly sealed tin) is a debated topic. It seems no one actually knows how long a fruitcake
lasts because people tend to re-gift them and never actually eat them!

Cake Expiration Dates

Pantry Fridge Freezer

Past Date Past Date Past Date

Bakery Cake 1-2 Days 2-4 Days 2-4 Months

Cake with fresh fruit -- 1-2 Days 2-4 Months

Cake with whipped cream -- 1-2 Days --

Fruit Cake -- 3-25 Years* --

How to tell if cake is bad, rotten or spoiled?

Practicing proper hygiene and food safety techniques will help prevent foodborne illness.

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Although not a perfect test, your senses are usually the most reliable instruments to tell if
your cake has gone bad. Some common traits are a hard and dry texture as the moisture
evaporates. Sometimes mold can appear, so always be on the lookout for that. Fruit fillings
may also become moldy or slimy which indicate that the cake has gone bad.

There are, of course, certain health risks associated with spoiled foods so always
remember to practice food safety and enjoy your foods before their shelf life has expire.

Examples of Cakes with Molds

Reflect and Understand

Activity Sheet 3.4.3

Enhance your skills in identifying product

freshness appearance and its characteristics

Title: “Do a Video Presentation of pictures showing Freshness, Appearance and

Characteristics of a Good Quality Cake”

PERFORMANCE OBJECTIVE: Given the Activity 3.4.3; Video present by group the
freshness appearance and characteristics of cakes.

Supplies and Materials: Varied pictures of a good quality cakes, LED Monitor Laptop

Procedure:
• Collect pictures/videos showing different styles of plating and presenting a dessert.
• Make a video presentation using these pictures.
• Group leader will discuss on how the presentation was done.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 174
 Assessment Method: Performance Criteria Checklist

Group Name: Date:

Competency: Presenting Cakes Test Attempt:

VIDEO PRESENTATION ON GOOD QUALITY CAKES 1st 2nd 3rd

Collect pictures or OVER-ALL EVALUATION

videos showing
different styles of 4- Done creatively and neatly showing much relevance to the
plating and given topic.
presenting a
dessert. Note 3- Done creatively and neatly showing enough relevance to the
down the given topic.
characteristics &
styles that attracts 2- Done creatively and neat enough but no relevance to the
you most and given topic.
apply it on your
1- Done simply and neat enough but not so relevant to the given
own presentation
topic.

Note: Teacher’s initial/signature will be indicated on the corresponding

level achieved by the learners.

What you need to know?

Read Lesson Information closely and find out how much
you can remember. Then do Self-check 3.4.4 to know how
much you have learned.

Lesson Information

Standard Size and Weight Per Serving of Cakes

Cakes come in many sizes, shapes, and configurations. That can make it tricky to know
what cake design is appropriate for the number of guests you expect for an event.
Fortunately, you can get a general idea of how many portions you can cut from standard
cake sizes, whether it's a sheet cake or a tiered wedding cake.

Cake Size, Shape, and Type

Round, square, and heart-shaped cakes each produce different numbers of portions. A
square cake will yield more portions than a round or heart-shaped cake. Unusual shapes—

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 175
octagonal or hexagonal cakes, for example—yield a similar number of portions as their
square counterparts.

While sponge cakes are most popular and pretty standard for events, the type of cake will
also determine the number of portions you can cut from it. For example, traditional fruit
cake is firm and can be precisely cut into very small pieces. On the other hand, an ice cream
cake often begins to melt before it’s completely served, so you'll likely want to have more on
hand.

Portions for Sheet Cakes

When you choose a sponge cake, you can use the size of the cake to determine the average
number of pieces to expect from a single layer. The chart offers an approximate portion
based on slices that are cut 2 inches long by 1 inch wide.

Approximate Portions for Single-Layer Cake

Cake Size Round Sponge Square Sponge Heart Shaped

5-inch 8 8 6

6-inch 11 18 12

7-inch 15 24 16

8-inch 20 32 24

9-inch 27 35 28

10-inch 38 50 30

11-inch 45 56 35

12-inch 56 72 40

14-inch 64 98 45

Tiered Wedding Cakes

Most ceremonial wedding cakes are made with two or more layers of cake, with icing
between each layer. Slices are typically 4 inches high and 2 inches long by 1 inch wide.
When estimating the size of a wedding cake, assume the serving size will be at least that
big and then figure out how many are needed for the guest count. Always add extra servings
because you may end up inviting more guests than you initially planned for or people may
want second helpings.

Additionally, consider whether the portions are meant to be a dessert, or the cake-cutting is
more ceremonial in nature: Dessert portions should be bigger than the traditional 2-inch by
1-inch piece of cake.

Cutting different tiers of a cake to get the correct number of portions can be confusing,
especially with round or heart-shaped creations. Before the reception or event, create a plan

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for how the cake should be cut to avoid running out or having too much cake leftover.
Exclude the top tier from your calculations because you may choose to remove it and keep
it for the couple's first anniversary.

Professional cake decorators use a specific cutting method to ensure neat, uniform pieces,
depending on the cake's shape:

Round Cakes

• Remove the top tier if it's meant to be kept.

• Cut a smooth, evenly spaced circle about 2 inches in from the second tier's outer
edge.
• Cut the ring into slices that are about 1 inch across.
• Cut another circle 2 inch farther in and slice that ring into 1-inch pieces.
• Continue this process until you have only a small circle of cake left in the center.
Cut the core into pieces that measure approximately 1 inch along the outer edge.
• Remove the cake board and dowels and repeat this process with the next tiers

Reflect and Understand

Activity Sheet 3.4.4

Enhance your skills in the approximate size and

weight per serving

Title: “Do a Video Presentation of pictures showing Approximate Portions for

Cakes”

PERFORMANCE OBJECTIVE: Given the Task Sheet 3.4.4; Video present by group
the approximate size and weight per serving

Supplies and Materials: Varied pictures of plated cakes/desserts, LED Monitor

Laptop

Procedure:
• Collect pictures/videos showing approximate size and weight per serving
• Make a video presentation using these pictures.
• Group leader will discuss on how the presentation was done.
Assessment Method: Performance Criteria Checklist

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 177
 Group Name: Date:

Competency: Presenting Cakes Test Attempt:

VIDEO PRESENTATION ON APPROXIMATE SIZE & WEIGHT 1st 2nd 3rd
PER SERVING

Collect pictures OVER-ALL EVALUATION

or videos
showing 4- Done creatively and neatly showing much relevance to the
approximated given topic.
size and weight
per serving 3- Done creatively and neatly showing enough relevance to the
Note down the
given topic.
characteristics/s
tyles that
2- Done creatively and neat enough but no relevance to the
attracts you given topic.
most and apply
it on your own 1- Done simply and neat enough but not so relevant to the given
presentation topic.

Note: Teacher’s initial/signature will be indicated on the corresponding

level achieved by the learners.

LO5. Store Cakes

3.5.1 Store cakes in accordance with establishments standards
and procedures.

3.5.2 Identify storage methods in accordance with product

specifications and established standards and procedures.

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 3.5.1 to know how
much you have learned.

Lesson Information

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 178
Standards and Procedures of Storing Cake Products

• Sunlight and florescent lighting – will alter icing colors. Keep your cake stored in a
covered box and out of direct sunlight and florescent lighting.
• Humidity – can soften royal icing and gum paste decorations. If you live in a climate
with high humidity, prepare your royal icing using only pure cane confectioner’s sugar (not
beet sugar or dextrose), add less liquid and add 1 more teaspoon Meringue Powder to the
recipe.
• Heat – can melt icing and cause decorations to droop. Keep your decorated cake
as cool as possible and stabilize butter cream icing by adding 2 teaspoons Meringue
Powder per recipe.

Note: Cakes with thoroughly dried royal icing decorations should be stored according
to the type of icing they are covered with. However, if royal icing decorations are to be put
on a cake that will be frozen, it is recommended that icing decorations be placed on the
cakes after thawing, so that colored decorations won't bleed from condensation or become
soft.

Storage Methods for Cakes

Plain Butter Cakes, Be sure to cover tightly but do not refrigerate. If you do not have
Single or Multiple a cake keeper, cover the cake with a large inverted bowl, cover
Layered Cakes, it with foil, or store in a large airtight container. Store at room
Cake from a Mix temperature for approximately 5 days. Freeze for longer
Storage: storage, up to 3 months.
Room Temperature
Angel Food Cake Be sure to cover tightly but do not refrigerate. If you do not
Storage: have a cake keeper, cover the cake with a large inverted bowl
Room Temperature or store in a large airtight container. Store at room temperature
for approximately 5 days. Freeze for longer storage, up to 2
months.
Chiffon Cake Be sure to cover tightly but do not refrigerate. If you do not
Storage: have a cake keeper, cover the cake with a large inverted bowl
Room Temperature or store in a large airtight container. Store at room temperature
for approximately 5 days. Freeze for longer storage, up to 2
months.
Pound Cake Be sure to cover tightly but do not refrigerate. Wrap airtight in
Storage: plastic wrap or in foil unless the recipe indicates differently.
Room Temperature Store at room temperature for approximately 5 days. Freeze
for longer storage, up to 3 months.
Sponge Cake Be sure to cover tightly but do not refrigerate. If you do not
Storage: have a cake keeper, cover the cake with a large inverted bowl
Room Temperature or store in a large airtight container. Store at room temperature
for approximately 1 week. Freeze for longer storage, up to 2
months.

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 Note: The information above pertains to cakes that are unfrosted and without any type
of filling. Avoid storing a cake in the refrigerator whenever possible because
refrigeration causes the cake to dry out faster and can affect its flavor. When adding
frosting or a filling, the cake may require refrigeration if they contain perishable
ingredients, such as fresh fruit, whipped cream, meringue type topping,
eggs, or custard.

Storage for Frostings/Toppings

Boiled Icing Be sure to cover tightly but do not refrigerate. If it is not stored
Storage: airtight, it will begin to set. Once a cake has been frosted with
Room Temperature boiled icing it can be stored at room temperature. Freezing is not
recommended

Buttercream Buttercream can be stored, refrigerated, in an airtight

Frosting container for up to 2 weeks before using. Remove it from the
Storage: refrigerator at least an hour before using so it will warm to
Room Temperature room temperature. It can also be frozen for extended storage.
A decorated cake with buttercream frosting can be stored at
room temperature for up to 3 days. If you want to refrigerate a
decorated cake, place it in the refrigerator unwrapped until the
frosting hardens slightly. It can then be loosely covered with
plastic.
Buttercream frosting can be frozen.
Cream Cheese Cream cheese frosting can be stored in the refrigerator for up
Frosting to 2 weeks before using. Cakes frosted with cream cheese
Storage: frosting must be stored in the refrigerator. The frosting will firm
Refrigerated up when chilled but will soften quickly when it sits at room
temperature. Cream cheese frosting can be frozen.
Dusting Many dusting ingredients are shelf stable items that should be
Storage: stored accordingly. When applied to the cake, storage time
should be followed as to what is appropriate for the type of
Room cake. When using powdered sugar for dusting, it is a good
Temperature idea to wait to dust the cake just before serving because the
cake can absorb the sugar, especially if it is a moist cake.

Fondant Unused fondant can be stored in an airtight container for up

Storage: to 2 months at room temperature in a cool, dry area. Do not
refrigerate or freeze. Store cakes decorated with fondant for
Room Temperature up to 3 days at room temperature.
Ganache Ganache can be stored at room temperature for up to 2 days
Storage: before using. If storing, be sure to cover the entire surface of
the ganache. Cover with plastic wrap. Press it down so that
Room Temperature it is covering the entire surface completely. The ganache will
need to be warmed again before using. A cake covered with
ganache should be stored at room temperature. If it is
exposed to warm temperatures, it will begin to soften. A cake
topped with ganache can be frozen, but it may lose some of
its sheen when thawed.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 180
 Glaze and Syrup If a glaze will set at room temperature for a while before being
Storage: used, it should be kept loosely covered and if it begins to
thicken set it in a pan of warm water to help loosen. A glaze
Room Temperature can be frozen, but its sheen will not be the same and it will
need to be reheated. A cake with a glaze or syrup coating
should not have to be refrigerated unless the cake has a
filling that requires refrigeration. Allow the glaze to cool and
harden completely before covering the cake for storing.
Gum Paste - Sugar Unused paste can be stored in an airtight container, not
Paste refrigerated, for up to 2 months but be sure the container is
Storage: closed tight so it does not harden. Do not freeze.
Room Temperature Decorated cake can be stored at room temperature for up to
3 days. The gum paste will hold up fairly well on warm days,
but extreme heat will start to soften the paste.
Meringue-Style It does not store well as it deflates easily. It is recommended
Frosting to prepare close to when it is to be used. If storing, it needs
Storage: Refrigerated to be refrigerated.

Royal Icing Royal icing has a tendency to dry fairly quickly so it is

Storage: important to take precautions while using it so it does not dry
out before you are finished. It can be stored up to 3 days at
Room Temperature
room temperature. Be sure to cover the bowl with a damp
cloth and then plastic to prevent it from drying out

The icing may separate slightly but a good stirring will bring
it back to a smooth texture. The royal icing on a cake does
not require refrigeration. If the cake needs to be covered, the
royal icing will be hard so you do not have to worry about
disrupting the decorations.

Filling Storage
Custard Filling The custard filling can be stored in the refrigerator for up to 3
Storage: days but is best when used the day it is made. A custard type
Refrigerated filling should not be frozen.
Fresh Fruit Filling Fresh fruit can also be Storage Note:
Storage: added in between the layers of the cake but this type of cake
Refrigerated should only be assembled within a few hours of eating it. The
fruit continues to ripen even when refrigerated and its juices will
begin to soak into the cake. If the cake has a cooked fruit filling
that does not contain eggs, it can be stored at room temperature
for up to 2 days. Refrigerate for longer storage. It is
recommended to not freeze a cake with a fresh fruit filling
because the fruit may become watering when thawed.
Frosting Cakes with frosting fillings should be stored according to the type
Storage: of frosting being used.
Room Temperature /
Refrigerated

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 181
Jelly Fillings Cakes with this type of filling can be stored at room temperature
Storage: for up to 4 days as long as the frosting can be stored at room
Room Temperature temperature; after 4 days the jelly will have a tendency to start to
mold. The filling can be refrigerated if the frosting on the cake
calls for it.
Whipped Cream A cake with whipped cream filling should be refrigerated and
Storage: served the same day that it is made.
Refrigerated
Glazes and Syrups The cake can be stored at room temperature when the filling is
Storage: a glaze or syrup unless the cake or frosting requires
Room Temperature refrigeration.

How to Wrap, Store, and Keep Cake Fresh

• Unfrosted and Un-Cut Cake- Wrap these tightly in plastic, top, sides, and
bottoms, so the plastic is touching the sides of the cake (that is to say, don't just
drape the plastic over the top). Second to this, go for a plastic bag with a "zip-lock"
type seal. Store these wrapped cakes on the counter at room temperature, and
they will keep for about a week before starting to stale. Oil-based cakes tend to
keep a day or two longer than butter-based ones.

• Frosted and Un-Cut Cake–Frosting acts as plastic wrapper where cakes are
protected from air moisture. Frosted cake can be kept at room temperature for 4-5
days. It should be covered with a cake keeper or an overturned bowl to protect it
from dust, pet hair, and other things in the air.

• Cut Cake, Frosted or Unfrosted–When you cut a cake, moisture begins to escape
and cause the cake stale more quickly. To avoid moisture loss, cover the sliced
edges with more frosting or press a piece of plastic wrap directly unto the sliced
side and make sure it sticks. Cut cake keeps for a little less time, about 3-4 days.

• When to Refrigerate Cakes - Cakes frosted and unfrosted, cut and un-cut, are
perfectly fine at room temperature for several days. Refrigeration is only necessary
if your apartment gets very hot during the day (As Parks says, "High moisture +
high sugar + high temp = bacteria feeding frenzy") or if you're making a cake that
won't be served for more than three days, like when baking cake ahead for a party
or special occasion.

To refrigerate, wrap unfrosted cakes in plastic to protect it from absorbing any weird
fridge smells and to protect it from drying out, and then unwrap it to warm up on
the counter before serving. For frosted cakes, chill the cake uncovered for fifteen
minutes to harden the icing, and then wrap it in cling wrap

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 182
 Kinds of Wrapping Materials:

Aluminum Foil

Boxes

Plastic Wrap

Process

Self-Check 3.5.1

How much did you learn?

Direction: Complete the table below. List down the items that need to be refrigerated
and those that can be kept in room temperature. Choose the answer from the choices
given below. Write your answer on your answer sheet.
Need to be Refrigerated Keep at Room
Temperature

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 183
 Glazes and Syrups

Royal Icing

Fresh Fruit Filling

Custard Filling

Jelly Fillings

Gum Paste

Sugar Paste

Whipped Cream

Reflect and Understand

Activity Sheet 3.5.1

Enhance your skills in proper storing of cakes

Title: “Do a Video Presentation on Storing Cakes”

PERFORMANCE OBJECTIVE: Given the Task Sheet 3.4.1; Video present by group
storing cakes.

Supplies and Materials: Varied pictures on storing cakes, LED Monitor Laptop

Procedure:
• Collect pictures/videos storing cakes
• Make a video presentation using these pictures.
• Group leader will discuss on how the presentation was done.
Assessment Method: Performance Criteria Checklist

Group Name: Date:

Competency: Store Cakes Test Attempt:

VIDEO PRESENTATION ON STORING CAKES 1st 2nd 3rd

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 184
 Collect pictures or OVER-ALL EVALUATION
videos on Storing
Cakes. 4- Done creatively and neatly showing much relevance to the
given topic.
Note down the
characteristics/styl 3- Done creatively and neatly showing enough relevance to the
es that attracts given topic.
you most and
apply it on your 2- Done creatively and neat enough but no relevance to the
own presentation given topic.

1- Done simply and neat enough but not so relevant to the given
topic.

Note: Teacher’s initial/signature will be indicated on the corresponding

level achieved by the learners.

Process
Activity 3.5.2
Baking Activity Plan

Direction: In order to help you perform the activity efficiently and to ensure that nothing
is forgotten, and everything will go smoothly, accomplish the baking activity plan below.

• Ingredients list: ingredient and amount in the recipe

• Market list: quantity to be bought in the market and the price of the item
• Purchasing plan: who is in charge of buying and when they will be purchased
• Tools and materials list: utensils, materials needed for the activity
• Materials plan: who is responsible for bringing and organizing the materials
• Procedure: list all the procedures from mise-en-place to actual baking procedure to
clean-up
• Production plan: distribution of tasks for the actual activity.

BAKING ACTIVITY PLAN

Recipe Date of activity

Ingredients list Market list Purchasing plan

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 185
 Tools and materials list Materials plan

Procedure Production plan

Reflect and Understand

Activity 3.5.2 Checking your list!

LDirection: During and after each actual baking performance, accomplish this
checklist. This checklist allows you to reflect on how well you have followed the
guidelines given in the previous lessons. This checklist could also be used to analyze the
outcome of your sensory evaluation of the finished product. These procedures and
guidelines may contribute to the causes of success or failure of your finished product.

CHECKLIST OF BAKING/PRODUCTION PERFORMANCE

Recipe/Product Recipe/Product Recipe/Product

1. Cheese Cup 2. Vanilla 4. Sponge Cake
Cake Chiffon Cake (Swiss Roll)
(Shortened
Cake)
Procedure/guideline D – done D – done D – done
ND – not done ND – not done ND – not done
PD – partially PD – partially PD – partially
done done Done

MISE-EN-PLACE

CLAYGO

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 186
MENSURATION
Measuring accurately

Using appropriate
measuring tools

Performing correct
measuring procedures

PROPER USE AND CARE

OF EQUIPMENT

Ussed appropriate tools

Used the tools correctly

Cleaned and stored the

tools after using

FOLLOWED GOOD
KITCHEN/LABORATORY
PRACTICES

FOLLOWED FOOD
SAFETY AND
SANITATION PRACTICES

FOLLOWED PROPER
MIXING AND BAKING
PROCEDURES

(write mixing method used)

Performed mixing method

according to standard
procedure

Preheated oven

Used appropriate baking

temperature

Baked the product just until

it is done

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 187
 Transfer
SENSORY EVALUATION OF BAKED PRODUCTS
In doing the sensory evaluation of the products, write the closest description you can use.
The real test of your success as a baker is the finished product. The product should be
evaluated on key characteristics. The critical characteristics of baked products are:
SENSORY CHARACTERISTICS
EVALUATION
Appearance descriptions of the external part of the product like the height of the
baked good, the crust.
Flavor flavor is a composite of taste, odor and touch (mouthfeel).
Taste descriptions for sweetness, sourness, saltiness, bitterness, or
combination (bitter-sweet)
Odor descriptions for food odors like burnt, smoky, moldy, musty, yeasty,
rancid, sour, lemony etc.
Touch, mouthful descriptions for mouthful: greasiness, metallic, astringent, sharp,
spicy etc.
Texture descriptions for the crumb structure (the internal part of the baked
product): crumbly, gritty, tender, short, soft, firm, elastic, mealy,
chewy, gummy, hard, brittle, tough, pasty, sticky, coarse, dry, moist,
oily etc.

Activity: Getting involved!

Direction: Perform sensory evaluation on your product. Use the tool below.
Rating: Rate the product from 1 to 7, with 7 having the best quality or characteristic.
Provide descriptive words besides each corresponding rating.

SENSORY EVALUATION TOOL

PRODUCT 1 PRODUCT 2 PRODUCT 3
CRITERIA
Rating and Rating and Rating and
description description description
APPEARANCE

TEXTURE

TASTE

ODOR

MOUTHFEEL

OVERALL REMARKS: Write what you think are the possible causes of the quality of
your product.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 188
Cheese Cup Cake

Ingredients:

6 cups all purp0se fl0ur

1.5 bar butter
1.5 tbsp baking p0wder
2 cans condensed milk
1 bar cheese
5 pcs. eggs
1 cup refined sugar
1 tsp vanilla

Procedure:

1. Sift the dry ingredients and measure.

2. Cream the butter and sugar until fluffy then add the egg and alternately until consume.
3. Then blend, add the milk and flour to the mixture.
4. Blend and add cheese. (half bar)
5. Pour the mixture into muffin pan molder.
6. Top with grated cheese then bake for 1 hr.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 189
Vanilla Chiffon Cake/Roll Cake

Batter Mixture:
170 gms cake flour
100 gms refined sugar
7 gms baking powder
50 gms corn oil
6 pcs eggyolks
140 gms water or evaporated
milk
5 gms vanilla

Meringue:
6 pcs egg whites
70 gms. refined sugar

Mise en Place:
1. Line the cake molds with wax paper. Set aside.
2. Sift and measure the cake flour.
3. Sift again with the baking powder.
4. For the chiffon, pre-heat the oven to 163 degrees C or 3250F
5. For the rolls, pre-heat the oven to 182 degrees C/3600F

Method:
1. Whisk the egg yolks, water, vanilla extract and oil together and beat in a medium
speed for 1-2 minutes.
2. Add the dry ingredients, gradually while whipping it continuously at a slow speed for 1-
2 minutes. Scrape side down the sides of the bowl.
3. Whip about 2 minutes in a medium speed until the batter becomes smooth and fluffy.
Set aside.
4. Meanwhile, beat the egg whites to snow peak and gradually add sugar and continue
beating to stiff peak.
5. Gently fold the meringue into the reserved batter mixture until well-incorporated or well
mixed.
6. Divide batter into prepared pan approximately ¾ full.
7. Bake for approximately 30-40 minutes. Sponge method should spring back when
pressed slightly in the center.
8. Allow the cake to cool down before unmolding.
9. For the sponge roll, bake 10-12 minutes, until light brown.
10. Yield: 1 cake - 18 x 18 cm. diameter or 1 roll cake

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 190
Sponge Cake (Roll Cake)

Ingredients:
6 large eggs room temperature
1 cup granulated sugar 210 grams
1 cup all-purpose flour 130 grams
1/2 tsp baking powder

Instructions
1. Preheat Oven to 350˚F. Line bottoms of two 9″ cake pans with parchment paper (do
not grease the sides).

Procedure:

1. In the bowl of an electric stand mixer fitted with whisk attachment (this is the one I
have), beat 6 large eggs for 1 minute on high speed. With the mixer on, gradually
add 1 cup sugar and continue beating 8-10 minutes until thick and fluffy.
2. Whisk together 1 cup flour and 1/2 tsp baking powder then sift this mixture into
fluffy egg mixture one third at a time.
3. Fold with a spatula with each addition just until incorporated. Scrape spatula from
the bottom to catch any pockets of flour and stop mixing when no streaks of flour
remain. Do not over-mix or you will deflate the batter.
4. Divide evenly in a prepared jelly roll pan.
5. Bake at 350˚F for 20-28 minutes or until top is golden brown.
6. Remove from pan by sliding a thin spatula.
7. Roll using a moist cloth. (Fill it with your desired filling) Then, roll again.

Prep Time: 10 minutes

Baking Time: 20 minutes
Yield: 1 roll cake

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 191
Pineapple Orange Chiffon Cake

Ingredients:

Batter Mixture:
2 1/2 c cake flour
1/2 cup refined sugar
1 T Baking Powder
1/2 c oil
8 pcs egg yolks
1/2 c evaporated milk
1 Tbsp. vanilla
pinch of salt

Meringue:
8 pcs egg whites
1 pinch cream of tartar (optional)
1/2 c refined sugar

Procedure:

1. Sift and measure dry ingredients.

2. Sift 3 times to mix it very well.
3. Make a well at the center then add in order the oil, egg yolks, orange pineapple juice.
Mix until smooth using wooden spoon.
4. In a clean and dry mixing bowl, beat egg whites and cream of tartar until they form a
firm peak.
5. Add 1/2 cup of sugar little by little. Avoid over beating.
6. Pour batter mixture over meringue and gently cut and fold until well blended.
7. Pour in a tube pan and bake for 35 - 45 minutes or until done.
8. Test for doneness.

Prep Time: 10 minutes

Baking Time: 20 minutes
Yield: 1 round cake using round tube pan

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 192
Moist Chocolate Cake

Ingredients

3/4 cups all-purpose flour

2 cups granulated white sugar
3/4 cup unsweetened cocoa powder
1 1/2 tsp baking soda
3/4 teaspoon salt
2 large eggs
1 cup buttermilk or substitute by putting
1 tbsp white vinegar in a cup then filling
the rest up with milk; let stand 5
minutes until thickened
1/2 cup butter melted
1 tbsp vanilla extract
1 cup hot coffee or 2 tsp instant coffee in 1 cup boiling water

Instructions

1. Preheat oven to 350 degrees.

2. Grease and flour two 9-inch baking pans (or line with parchment paper circles)
and set aside.
3. In the large bowl of a standing mixer, stir together flour, sugar, cocoa, baking
soda, and salt.
4. Add eggs, buttermilk, melted butter and vanilla extract and beat until smooth
(about 3 minutes).
5. Remove bowl from mixer and stir in hot coffee with a rubber spatula. Batter
will be very runny.
6. Pour batter evenly between the two pans and bake on middle rack of oven for
about 35 minutes, until toothpick inserted in center comes out clean with just a
few moist crumbs attached.
7. Allow to cool 15 minutes in pans, then run a butter knife around the edges of
each cake. Place a wire cooling rack over top of each pan.
8. Wearing oven mitts, use both hands to hold the racks in place while flipping
the cakes over onto the racks.
9. Set the racks down and gently thump on the bottom of the pans until the
cakes release.
10. Cool completely before handling or frosting.

Prep Time: 15 mins

Cook Time: 35 mins
Yield: 1 round cake

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 193
Red Velvet Cup Cake

"This mini version of the classic Red Velvet Cake

is one of the more popular offerings in bakeries all
across the country. Whip up a batch this holiday
season or anytime of the year."

Ingredients:

2 1/2 cups flour

2 cup unsweetened cocoa powder
1 teaspoon baking soda
½ tsp. salt
1 cup butter, softened butter
2 cups sugar
4 pcs eggs
1 cup sour cream
½ c. milk

1 (1 ounce) bottle Mc Cormick Red Food Cor

2 T Vanilla

Boiled Icing for topping

Procedure:

1. Preheat oven to 350 degrees F. Mix flour, cocoa powder, baking soda and salt in
medium bowl. Set aside.
2. Beat butter and sugar in large bowl with electric mixer on medium speed 5
minutes or until light and fluffy.
3. Beat in eggs, one at a time. Mix in sour cream, milk, food color and vanilla.
4. Gradually beat in flour mixture on low speed until just blended. Do not overbeat.
5. Spoon batter into 30 paper-lined muffin cups, filling each cup 2/3 full.
6. Bake 20 minutes or until toothpick inserted into cupcake comes out clean.
7. Cool in pans on wire rack 5 minutes. Remove from pans; cool completely.
8. Top with Boiled Icing.

Preparation Time: 20 m
Baking Time: 20 m

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 194
 TASK SHEET #3.1.6a
Title: Laboratory Cake Baking – Cheese Cup Cake

PERFORMANCE OBJECTIVE: Given the operation sheet 1.1.6a; Demonstrate skills on

how to bake Cheese Cup Cake

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Explain the procedures in lighting an oven
• Discuss the procedure in the Cheese Cup Cake (Shortened Type of Cake – Creaming
Method)

Procedure: Note: (Please follow the procedure given for the Cheese Cup Cake
Recipe)

Demonstration by the student on how to bake Cheese Cup Cake

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Sponge and Cakes Test Attempt:

PREPARATION AND BAKING OF CHEESE CUP 1st 2nd 3rd

CAKE – SHORTENED TYPE OF CAKE

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Cheese Cup Cake without
skills on how to supervision and with initiative and adoptability to problem situation
bake a (Cheese
3- Can perform preparation and baking of Cheese Cup Cake
Cup Cake)
satisfactorily without assistance or supervision
You will be 2- Can perform preparation and baking of Cheese Cup Cake
rated based on satisfactorily but requires some assistance and/or supervision
the overall
evaluation on 1-Can perform some of these skills satisfactorily but requires
the right side. considerable assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 195
 TASK SHEET #3.1.6b
Title: Laboratory in Cake Baking - Vanilla Chiffon Cake

PERFORMANCE OBJECTIVE: Given the operation sheet 1.1.6b; Demonstrate skills on

how to bake Vanilla Chiffon Cake

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Prepare the needed ingredients
• Explain the procedures in lighting an oven
• Discuss the procedure in the Vanilla Chiffon Cake

Procedure: Note: (Please follow the procedure given for Vanilla Chiffon Cake
Recipe)

Demonstration by the student on how to bake Vanilla Chiffon Cake

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Sponge and Cakes Test Attempt:

PREPARATION AND BAKING OF VANILLA CHIFFON CAKE 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Vanilla Chiffon Cake
skills on how to without supervision and with initiative and adoptability to problem
bake a Vanilla situation
Chiffon Cake
3- Can perform preparation and baking of Vanilla Chiffon Cake
You will be rated
satisfactorily without assistance or supervision
based on the
over-all 2- Can perform preparation and baking of Vanilla Chiffon Cake
evaluation on the
satisfactorily but requires some assistance and/or supervision
right side.
1-Can perform some of these skills satisfactorily but requires
considerable assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 196
 TASK SHEET #3.1.6c
Title: Laboratory Cake Baking – Sponge Cake (Roll Cake)

PERFORMANCE OBJECTIVE: Given the operation sheet 3.1.6b; Demonstrate skills on

how to bake Sponge Cake (Roll Cake)

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Prepare the needed ingredients
• Explain the procedures in lighting an oven
• Discuss the procedure in the Sponge Cake (Roll Cake)

Procedure: Note: (Please follow the procedure given for the Sponge Cake (Roll
Cake) Recipe)
Demonstration by the student on how to bake Sponge Cake (Roll Cake)
Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Sponge and Cakes Test Attempt:

PREPARATION AND BAKING OF SPONGE CAKE 1st 2nd 3rd

(ROLL CAKE)

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Sponge Cake (Roll

skills on how to Cake) without supervision and with initiative and adoptability to
bake a Sponge problem situation
Cake (Roll
Cake) 3- Can perform preparation and baking of Sponge Cake (Roll
Cake) satisfactorily without assistance or supervision
You will be
rated based on 2- Can perform preparation and baking of Sponge Cake (Roll
the overall Cake) satisfactorily but requires some assistance and/or supervision
evaluation on 1-Can perform some of these skills satisfactorily but requires
the right side. considerable assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 197
 TASK SHEET #3.1.3d
Title: Laboratory Cake Baking – Pineapple Orange Chiffon Cake

PERFORMANCE OBJECTIVE: Given the task sheet 3.1.6d; Demonstrate skills on how
to bake Pineapple Orange Chiffon Cake

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Prepare the needed ingredients
• Explain the procedures in lighting an oven
• Discuss the procedure in the Pineapple Orange Chiffon Cake

Procedure: Note: (Please follow the procedure given for the Pineapple Orange
Chiffon Cake
Demonstration by the student on how to bake Pineapple Orange Chiffon Cake
Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Sponge and Cakes Test Attempt:

PREPARATION AND BAKING OF Pineapple Orange 1st 2nd 3rd

Chiffon Cake

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Pineapple Orange

skills on how to Chiffon Cake without supervision and with initiative and adoptability
bake a to problem situation
Pineapple
Orange Chiffon 3- Can perform preparation and baking of Pineapple Orange
Cake Chiffon Cake satisfactorily without assistance or supervision

You will be rated 2- Can perform preparation and baking of Pineapple Orange
based on the Chiffon Cake satisfactorily but requires some assistance and/or
overall evaluation supervision
on the right side.
1-Can perform some of these skills satisfactorily but requires
considerable assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 198
 TASK SHEET #3.1.3e
Title: Laboratory Cake Baking & Decorating– Pineapple Orange Chiffon Cake with
Boiled Icing

PERFORMANCE OBJECTIVE: Given the task sheet 3.1.6d; Demonstrate skills on how
to bake Pineapple Orange Chiffon Cake and apply Boiled Icing.

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Prepare the needed ingredients
• Explain the procedures in lighting an oven
• Discuss the procedure in the Pineapple Orange Chiffon Cake & Boiled Icing

Procedure: Note: (Please follow the procedure given for the Pineapple Orange
Chiffon Cake & Boiled Icing
Demonstration by the student on how to bake Pineapple Orange Chiffon Cake &
Boiled Icing
Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Present Cakes Test Attempt:

PREPARATION AND BAKING OF Pineapple Orange 1st 2nd 3rd

Chiffon Cake & Boiled Icing

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Pineapple Orange Chiffon

skills on how to Cake & Boiled Icing without supervision and with initiative and
bake a adoptability to problem situation
Pineapple
Orange Chiffon 3- Can perform preparation and baking of Pineapple Orange Chiffon
Cake & Boiled Cake & Boiled Icing satisfactorily without assistance or supervision
Icing
2- Can perform preparation and baking of Pineapple Orange Chiffon
You will be rated Cake & Boiled Icing satisfactorily but requires some assistance and/or
based on the supervision
overall evaluation
on the right side. 1-Can perform some of these skills satisfactorily but requires
considerable assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 199
 TASK SHEET #3.1.3f
Title: Laboratory Cake Baking & Decorating– Vanilla Chiffon Cake with Swiss
Butter Cream Icing

PERFORMANCE OBJECTIVE: Given the task sheet 3.1.6d; Demonstrate skills on how
to bake Vanilla Chiffon Cake Cake and apply Swiss Butter Cream Icing

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Prepare the needed ingredients
• Explain the procedures in lighting an oven
• Discuss the procedure in the Vanilla Chiffon Cake with Swiss Butter Cream Icing

Procedure: Note: (Please follow the procedure given for the Vanilla Chiffon Cake with
Swiss Butter Cream Icing

Demonstration by the student on how to bake Vanilla Chiffon Cake with Swiss
Butter Cream Icing
Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Present Cakes Test Attempt:

PREPARATION AND BAKING OF Vanilla Chiffon Cake 1st 2nd 3rd

with Swiss Butter Cream Icing

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Vanilla Chiffon Cake with Swiss
skills on how to Butter Cream Icing without supervision and with initiative and adoptability to
bake a Vanilla problem situation

Chiffon Cake 3- Can perform preparation and baking of Vanilla Chiffon Cake with Swiss
with Swiss Butter Cream Icing satisfactorily without assistance or supervision
Butter Cream
2- Can perform preparation and baking of Vanilla Chiffon Cake with Swiss
Icing
Butter Cream Icing satisfactorily but requires some assistance and/or
supervision
You will be rated
based on the 1-Can perform some of these skills satisfactorily but requires considerable
overall evaluation assistance and or supervision
on the right side.

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 200
 TASK SHEET #3.1.3f
Title: Laboratory Cake Baking & Decorating– Swiss Roll with Swiss Butter Cream
Icing (option: you can use recipe for Vanilla Chiffon Cake)

PERFORMANCE OBJECTIVE: Given the task sheet 3.1.6d; Demonstrate skills on how
to bake Swiss Roll and apply Swiss Butter Cream Icing

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Prepare the needed ingredients
• Explain the procedures in lighting an oven
• Discuss the procedure in the Swiss Roll with Swiss Butter Cream Icing

Procedure: Note: (Please follow the procedure given for the Swiss Roll with Swiss
Butter Cream Icing Demonstration by the student on how to bake Swiss Roll
with Swiss Butter Cream Icing
Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Present Cakes Test Attempt:

PREPARATION AND BAKING OF Vanilla Chiffon 1st 2nd 3rd

Cake with Swiss Butter Cream Icing

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Swiss Roll with Swiss
skills on how to Butter Cream Icing without supervision and with initiative and
bake a Swiss adoptability to problem situation
Roll with
Swiss Butter 3- Can perform preparation and baking of Swiss Roll with Swiss
Cream Icing Butter Cream Icing satisfactorily without assistance or supervision

You will be rated 2- Can perform preparation and baking of Swiss Roll with Swiss
based on the Butter Cream Icing satisfactorily but requires some assistance
overall evaluation and/or supervision
on the right side.
1-Can perform some of these skills satisfactorily but requires
considerable assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

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 TASK SHEET #3.1.3g
Title: Laboratory - Cake Baking & Decorating – Red Velvet Cup Cakes

PERFORMANCE OBJECTIVE: Given the task sheet 3.1.6d; Demonstrate skills on how
to bake Red Velvet Cup Cakes

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Prepare the needed ingredients
• Explain the procedures in lighting an oven
• Discuss the procedure in the Red Velvet Cup Cakes

Procedure: Note: (Please follow the procedure given for the Red Velvet Cup
Cakes Demonstration by the student on how to bake Red Velvet Cup Cakes
Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Present Cakes Test Attempt:

PREPARATION AND BAKING OF Red Velvet Cup 1st 2nd 3rd

Cakes

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Red Velvet Cup Cakes
skills on how to without supervision and with initiative and adoptability to problem
bake a Red situation
Velvet Cup
Cakes 3- Can perform preparation and baking of Red Velvet Cup Cakes
satisfactorily without assistance or supervision
You will be rated
based on the 2- Can perform preparation and baking of Red Velvet Cup Cakes
overall evaluation satisfactorily but requires some assistance and/or supervision
on the right side.
1-Can perform some of these skills satisfactorily but requires
considerable assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

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 TASK SHEET #3.1.3h

Title: Laboratory - Moist Chocolate Cake

PERFORMANCE OBJECTIVE: Given the task sheet 3.1.6d; Demonstrate skills on how
to bake Moist Chocolate Cake
Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Prepare the needed ingredients
• Explain the procedures in lighting an oven
• Discuss the procedure in the Moist Chocolate Cake

Procedure: Note: (Please follow the procedure given for the Moist Chocolate Cake
Demonstration by the student on how to bake Moist Chocolate Cake
Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Present Cakes Test Attempt:

PREPARATION AND BAKING OF Moist Chocolate 1st 2nd 3rd

Cake

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Moist Chocolate Cake

skills on how to without supervision and with initiative and adoptability to problem
bake a Moist situation
Chocolate
Cake 3- Can perform preparation and baking of Moist Chocolate Cake
satisfactorily without assistance or supervision
You will be rated
based on the 2- Can perform preparation and baking of Moist Chocolate Cake
overall evaluation satisfactorily but requires some assistance and/or supervision
on the right side.
1-Can perform some of these skills satisfactorily but requires
considerable assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

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 How well did you learn?
POST-ASSESSMENT

Read and analyze the statement carefully. Choose the

best answer and write the letter only in your answer sheet.

1. Which refers to personal cleanliness practice in baking?

a. combing the hair in the working area
b. keeping fingernails long
c. washing the hands before and after work
d. wearing an apron during working hours
2. It refers to dry heat cooking which usually takes place in oven.
a. baking
b. broiling
c. grilling
d. stewing
3. It refers to fine white flour made from soft wheat which contains 7-9% protein.
a. all-purpose flour
b. bread flour
c. cake flour
d. pastry flour
4. Which is a light cake made of meringue and flour?
a. angel food cake
b. batter cake
c. chiffon cake
d. sponge cake
5. Which refers to getting the right number of serving from a recipe and serving the right
amount?
e. mark-up
f. portion control
g. weight
h. yield
6. What important ingredient in pastries provides the moisture needed to develop gluten?
e. Edible tallow
f. Flour
g. Salt
h. Water
7. What kind of sugar is primarily used in preparing icing
e. Brown sugar
f. Confectioner’s sugar
g. Granulated sugar
h. Refined sugar
8. What basic ingredient in baking improves aroma, flavor and nutrition in baked
products?
e. Baking powder
f. Flour

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 g. Shortening
h. Sugar
9. Which of the baked goods are usually mde of dough or have a crust made out of
enriched dough?
e. Bread
f. Pastry
g. Pie
h. Pizza
10. What kind of flour contains more gluten and less starch?
e. All-purpose flour
f. Bread flour
g. Cake flour
h. Soft-flour
11. Which refers to personal cleanliness practice in baking?
e. Combining the hair in working area
f. Keeping fingernails long
g. Washing the hands after work
h. Wearing an apron during working hours
12. Which type of light pastry is filled with whipped cream or sweetened cream filling and
often topped with chocolate?
e. Cream puff
f. Danish pastry
g. French pastries
h. Pie and tart
13. What is the first step to have best results in baking?
e. Memorize the recipe very well
f. Use modern equipment
g. Use only imported ingredients
h. Measure ingredients accurately
14. How many cups are there in one gallon?
e. 3
f. 5
g. 10
h. 16
15. What is the proper way to measure flour accurately
e. Level off with the use of tines of a fork
f. Shakes the measuring cup before levelling
g. Shovel the flour
h. Sift if before measuring
16. What is the substitute for 1 cup of whole milk?
e. ½ cup evaporated milk plus ½ cup water
f. 1 2/3 cups sweet milk plus 1 tbsp. water
g. 2 cups sweet milk plus ½ tbsp. water
h. 2/3 cup sweet milk plus 1 tbsp. water
17. What is the substitute for 2 cups of pastry flour?
e. 1 cup sifted all-purpose flour
f. 1 cup sifted all-purpose flour plus 2/3 cup cake flour
g. 1 cup minus 1 tbsp. sifted all-purpose flour
h. 1 cup minus 2 tbsp. sifted all-purpose flour
18. It is the simplest method in mixing the ingredients together with a utensil, usually a
spoon, using a circular motion.

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 e. Beating
f. Creaming
g. Folding
h. Stirring
19. It is the procedure of rubbing one or two ingredients against a bowl with the tip of
wooden spoon or electric mixer.
e. Beating
f. Creaming
g. Stirring
h. Folding
20.What is the outer part of loaf bread or pastry?
e. Crust
f. Filling
g. Muffins
h. Topping

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 Lesson 4

Overview:

The term “petit fours” refers to confections such as

miniature cookies, tartlets, and cakes that may
accompany an afternoon coffee or tea or that are served
after a meal. Petit fours are light, delicate, crisp, and
refreshing. The common defining characteristic of petit
fours is that they can be eaten in one or two bites. Petit
fours, which means small ovens in French, refers to the
tradition of baking small pastries in a slow oven after
large pastries have been removed and oven temperature
is reduced.

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 Learning Goals and Targets

Lesson 4: Prepare and Display Petit Fours (PF)

Content Standard:

The learners demonstrate an understanding of the basic

concept and underlying theories in preparing and displaying
petit fours.

Performance Standard:

The learners demonstrate competencies in preparing and

displaying petit fours.

Learning Competencies:

Lesson 1: Prepare and Display Petit Fours (PF)

LO1. Prepare Iced Petit Fours

LO2. Prepare Fresh Petit Fours

LO3. Prepare Marzipan Petit Fours

LO4. Prepare Caramelized Petit Fours

LO5. Display Petit Fours

LO6. Store Petit Fours

Lesson 2: Present Desserts (PD)

LO1. Present & Serve Plated Dessert

LO2. Plan, Prepare & Present Buffet Dessert Selection or Plating

LO3. Store and Package Dessert

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 LO1. Prepare Iced Petit Fours

4.1.1 Prepare, cut and assemble sponges and bases

according to standard recipes and enterprise
requirements and practices
4.1.2 Prepare fillings with the required flavors and
consistency.
4.1.3 Prepare fondant icing following required flavors and
consistency
4.1.4 Design and use decorations in accordance with
establishment standards and procedures.

What do you already know?

Pre-assessment

Read and analyze the statement carefully. Choose the

best answer and write the letter only in your answer sheet.

Direction: Read and analyze the statement carefully. Choose the best answer and write
the letter only on your answer sheet.

1. It refers to miniature bite-sized confections coated with icing.

a. fresh petit four
b. iced petit four
c. marzipan
d. petit four
2. It refers to a petit four decorated/covered with fondant icing.
a. fresh petit four
b. iced petit four
c. marzipan
d. petit four
3. It is a tiny fresh fruit tartlet.
a. fresh petit four
b. iced petit four
c. marzipan
d. petit four
4. Which is a paste or confection, icing, or filling made of meringue and gelatin?
a. fresh petit four
b. iced petit four
c. marzipan
d. petit four
5. Which paste is made of almonds and sugar that is worked to plastic consistency?

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 209
 a. fresh petit four
b. iced petit four
c. marzipan petit four
d. petit four
6. What light cake is made of meringue and flour?
a. angel food cake
b. batter cake
c. chiffon cake
d. sponge cake
7. Which fine white flour is made from soft wheat that contains 79% protein?
a. all-purpose flour
b. bread flour
c. cake flour
d. pastry flour
8. Which refer to dry heat cooking that is often done with an oven?
a. baking
b. broiling
c. grilling
d. stewing
9. For how many days can a custard filling be refrigerated?
a. 3 days
b. 4 days
c. 5 days
d. 6 days
10. It is a type of icing made of boiled sugar syrup that is agitated to crystallize it into
a mass of extremely small white crystals.
a. butter cream
b. custard
c. filling
d. fondant
11. Which is an edible mixture used to fill pastries, sandwiches, or cakes?
a. butter cream
b. custard
c. filling
d. ganache
12. Which is a rich cream made of chocolate and heavy cream?
a. butter cream
b. custard
c. ganache
d. syrup
13. It is an icing made of butter and or shortening, blended with confectioner’s sugar
or sugar syrup.
a. butter cream
b. custard
c. ganache
d. syrup
14. It refers to ensuring that the right quantity of food is prepared and served to
customers.
a. markup
b. portion control
c. standard size
d. yield
15. Which are added components of dessert that are essential for soft desserts like
custard and ice cream?

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 a. crunch
b. garnish
c. main item
d. sauce
16. Which component contributes to the moistness of the dessert?
a. crunch
b. garnish
c. main item
d. sauce
17. What dessert component is the actual dessert itself?
a. crunch
b. garnish
c. main item
d. sauce
18. Which is a final component of plated dessert?
a. crunch
b. garnish
c. main item
d. sauce
19. Which mixture of chocolate and cream is used as filing for iced petit four?
a. butter
b. ganache
c. jams
d. meringue
20. Which petit four filling enhances flavor, adds moisture, and binds the product?
a. butter
b. ganache
c. jams
d. meringue

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 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 4.1.1 to know how
much you have learned.

Lesson Information

Read and Learn:

Have you ever attended a cocktail Party? Or a buffet in a restaurant or hotel? Did you
noticed how dishes or courses are served in sparkling silver or stainless-steel warmers?
Or the desserts elegantly set on silver trays, glass receptacles and cake pedestals?
Desserts are conversation pieces among patrons. In fact, some patrons keep on coming
back to a buffet because of the whole assortment of desserts that are featured with the
main dishes. Popular among desserts are assorted petit fours ranging from tiny cakes with
icings and fillings to fresh and coated fruits. This lesson provides knowledge and insights
on how to prepare different petit fours.

Definition of Petit Fours:

• It is a small bite-sized confectionery or savory appetizer.

• It is a small biscuit and cakes tastefully decorated.
• It is a sweetmeat and cakes designed to be served as dessert with after dinner
coffee or cocktails.

Petit Fours should be small. They are often made into different shapes. They are delicate,
crisp, fresh, attractive, light, and designed to be swallowed in just one or two mouthfuls.

It is prepared from a variety of ingredients. They are usually small pieces that have been
baked. While the emphasis is on small, non-baked confectionery items like caramelized
and glace fruits, marzipan shapes, or other small sweet delicacies are also served as Petit
Fours.

Types of Petit Fours

• Glacé ("glazed"), iced or decorated tiny cakes covered

in fondant or icing, such as small éclairs, and tartlets.

• Salé ("salted"), savory bite-sized appetizers usually

served at cocktail parties or buffets

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 212
 • Sec ("dry"), dainty biscuits,
baked meringues, macarons, and puff pastries

PROCEDURE IN PREPARING PETITS FOURS

Things needed
• Sponge sheets (56 mm thick or 3 cm total height when assembled)
• Jam strawberry, mango, etc. (smooth texture)
• 2 sheets of wax paper
Procedure:
1. Lay the first sponge cake on a wax paper.
2. Spread a thin layer of jam over the cake.
3. Place a second sheet cake on top of the first layer.
4. Press firmly.
5. Remove loose crumbs.
6. Spread a second layer jam thinly over the cake.
7. Take a third sheet of cake. Turn it over to put the bottom part on top.
8. Press sheets of sponge firmly together.
9. Place tray on top to allow layered cake and jam to bond.

Cut bases to the desired shape

• Any form and shape can be applied but accuracy
of cutting is vital. It should minimize waste.
• Shapes can be round, diagonal, square, or triangle.
• Almost 20% of the product is wasted if round and diagonal shaped is use.

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 Reflect and Understand

Activity 4.1.1

ACTIVITY SHEET #4.1.1

Title: Laboratory Preparing Petit Fours - Cutting and Assembling (option: you can
use dry, glace and salted petits fours)

PERFORMANCE OBJECTIVE: Given the task sheet 3.1.6d; Demonstrate skills on how
to bake and prepare different types of Petit Fours.

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Prepare the needed ingredients
• Explain the procedures in lighting an oven
• Discuss the procedure in the cutting and assembling petits fours

Procedure: Note: (Please follow the procedure given for the Petits Fours Making
Demonstration by the student on how to bake petit fours

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Iced Petits Fours Test Attempt:

Preparing Petit Fours, Cutting and Assembling 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

Demonstrate skills 4- Can perform Preparation of Petits fours, cutting and assembling
on how to Prepare without supervision and with initiative and adoptability to problem situation
petit fours, cutting
and assembling 3- Can perform Preparation of Petits fours, cutting and assembling
satisfactorily without assistance or supervision assembling
You will be rated
based on the 2- Can perform Preparation of Petits fours, cutting and assembling
overall evaluation satisfactorily but requires some assistance and/or supervision
on the right side.
1-Can perform some of these skills satisfactorily but requires considerable
assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 214
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 4.1.2 to know how
much you have learned.

Lesson Information

PREPARE FILLINGS WITH THE REQUIRED FLAVORS AND CONSISTENCY

This Lemon Petits Fours recipe makes the sweetest little lemon cakes with a lemon
sugar glaze. A perfect dessert to enjoy after a lovely Easter dinner, on Mother’s Day, or
for showers or tea parties.

Ingredients:

1/2 cup butter (softened)

1 cup sugar
1 teaspoon lemon extract
1 1/3 cups flour
2 teaspoons baking powder
1/2 teaspoon salt
2/3 cup milk
3 egg whites
Glaze

o 4 cups powdered sugar

o 1/2 cup milk
o 1/2 teaspoon lemon extract
o Yellow Food Coloring

Instructions:

1. Heat oven to 350 degrees F. Grease and flour Petits Fours pan or mini muffin tin.
2. In a small bowl, stir together flour, baking powder and salt.
3. In a large bowl, beat butter and sugar until well blended. Beat in extract.
4. Beat in 1/2 of the flour and 1/2 of the milk. Repeat with remaining flour and milk,
one at a time.
5. In a small bowl, beat egg whites until stiff, but not dry. Fold egg whites into batter.
6. Spoon 1 tablespoon of batter into each petits fours cup or each mini muffin tin cup;
set remaining batter aside.
7. Bake for 20 minutes or until golden brown and a toothpick inserted in the middle of
one comes out clean.

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 8. Cool in pan for 10 minutes. Remove from pan to cooling racks that are set on a
baking sheet or on top of wax paper to finish cooling. Repeat with remaining
batter.
9. With petits fours still on cooling rack, apply the sugar glaze (see instructions
below). This can be done by either spooning glaze over the tops of the petits fours
or by dipping the tops and sides into the glaze, allowing excess to drip off.

For Glaze:

1. In a large bowl, combine powdered sugar with milk until smooth. Mixture should be
thick, but thin enough to pour. If too thin, add more sugar. If too thick, add more
milk. Stir in extract and tint with food color.

Cream Puffs

For these homemade Cream Puffs, an easy choux pastry dough is mixed together, then
baked and filled with an easy vanilla pastry cream, and finally topped with melted
chocolate!

Ingredients

For the choux dough:

• 1 cup water
• 1/2 cup unsalted butter
• 5 oz all-purpose flour, by weight (1 cup,
measured)
• pinch of salt
• 5 large eggs

For the vanilla pastry cream filling:

• 2 cups whole milk

• 1/2 cup + 2 tbsp sugar
• 5 egg yolks
• 1/4 cup cornstarch
• 2 tsp vanilla extract
• pinch of salt
• 1/2 cup heavy whipping cream

Instructions:

Preheat the oven to 400 degrees F and line two baking sheets with parchment paper

1. Place the water and butter in a saucepan and melt over medium high heat.
2. Dump the flour and salt in all at once and stir, on the heat, for 2-3 minutes until the
mixture is smooth and the dough falls away from the sides of the pan.
3. Transfer the dough to a food processor and let it cool for five minutes.
4. Add all the eggs and pulse the mixture until the dough is smooth and has fully
incorporated the eggs. The dough should look like a thick cake batter.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 216
 5. Transfer this choux dough into a piping bag and pipe out small mounds of dough,
about an inch in diameter, and about 1/2 inch tall. They will puff up considerably
and you don’t want to make them too tall.
6. Bake for about 25 minutes until the puffs are golden brown, then remove them from
the oven and use a knife to poke a small hole into each of the puffs. This will let
the steam escape and prevent our puffs from getting soggy. Let cool completely.
7. To make the pastry cream, scald the milk in a saucepan over medium high heat
(you want to cook the milk to about 180 degrees F, when little bubbles start to form
on the side of the pan. This is the stage before a boil).
8. While the milk heats up, whisk to combine 1/2 cup sugar, the egg yolks, and
cornstarch.
9. Once the milk has come to the right temperature, slowly dribble the milk into the
egg yolk mixture while whisking constantly, then return all of the liquid to the pan.
10. Cook over medium high heat, stirring constantly, for the next minute or two, until
the mixture comes to a boil and the mixture thickens up considerably.
11. Remove the pastry cream from the heat and stir in the vanilla and a pinch of salt.
Taste and adjust vanilla and salt levels if needed. Chill the pastry cream in the
fridge while you make the cream.
12. Combine the heavy whipping cream and 2 tbsp sugar in a bowl and whip with either
a hand mixer or a whisk until it forms soft peaks.
13. Fold this mixture gently into the pastry cream to lighten it. You can chill it if you
prefer.

VEGAN VANILLA CUP CAKE

Ingredients

• 2-1/2 cups all-purpose flour

• 2 teaspoons baking powder
• 1/2 teaspoon baking soda
• 1/4 teaspoon salt
• 1-3/4 cups refrigerated unsweetened coconut
milk
• 1-1/2 cups sugar
• 1/3 cup canola oil
• 2 tablespoons cider vinegar
• 1 teaspoon vanilla extract

FROSTING:

• 1 cup dairy-free margarine, softened

• 3 cups confectioners' sugar
• 2 teaspoons vanilla extract

Directions

1. Preheat oven to 350°. In a large bowl, whisk flour, baking powder, baking soda
and salt. In a small bowl, whisk coconut milk, sugar, oil, vinegar and vanilla. Stir
into dry ingredients just until moistened.
2. Fill paper-lined muffin cups half full. Bake until a toothpick inserted in the center
comes out clean, 15-20 minutes. Cool 10 minutes before removing from pans to
wire racks to cool completely.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 217
 3. For frosting, in a large bowl, beat margarine until light and fluffy. Beat in
confectioners' sugar.

TASK SHEET #4.1.2a

Title: Laboratory Petit Fours Making– Lemon Petits Fours

PERFORMANCE OBJECTIVE: Given the task sheet 4.1.2a; Demonstrate skills on how
to bake Lemon Petits Fours

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Explain the procedures in lighting an oven
• Discuss the procedure in the Lemon Petits Fours making

Procedure: Note: (Please follow the procedure given for the Lemon Petits fours
Recipe)

Demonstration by the student on how to make Lemon Petits Fours

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Iced Petit Fours Test Attempt:

PETITS FOURS MAKING-LEMON PETITS FOURS 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Lemon Petit Fours

skills on how to Making without supervision and with initiative and adoptability to
bake a Petit problem situation
Fours Making –
Lemon Petits 3- Can perform preparation and baking of Lemon Petits Fours
Fours Making satisfactorily without assistance or supervision

You will be rated 2- Can perform preparation and Lemon Petits Fours Making of
based on the satisfactorily but requires some assistance and/or supervision
overall evaluation
on the right side. 1-Can perform some of these skills satisfactorily but requires
considerable assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 218
 TASK SHEET #4.1.2b
Title: Laboratory in Petits Fours Making – CREAM PUFF

PERFORMANCE OBJECTIVE: Given the Task Sheet 4.1.2b; Demonstrate skills on

how to bake cream puff.

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Prepare the needed ingredients
• Explain the procedures in lighting an oven
• Discuss the procedure in baking cream puff

Procedure: Note: (Please follow the procedure given for Cream Puff Recipe)

Demonstration by the student on how to bake Cream Puff

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Iced Petit Fours Test Attempt:

PREPARATION AND BAKING OF CREAM PUFF PETITS 1st 2nd 3rd

FOURS

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Cream Puff Petits Fours
skills on how to without supervision and with initiative and adoptability to problem
bake a Vanilla situation
Chiffon Cake
3- Can perform preparation and baking of Cream Puff Petit Fours
You will be rated satisfactorily without assistance or supervision
based on the
over-all 2- Can perform preparation and baking of Cream Petits Fours
evaluation on the satisfactorily but requires some assistance and/or supervision
right side.
1-Can perform some of these skills satisfactorily but requires
considerable assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 219
 TASK SHEET #4.1.2c
Title: Laboratory Petits Fours Making – Vegan Vanilla Cupcake

PERFORMANCE OBJECTIVE: Given the task sheet 4.1.2c; Demonstrate skills on how
to bake Vegan Vanilla Cupcake

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Prepare the needed ingredients
• Explain the procedures in lighting an oven
• Discuss the procedure in the Vegan Vanilla Cupcake (Petits Fours)

Procedure: Note: (Please follow the procedure given for the Vegan Vanilla Cupcake)
Recipe)

Demonstration by the student on how to bake Vegan Vanilla Cupcake (Petits Fours)
Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Iced Petit Fours Test Attempt:

PREPARATION AND BAKING OF VEGAN VANILLA 1st 2nd 3rd

CUPCAKE (PETITS FOURS)

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Vegan Vanilla Cupcake

skills on how to (Petits Fours) without supervision and with initiative and
bake a Vegan adoptability to problem situation
Vanilla
3- Can perform preparation and baking of Vegan Vanilla Cupcake
Cupcake (Petits
(Petits Fours) satisfactorily without assistance or supervision
Fours)
2- Can perform preparation and baking of Vegan Vanilla Cupcake
You will be satisfactorily but requires some assistance and/or supervision
rated based on
the overall 1-Can perform some of these skills satisfactorily but requires
evaluation on considerable assistance and or supervision
the right side.
Note: Teacher’s initial/signature will be indicated on the corresponding level
achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 220
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 4.1.3 to know how
much you have learned.

Lesson Information

PREPARE FONDANT ICING FOLLOWING REQUIRED TEMPERATURE AND

STANDARD PROCEDURE

Fondant icing recipes

Fondant icing is made from sugar, water and cream of tartar or liquid glucose, which are
boiled together until the syrup reaches what is called soft ball stage (when a spoonful of
the sugar syrup is dropped into a bowl of cold water and forms a soft ball when rolled
between the fingers). The mixture is kneaded into a smooth dough and then colorings or
flavors such as peppermint, lemon or coffee can be added. Fondant icing can be rolled
into shapes to make sweets or used warm and poured into molds then coated in melted
chocolate. It’s often used as an icing or coating for small fruits and is used to ice or
decorate cakes.

Fondant for Beginners: Preparing your Cake to be Covered

Before you start covering cakes with fondant, you got to make sure that you've got the
filling and layering and icing down. Otherwise, any imperfections of the cake will show.

As soon as you get your cake out of the oven, cool them in the pans for 10 minutes. Use
a timer. Do not let it cool down to room temperature all the way while the cake is in the
pans. It will start to stick to it.

After 10 minutes, flip the cake over onto a cooling rack. And then cool all the way.

Chill the cake in the freezer before you cover them with fondant. It minimizes loose crumbs;
gives fondant a sturdier base and it will be easier to smooth onto your cake.

DO NOT REFRIGERATE CAKE. The refrigerator dries out your cake. The freezer retains
moisture.

If you left the cake overnight on the freezer, make sure you thaw it completely before you
cover it with frosting.

Crumb-coat your cake before you cover it with fondant. A crumb coat is a thinned layer
of frosting applied to the cake. It seals in the moisture of the cake and makes frosting the
cake much easier.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 221
If you are NOT covering your cake with fondant and will just be icing it with your favorite
frosting, put the cake in the freezer for 5 minutes after crumb coating. Then, ice it.

If you ARE covering your cake with fondant, it's advised that you put in a second layer of
crumb coat after you take it out of the freezer.
Here's a couple of videos I watched on preparing cakes. The first one is how to level, tort
(slice the cake into layers), and fill the cake. The second one is how to apply crumb coating.

HOW TO MAKE FONDANT ICING

TWO TYPES OF FONDANT ICING

Fondant can refer to one of two types of sugar-based pastes used in preparing and
decorating cakes, pastries, and confections. Poured fondant and can be used for making
candies and as an icing. Rolled fondant produces sheets that can be used for cake
decorating, giving a smooth look.

Poured Fondant Icing

Poured fondant, or fondant icing, is a sweet, creamy
paste that can be used as a filling or icing for pastries
such as éclairs and Napoleons. Poured fondant can
be made from simply combining sugar, shortening,
and water. Do note that using a high ratio of
shortening imparts extra creaminess into the fondant
icing. Some poured fondant recipes also call for corn
syrup or glucose.

Making Poured Fondant

First, the shortening is melted, which can be done in the microwave in a microwave-safe
bowl, along with any desired flavoring ingredients. Then powdered sugar is stirred in,
followed by however much water is needed to get the right consistency. Then it's merely a
matter of heating it and stirring it repeatedly until the fondant icing is neither too runny nor
too lumpy. Additional sugar can help thicken it, and water can help thin it until it's pourable.

Once cooked, cooled, and stirred, fondant can be

used for making candies, or it can be thinned out
and either poured over cookies and other baked
items, or the items may be dipped into the fondant.
If you are dipping items in the fondant, be sure to
let them fully dry on a wire-framed cooling rack
prior to eating or packaging. This will allow the
fondant to drip dry and will prevent any smearing.

Rolled Fondant
Rolled fondant is almost like a very sweet dough.
Like poured fondant, rolled fondant is made from
powdered sugar, corn syrup, and water. However,
to make rolled fondant, you must also
add glycerin, shortening, and some sort of gelatin.

Making Rolled Fondant

The gelatin is melted over a double-boiler and the
corn syrup and glycerin are stirred in. If coloring is

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 222
 being added, it goes in here as well. The liquid ingredients are then stirred into the powdered
sugar, in much the same way that eggs are added to flour to make fresh pasta.

Once incorporated, the fondant is kneaded like bread dough and then rolled out flat into
sheets which can then be colored and used to decorate cakes. Rolled fondant is not cooked,
and in general is less palatable than poured fondant, although it does give cakes a nice,
smooth look.

Getting Creative with Fondant

Once you feel comfortable with the basics of fondant making, there are a number of ways
you can take your fondant work to the next level and get more creative with your baked
goods. Some ideas include:

• Coloring your fondant. It's best to use specialty gel colors to color your fondant. Gel
colors can be found in craft and baking stores. Regular food coloring will make your
fondant very sticky and difficult to work with.
• Make fondant petals. Fondant petals look like real flower petals and can be a beautiful
addition to cakes and cupcakes. You can also make fondant snowflakes for holiday baking
decor.
• Use luster dust on your finished fondant to bring glamour and sophistication to a
homemade dessert. Luster dust, a shiny decorating powder, adds sparkle and shine to
your dessert.

SAMPLE RECIPES

For the cupcakes

• 180g/6oz softened butter or baking

spread
• 180g/6oz caster sugar
• 3 medium free-range eggs, lightly
beaten
• 180g/6oz self-rising flour
• 1 tbsp milk
• 1 lemon, zest only (optional)

For the decoration

• 30g/1oz butter, softened

• 60g/2¼oz icing sugar, sifted
• 200g/7oz yellow fondant icing
• 100g/3½oz white fondant icing
• black food coloring
• round rainbow sprinkles

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 223
Method:

• Preheat the oven to 180C/160C Fan/Gas 4. Line a cupcake tin with paper cups.
• Put the butter or baking spread into a bowl with the caster sugar. Use an electric
handheld mixer to cream the butter and sugar together until light and fluffy. (You
can do this by hand, but make sure your butter is very, very soft.)
• Add the beaten egg to the creamed butter and sugar a little at a time, beating well
after each addition.
• Beat in the self-rising flour and add the milk to slightly loosen the mixture. Stir in
the lemon zest, if using.
• Spoon the cupcake mixture into the lined tin so that each case is half-full (about
50g per cupcake). Bake for 25 minutes, or until the cakes are golden brown and
springy to the touch. When the cakes are done, allow to cool in the tin for a couple
of minutes then transfer to a wire rack to cool completely.
• For the decoration, make a simple buttercream icing by beating together the
softened butter with the sifted icing sugar until light and fluffy.
• Spread a very thin layer of buttercream over each cooled cupcake. This will smooth
out lumps and bumps and allow you to level any uneven cupcakes. Reserve some
buttercream for the eyes and nose.
• Dust the work surface lightly with icing sugar, then roll out the yellow fondant icing
to a thickness of 3mm. Use a 6cm round plain cookie cutter to cut out 14 discs, re-
rolling the trimmings as necessary. Place a yellow disc on each cupcake and
smooth it down with your fingers.
• Use the remaining yellow fondant to make 28 marble-sized balls. Use the end of a
small, clean paintbrush or chopstick to indent the center of the ball and pull down
to flatten the bottom, creating a bear ear shape. Dip the paintbrush in water and
paint a very little bit onto the cupcakes where the ears should go. Gently press
each ear into place.
• Roll out the white fondant icing to a thickness of 2mm. Use the cookie cutter to cut
out a disc, then use it to cut a quarter of the circle off on the left-hand side. (The
rugby-ball shaped trimming can be re-rolled.) Use a knife to cut off a third of the
circle on the right-hand side.
• Paint a little water where Pudsey’s bandage should sit, from between his ears to
the left side of his face. Lay the white fondant bandages on the wet surface, slightly
shaping the bandage so that it curves to the left, leaving room in the center of the
cupcake for Pudsey’s nose. Repeat with the rest of the white fondant.
• Paint a little water on the top of Pudsey’s bandage and place the rainbow sprinkles
on to create polka dots.
• Mix the black food coloring with the remaining buttercream. Place in a small piping
bag fitted with a writing nozzle (or you can make one from baking paper by rolling
it into a cone shape). Pipe an eye and nose on each Pudsey. You can add a smile
and eyebrows if you like, too.
• Allow the cupcakes to dry slightly before storing in an airtight tin in a single layer.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 224
 Reflect
Reflect and
and Understand
Understand

Task Sheet 4.1.3

Title: Laboratory Fondant Icing Making – Cupcake

PERFORMANCE OBJECTIVE: Given the task sheet 4.1.2c; Demonstrate skills on how
to bake Cupcake with fondant icing decoration

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Prepare the needed ingredients
• Explain the procedures in lighting an oven
• Discuss the procedure in the Baking Cupcake with fondant icing

Procedure: Note: (Please follow the procedure given for the Vegan Vanilla Cupcake)
Recipe)

Demonstration by the student on how to bake Cupcake with Fondant Icing

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Iced Petit Fours Test Attempt:

PREPARATION AND BAKING OF VEGAN VANILLA 1st 2nd 3rd

CUPCAKE (PETITS FOURS)

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Cupcake with Fondant

skills on how to Icing Decoration without supervision and with initiative and
bake a Vegan adoptability to problem situation
Vanilla
3- Can perform preparation and baking of Cupcake with Fondant
Cupcake (Petits
Icing Decoration (Petits Fours) satisfactorily without assistance or
Fours) supervision
You will be 2- Can perform preparation and baking of Cupcake with Fondant
rated based on Icing Decoration satisfactorily but requires some assistance and/or
the overall supervision
evaluation on
the right side. 1-Can perform some of these skills satisfactorily but requires
considerable assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 225
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 4.1.4 to know how
much you have learned.

Lesson Information

How to Decorate Petit Fours

Note: The correct French spelling, petits fours, is rarely used in the U.S.

• Line / Dot Patterns

Simple dots and/or lines of color that contrast with the icing
can look very attractive and are easy to do. Use plain or
tinted buttercream or melted and slightly cooled white,
semisweet or dark chocolate (or candy melts).
The buttercream frosting can be tinted with liquid or,
preferably, gel paste food coloring. Melted white chocolate,
however, will seize up if you use a water-based food coloring
with it, so it's essential to use oil-based or powdered food colors for tinting chocolate. The
very fine powder dissolves easily into melted chocolate (or frosting or royal icing or hard
candy mixtures) and it doesn't cause clumping when coloring granulated sugar. And, unlike
many brands of liquid food coloring, these LorAnn powders don't negatively affect the taste
of whatever you mix them into.
Note: While the powdered coloring works extremely well for tinting melted white chocolate,
frosting, and hard candy mixtures, it tends to fade and/or darken somewhat if used in baked
goods. So, I use my favorite Americolor gel paste food coloring for baking.
Scrape or spoon the frosting or melted chocolate into one or more parchment paper
decorating cones, depending on how many colors you will be using for your decorations.

• Fresh Fruit
A simple, attractive approach is to top each petit four with a
dollop or rosette of stiffly whipped heavy cream (or a
buttercream rosette) and one or two small, fresh berries or
grapes or a small mandarin orange segment. Try nestling a
mint leaf next to a single, fresh raspberry atop a whipped
cream rosette for a quick, easy, pretty and tasty garnish. The
fruit must be very fresh and free from any soft spots or
blemishes. If using mandarin orange segments, the segments
must be separated carefully and every bit of bitter pith should be removed, taking care not
to tear the thin, translucent membrane.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 226
You can also use banana slices, if you wish, but they must be prepared and added as
decorations immediately before serving to avoid browning. Use bananas that are ripe but
firm and unblemished and prepare only one banana at a time. Peel it and cut it into 1/4" thick
slices. Cut the slices in half, if you like. Immediately brush the slices all over with fresh lemon
juice and sprinkle them very lightly with superfine sugar. Decorate the petit fours with the
banana slices and repeat with more bananas to embellish the remaining cakes. Serve
immediately.

• Making and Using Parchment Paper Decorating Cones

Parchment paper cones, aka "cornets," are quick and easy to
make. When piping lines or dots of icing or melted chocolate,
they give you much better control than icing bags with tips or
squeeze bottles, and they are much easier to clean. You can
also easily open them flat to scrape off and reuse the remaining
frosting, icing or melted chocolate.
Tip: When piping lines, circles, etc., always start by holding the tip of the cone so it almost
touches the surface of what you're decorating and briefly squeeze out a tiny amount to anchor
the icing. Continuing to squeeze with gentle, even pressure, lift the tip of the parchment cone
about 1/4" above the surface and move the tip at a slow, steady rate to guide the icing line
where you want it. To end the line, touch the tip to the surface, then release the pressure on
the icing bag and lift the tip straight up.

Luxury Embellishments for Special Occasions

Any of the following can be used judiciously to add a touch of elegance to your decorations:

• Luster Dust
Metallic or pearl edible luster dust looks gorgeous
when lightly dusted over the top of the dry icing. This
powder has a rich, metallic color that doesn't look as
bright and brassy as some other edible gold dusts. It
looks best if used with restraint. To make sure you
don't pick up too much powder, swirl a very soft, fluffy,
natural-hair watercolor paintbrush around the inside
of the jar lid instead of dipping it into the powder in
the jar. Hold the paintbrush a few inches above the
petit fours and tap very lightly on the brush handle with a fingernail so a fine layer of dust
floats down onto the chocolate coating or pourable icing. Repeat once or twice, if desired,
to add more gold.

Another way to use this luster dust is to mix a small

amount with a tiny amount of vodka (or almond
extract), which creates an edible metallic paint that can
be applied with a fine, pointed, natural-hair watercolor
brush dedicated to this use. You can paint tiny metallic
or pearlized dots, stripes, freehand designs or even
initials.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 227
 • Edible Gold Leaf - is a gorgeous decoration, is a bit pricey.
A little goes a very long way, since you need only a few tiny pieces
or one slightly larger piece to decorate each mini cake. Only buy gold
leaf that is certified safe to eat.
Gold leaf will blow away if you even breathe on it too hard! Also, try
to avoid touching the gold leaf, which will stick to your finger and be
difficult to remove without tearing or crumbling. Place the booklet of
gold leaf next to the pan of chilled, iced and decorated petit fours,
within easy reach. Keep the sheet of leaf you're working with covered
by the tissue paper inserts (called transfer sheets). Slowly slide just
the edge of the transfer sheet a bit to expose a very narrow small strip of gold. While hold
down the transfer sheet gently, use clean, sharp, pointed tweezers to slowly and carefully
pull off a tiny piece of the gold leaf and place it on a petit fours, tapping it once lightly with
the flat side of the tweezer tip, if necessary, to ensure that the gold adheres to the icing.
Add additional bits of gold, if desired, and repeat to embellish the remaining cakes.

• Silver or Gold Dragées

Silver dragées are tiny, hard, candy balls with a shiny silver coating.
You can usually find them in the baking aisle of the grocery store. Just
one silver dragée to make a small buttercream rosette is an elegant
decoration. Or make a small buttercream rosette in the center and
smaller rosettes at each corner of a petit fours and center a shiny
silver ball on top of each rosette. Note: Gold dragées, while harder to
find, are also available.

• Sugar Pearls
Edible sugar pearls are similar to dragées but have a pearlescent
finish instead of a metallic one. They come in different sizes, so look
for small sugar pearls that are in proportion to the size of the cakes
and the rest of the decorations. You can find them on Amazon or at
stores that sell cake decorating supplies.

Professional Embellishments
If you really want to impress your guests, try embedding a piece of melted chocolate or sugar
"glass" lace into each cake at a rakish angle.

• Patterned Chocolate
Grease the sides of a large, rimmed baking sheet very
lightly with coconut oil or sweet almond oil. Line it with a
flat, pre-cut sheet baking parchment paper that fits the
inside of your pan as exactly as possible. If the
parchment paper is too large for your pan, trim it to size;
the paper should not go up the edges of the pan. If any
of the bottom of the pan shows around the edges of the
parchment paper, lightly grease the exposed metal. Set
the prepared pan aside. Note: You need the paper to lie
perfectly flat; if you decide to cut a sheet to fit from a roll of baking parchment instead of
using a flat sheet, put a small dab of melted chocolate on the inside corners of the baking
sheet to hold the paper flat and taut.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 228
Place 8 ounces (1 cup) of semisweet or dark chocolate chips (or a mixture of the two) in a
medium-size microwave-safe bowl or a 4-cup Pyrex measuring cup. Microwave for 2
minutes at 50% power. Stir, then microwave at 50% power at 30-second intervals, stirring
after each interval, until the chocolate is smooth and almost completely melted, being
careful not to let the chocolate scorch. Stir the chocolate until the last chunks are
completely melted.
Scrape the very warm melted chocolate into a parchment paper piping cone. Immediately
pipe the chocolate in a decorative pattern that covers the baking sheet. I like to pipe parallel
lines spaced about 1/2" apart and then cross them with similarly spaced lines that are
slightly angled rather than parallel, but you can make squiggles, dots or any pattern you
like.
Melt 1 pound of good quality white chocolate, following the instructions for melting the
chips but using a 32-ounce Pyrex measuring cup or a large microwave-safe ceramic or
glass bowl. After removing the candy from the microwave, continue to stir until the candy
has cooled somewhat but is still pourable. Pour half of it over the prepared decorative
pattern, going back and forth across the pan in a slow steady stream and working your
way from one end of the pan to the other without leaving any gaps to create an even layer
level with the decorative pattern. It's important not to leave gaps because you don't want
to spread the white chocolate with a spatula, which would risk ruining the pattern.
Set aside to cool until firm, but not hard.
Cover with a clean, flat sheet of baking parchment and carefully invert onto the back of
another large baking sheet. Peel off the top (formerly bottom) sheet of parchment paper.
Use a sharp, thin, pizza cutter to carefully cut the candy into small squares or rectangles .

• Chocolate Lace
Valrhona, Callebaut or Guittard Premium
couverture chocolate, which has a higher proportion
of cocoa butter compared to ordinary chocolate that
makes it flow more easily from the piping bag remain
more flexible after setting, so it is less likely to break
when you remove the lace decorations from the
parchment paper. However, you can also use good
quality chocolate chips, such as Ghirardelli, if you
prefer.
Line two or more large, rimmed baking sheets with commercial pre-cut parchment paper.
(Don't use baking parchment that comes on a roll.) Set aside.
Use a sheet of pre-cut, flat baking parchment or cut a piece to size from a roll. If cutting
from a roll, place a small dab of the melted chocolate to secure the corners of the baking
parchment to the baking sheet, pulling taut to ensure a smooth, flat surface with no
wrinkles. Grease the paper very lightly with coconut oil, leaving only the thinning possible
film.
Melt 16 ounces of chocolate. Scrape half into a baking parchment cone, which will give
you the most control and allow you to easily remove and reuse all the leftover melted
chocolate. piping bag fitted with a plain, round tip. (Alternatively, you can scrape the
chocolate into a food storage freezer bag, close and roll down the top of the filled bag and
snip one corner to create a small, round hole.) Keep the rest of the chocolate warm.
Pipe the chocolate onto the lined baking pan to create a small, lacy pattern approximately
1" square or round. The lacy pattern can be overlapping loops or squiggles or

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 229
crosshatched lines. Just make sure all of the lines (or loops, squiggles, etc.) cross others
multiple times and keep the openings quite small. If you like, you can pipe a short, wide
"stem" at the bottom of each decoration to make it easier to embed later. Repeat with the
remaining chocolate to make enough decorations for all the petit fours, plus at least 10
extras to allow for breakage. Refrigerate the candy uncovered until it hardens about 15
minutes.
While the embellishments chill, repeat with the remaining melted chocolate.
Rinse your hands in very cold water and dry them quickly but very thoroughly. Loosen one
corner of the liner, then lift it slightly. Slowly and very carefully peel the liner away from the
nearest lace decoration and place it on a large sheet of wax paper. Remove the remaining
pieces of lace from the backing, one at a time.

• Sugar Glass Lace

While chocolate lace shards are pretty easy to make, I
recommend attempting sugar glass only if you are an
experienced baker or candy maker, since it can be a bit tricky
and requires some special equipment, such as a pastry
brush and a candy thermometer. Professional pastry chefs
use a powder called is malted to create crystal clear sugar
glass. "Glass" made from regular granulated white sugar will
caramelize as the syrup cooks, causing it to turn a pale
amber color, but it still makes a beautiful decoration. You can
also use gel paste food coloring to tint your sugar glass
syrup, if you wish, which makes the amber shade much less
noticeable and adds a touch of color to your embellishment.
Spray a large rimmed baking sheet very liberally with nonstick cooking spray, making sure
not to miss any spots. As soon as the candy mixture is ready, place the prepared baking
sheet on a flat, heatproof surface right next to the pan of very hot syrup. Wearing heat-
resistant oven gloves (such as Ove Gloves) on both hands, dip a long-handled metal
serving spoon into the very hot syrup. Lift the baking sheet up and hold it against the lip of
the saucepan, keeping the sheet level, as you dribble a small amount of the hot syrup in
a slow, thin, continuous stream to create a lacy design. Make enough designs to fill the
baking sheet (or as many as you need for your petit fours, plus extra to allow for breakage).
Set the baking sheet on a flat, level, heatproof surface and allow the decorations to cool
completely. Slowly slide the edge of a small, thin, flexible metal spatula under each
decoration and place it on a petit fours, carefully embedding one edge into the top.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 230
Easy Edible Sugar Lace from Scratch https://www.youtube.com/watch?v=RgJOBu9S5s4

5 Ingredients Easy Sugar Lace Recipe from Scratch – Tutorial

https://www.youtube.com/watch?v=E5IiSyJiTN0

• Sugar Glass Shards

Follow the instructions for sugar glass lace, but instead of
dribbling spoonful’s of syrup onto the sprayed rimmed
baking sheet in a lacy design, place the baking sheet on a
flat, level, heatproof surface and pour all the hot sugar syrup
onto the sheet in a slow, steady stream to avoid or minimize
bubbles. Lift the baking sheet about two inches and tilt it
slightly so it spreads out in a thin, even layer. Place the
baking sheet on a large cooling rack and allow the sugar
glass to cool completely at room temperature, which may
take an hour or two. When fully cooled, carefully break the
sugar glass sheet into shards. Use a clean hammer
(reserved for kitchen use) to break the sheet into several
large pieces and then using your fingers to break them into
smaller shards. This will give you more control over the size
of the shards and result in more usable shards and less "glass dust."

Reflect and Understand

Self-Check 4.1.4
4.1.4
Directions: Read the statement carefully and write the correct word describes each
statement. Write your answer in your test notebook.

_______________1. contrast with the icing can look very attractive and are easy to do.
_______________2. A simple, attractive approach is to top each petit four with a dollop
or rosette of stiffly whipped heavy cream (or a buttercream rosette) and one or two small,
fresh berries.
_______________3. Parchment paper cones, aka "_____," are quick and easy to make.
_______________4. This powder has a rich, metallic color that doesn't look as bright
and brassy as some other edible gold dusts.
_______________5. is a gorgeous decoration, is a bit pricey?
_______________6. are tiny, hard, candy balls with a shiny silver coating.
_______________7. are similar to dragées but have a pearlescent finish instead of a
metallic one.
_______________8. Grease the sides of a large, rimmed baking sheet very lightly with
coconut oil or sweet almond oil.
_______________9. which has a higher proportion of cocoa butter compared to ordinary
chocolate.
_______________10. Commonly known as Glass dust.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 231
 LO2. Prepare Fresh Petit Fours

4.2.1 Bake and decorate a selection of small choux paste shapes

in accordance with established standards and procedures.
4.2.2 Prepare and blend baked sweet paste in accordance with
establishment standards and procedures.
4.2.3 Prepare and use fillings, the required flavors and correct
consistency.
4.2.4 Use garnishes, glazes and finished in accordance with
established standards and procedures.

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 4.2.1 to know how
much you have learned.

Lesson Information

Fresh Petit Four

Fresh petit fours also called petit fours fraise or fresh are moist, filled with pastry cream
and often topped with fresh fruits miniature éclairs, and cream puff.

This type of petit fours is created with mini pastries. The most common types of mini
pastries are fruit tarts, éclairs or cream puffs. Cream puffs and éclairs are filled with butter
cream or pastry cream, while fruit tarts are made with custard and fresh fruits on top. Some
fresh petit fours are made with marzipan and look like truffles. Fresh petit fours are not
typically glazed, but some éclairs and cream puffs have a chocolate glaze placed on top
to finish them off.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 232
 Process

Activity 4.2.1

Enhance your skills in preparing fresh petit fours by performing the following activity:

Strawberry & White Chocolate Choux Buns

For the choux pastry:

50g butter
75g plain flour
2 large eggs
1 tbsp flaked almonds (optional)

For the filling

2 tbsp custard powder

300ml milk
½ tsp sugar free vanilla extract
150ml Greek yogurt
15g coarsely grated
125g small strawberries, halved
dusting of icing sugar (optional)

Method:

1. Line a large baking tray with baking paper. Heat oven to 200C, 180C fan gas 6. Heat the
butter in a nonstick pan with 125ml water until melted. Increase the heat until boiling then
remove from the heat and quickly beat in the flour until the mixture comes together as a
ball. Cool 5 mins then beat the eggs with 1 tbsp water then beat into the pastry a little as
a time to make a thick glossy mix.
2. Spoon onto the baking tray in 8 equal size blobs then add the almonds if using poking
them into the mixture. Bake for 25-30 mins until well risen and golden. Take from the oven
make a slash in the sides and return to the oven for 5 mins more to dry out.
3. While baking makes the filling. Mix the custard powder with a little of the milk then, with
the remaining milk and vanilla put in a non-stick pan and cook, stirring over the heat until
thickened. Stand for 5 mins then beat in the yogurt and set aside to cool, stirring frequently
to make sure a skin doesn't form. When cold, stir in the grated chocolate.
4. Reserve 1 tbsp of the custard mix then use the rest to fill the buns. Distribute all but 8
halves of strawberries between the buns, then blob a little of the remaining custard filling
on top and add the reserved strawberries. Lightly dust with the icing sugar before serving
if you like.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 233
 Transfer

Activity 4.2.1

ACTIVITY SHEET #4.2.1

Title: Laboratory on Fresh Petits Fours Making – Strawberry & White Chocolate
Choux Buns

PERFORMANCE OBJECTIVE: Given the task sheet 4.1.2c; Demonstrate skills on how
to bake Strawberry & White Chocolate Choux Buns

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Prepare the needed ingredients
• Explain the procedures in lighting an oven
• Discuss the procedure in the Strawberry & White Chocolate Choux Buns
Note: (Please follow the procedure given for the Strawberry & White Chocolate Choux
Buns Recipe)

Demonstration by the student on how to bake Strawberry & White Chocolate Choux Buns
Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Fresh Petit Fours Test Attempt:

PREPARATION AND BAKING OF STRAWBERRY & 1st 2nd 3rd

WHITE CHOCOLATE CHOUX BUNS

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Strawberry & White Chocolate
skills on how to Choux Buns without supervision and with initiative and adoptability to
bake a problem situation
Strawberry &
3- Can perform preparation and baking of Strawberry & White Chocolate
White Chocolate Choux Buns satisfactorily without assistance or supervision
Choux Buns You
will be rated 2- Can perform preparation and baking of Strawberry & White Chocolate
based on the Choux Buns satisfactorily but requires some assistance and/or supervision
overall evaluation
1-Can perform some of these skills satisfactorily but requires considerable
on the right side.
assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 234
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 4.2.2 to know how
much you have learned.

Lesson Information

Sweet Paste

Sweet paste is sweet in taste. It is short and brittle like the short crust paste; but its
usage is restricted to sweet products.

Role of Ingredients in Making Sweet Paste

Flour Fat Liquid Sweetener

Soft flour is used to The fat is usually butter. Eggs are used Castor Sugar
avoid elasticity in Margarines also give a as liquid in or Icing Sugar
the product. The good product but as pastes is
product needs to margarines are trans fat recommended
be resilient and the use of these should be
brittle. avoided.
Flour is sifted well Fat is cut into small pieces Cold eggs are Sift the icing
to provide aeration and either is cut in to sugar used as liquid sugar to avoid
to the product. or rubbed in with flour like any lumps in
short crust paste the sweet
paste. Do not
use grain
sugar as it will
as it will leave
brown peaks
after baking.
If chocolate Sometimes milk
flavored sweet is added if
paste is desired, almond flour is
then substitute 20% added to the
with cocoa powder. sweet paste.
Other flavoring
such as lemon zest
can be also added
to the flour.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 235
Steps in Making Sweet Paste:

• Mix the butter and flour.

This could be done by using the following methods:

Creaming Method:

The butter and sugar should be creamed well. The idea is to make it lighter by
incorporation of air. This is the most commonly followed method to make sweet paste.
Then add eggs one by one until all the eggs are added. Use a flat paddle to beat the mix.
Now remove from the mixer and carefully fold in the sifted flour to obtain sweet paste. Do
not over-mix as the sweet paste will lose its shortening effect.

Rubbing in Method:

The cut pieces of butter are rubbed into the flour to produce coarse breadcrumb size
particles. Beaten eggs are lightly mixed to form sweet paste. Chill in the refrigerator before
using. This method is not very commonly followed.

• Chill the paste in the refrigerator. If the paste is put in a plastic bag and flattened
out with the tip of fingers before refrigerating, it will be easy to roll later. The other
three steps are similar to that of short crust paste.

The uses of sweet paste are as follows:

• Sweet paste is used for making tarts, pies, and flans. To understand the difference
among the three, refer to the given table
• It is rolled, cut into various shapes, and baked as cookies and biscuits.
• It is used as base for certain cakes and pastries.
• Thin cut out sheets of sweet paste can be used as decora

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 236
 Process
Activity 4.2.2

Enhance your skills in preparing baked sweet paste by performing any of the following:

Best Cream Puffs with Epic Cream Puff Fillings

1. Frozen White Chocolate Cream Puffs

This is the best and the most refreshing dessert.

2. Double Chocolate Cream Puffs

These double chocolate cream puffs are every

chocolate lover’s dream.

3. Matcha Cream Puffs

It’s a delightful treat rich in unique flavors and

antioxidants.

4. Strawberry Cream Puffs

Looking for scrumptious after-meal treats that are

easy to prepare and will delight everyone with their
flavor. The best thing about these delightful cream puffs are the slices of fresh
strawberries included in every bite. It’s a good take on a classic French dessert.

5. Nutella Cream Puffs

Chocolate is always a crowd pleaser; what more hazelnut

and chocolate together? Take a look at these dreamy and
creamy Nutella cream puffs. These are decadent enough to
serve at parties and any kind of festivity.

6. Pumpkin Cream Puffs

If you love everything pumpkin then you’ll be the happiest

with this cream puff filling recipe for pumpkin cream puffs.
They’re filled with sweet pumpkin filling which is easy and fast
to concoct.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 237
7. Raspberry Cream Puffs

Cream puffs plain, with fruit, or a crisp caramel

glaze. Enjoy a melt-in-your-mouth pastry
experience with these cream puffs filled with all
the decadence of raspberry whipped cream in
between two light-as-air pastry puffs.

8. Strawberry Cheesecake Cream Puffs

This dessert is a bite-sized strawberry cheesecake in

cream puff form. It’s a lovely treat with the perfect balance
of creaminess and sweetness everyone will adore.

9. S’more Cream Puffs

It’s honestly the best way to savor cream puffs

and serve them to a crowd at parties and get-
togethers.

10. Coconut Cream Pie Puffs

Adding some coconut flakes into your cream

filling adds a nice texture to your cream pie
puffs. Aside from rich and indulgent flavors, it will give a great texture and mouthfeel
for you to enjoy.

11. Bailey’s Cream Puffs

Liquor and dessert just got even better when mixed

together in a very easy and epic cream puff recipe.
These Bailey’s Cream Puffs are absolutely the best
liqueur-flavored dessert perfect for adult parties.

12. Coffee Buzz Cream Puffs

Your love for espresso never just ends after a cup. You
can enjoy your favorite hot beverage with these
delectable coffee buzz cream puffs. They’re easy to
prepare and make the best after-meal treats!

13. Mousseline Cream Puffs

Mousseline cream puffs are filled with a delicate cream

filling that’s subtly sweet and milky in taste. If you haven’t
tasted cream puffs before, this recipe is the best way to start
off. It’s pure heaven.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 238
Classic Cream Puffs (Strawberry Cream Puff)

Paste:
60 ml milk
60 ml water
¼ butter, cut into cubes
1 Tbsp sugar
2-3 eggs
120 g All-purpose flour

Procedure:
• Bring the first four ingredients: milk, water,
Butter and sugar to boil.
• Add all-purpose flour.
• Remove from heat if desired consistency is
attained.
• When paste is already cooled, add the egg one at a time. Mix thoroughly.
• Place the paste in the pastry bag and form the cream puff and éclair.
• Bake at 4000 F for 20 minutes or until paste is puff then lower the
temperature, to 300 0F. Continue baking for 20 minutes or until brown.
Set aside.
• Assemble filling for cream puff and éclair.
• Top with powder sugar for cream puff and with ganache for éclair.

Prepare Filling:
270 ml fresh milk
½ tsp vanilla
1 egg
50 g sugar
15 g all-purpose flour
10 g cornstarch
1 tsp brandy

Strawberry Flavor

1. Mix and cook over low fire stirring constantly until proper consistency is
attained.
2. Allow to cool.

Ganache:
100 grams chocolate bar
1 tsp butter
1 ½ c. all-purpose cream

Melt together all ingredients over low fire.

Top with strawberries

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 239
 Transfer

Task Sheet 4.2.2

TASK SHEET #4.2.2

Title: Laboratory Classic Cream Puffs (Strawberry Cream Puff)
PERFORMANCE OBJECTIVE: Given the task sheet 4.2.2; Demonstrate skills on how
to bake Classic Cream Puffs (Strawberry Cream Puff)

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Prepare the needed ingredients
• Explain the procedures in lighting an oven
• Discuss the procedure in baking Classic Cream Puffs (Strawberry Cream Puff)
Note: (Please follow the procedure given for the Classic Cream Puffs -Strawberry Cream
Puff) Demonstration by the student on how to bake Strawberry & White Chocolate Choux
Buns

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Fresh Petit Fours Test Attempt:

Classic Cream Puffs (Strawberry Cream Puff) 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Classic Cream Puffs (Strawberry
skills on how to Cream Puff) without supervision and with initiative and adoptability to
bake a problem situation
Strawberry &
3- Can perform preparation and baking of Class Cream Puffs (Strawberry
White Chocolate Cream Puff) satisfactorily without assistance or supervision
Choux Buns You
will be rated 2- Can perform preparation and baking of Class Cream Puffs ( Strawberry
based on the Cream Puff) satisfactorily but requires some assistance and/or supervision
overall evaluation
1-Can perform some of these skills satisfactorily but requires considerable
on the right side.
assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 240
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 4.2.3-4 to know
how much you have learned.

Lesson Information

“Please Refer to Lesson Information 4.1.2 - 4.1.4”

LO3. Prepare Marzipan Petit Fours

4.3.1 Flavor and shape quality marzipan to produce mini-sized

fruits in accordance with enterprise and client
requirements.
4.3.2 Coat marzipan fruits to preserve desired eating
characteristics and softened with egg whites, piped into
shapes and sealed/ browned with applied heat, according
to enterprise practice.

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 4.3.1 - 2 to know
how much you have learned.

Lesson Information

Prepare and Display Marzipan Based Petit Fours

Marzipan is a sweetened mixture of ground almonds, liquid glucose or egg whites, corn
syrup or sugar syrup and either icing sugar or caster sugar. It is also known as almond

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 241
paste. Marzipan is a very versatile paste. Petit Fours based on a marzipan are attractive
and popular for their color and appearance and their delicate pleasing taste.

Category of Marzipan

Goup Ingredients Quantity

A Almond meal, blanched icing 200 – 275 g
sugar
B Brandy almond extract 1 tsp. or 1 drop
C Sugar syrup glucose, warm 100 ml. + 40 g.

Procedure:

• Sift the icing sugar and combine ingredients from group A into a bowl.
• Add the ingredients from group B and gradually add the warm glucose.
• Knead until it forms like dough.
• Wrap tightly.

The marzipan needs to be stored and protected after making it. It will dry and these dry
pieces will have an unpleasant texture should it be incorporated into the mix.

Modelled Marzipan

Marzipans can be modelled into various fruit, vegetables, animals, and flower
shapes. The most popular items are small marzipan fruits served as petit fours or
candies. To store marzipan, wrap it in a plastic cling wrap and place it in an airtight
container.

Fruits and Flowers

• To make small fruits, divide the paste into equal portions first.,
• Carefully cut the rectangle into 4 rows of 8 to make 32 equal pieces with a
knife.
• Begin by rolling each piece between the palms of your hands into around
ball that is perfectly smooth and free of seams and cracks.
• Then start molding the balls with your fingers into the shapes of pears,
apples, and other fruits.
• The best way to make realistic looking fruits is to use real fruits as models.
Imitate the shapes of the real fruits as closely as possible.
• You can add special effects using ordinary tools or special modelling tools.
• Let the fruits dry overnight before coloring.
• Flowers such as carnations and roses can be used to decorate cakes as
well as display pieces.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 242
How to sculpt a strawberry using marzipan, great to decorate cupcakes
https://www.youtube.com/watch?v=GMY4AG0FxCc

Process

Activity 4.3.1

Enhance your skills in making Marzipan Strawberry by performing the following activity:

Making a Marzipan Strawberry

1. Roll the ball of marzipan into a strawberry

shape with the palms of your hands.

2. Indent the stem end of the strawberry

with an appropriate modeling tool.

3. Roll the strawberry in sugar to simulate

the textured surface of the real berry.

4. Cut off a leaf shape for the stem end

and fasten it in place using an
appropriate modelling tool.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 243
 Transfer

Task Sheet 4.3.1

TASK SHEET #4.3.1

Title: Laboratory on Marzipan Strawberry

PERFORMANCE OBJECTIVE: Given the task sheet 4.1.2c; Demonstrate skills on how
to make Marzipan Strawberry

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Prepare the needed ingredients
• Explain the procedures in lighting an oven
• Discuss the procedure in the Marzipan Strawberry
Note: (Please follow the procedure given for the Marzipan Strawberry)

Demonstration by the student on how to make Marzipan Strawberry.

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Marzipan Petit Fours Test Attempt:

PREPARATION AND MAKING MARZIPAN 1st 2nd 3rd

STRAWBERRY

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Marzipan Strawberry without

skills on how to supervision and with initiative and adoptability to problem situation
make a Marzipan
3- Can perform preparation and baking of Marzipan Strawberry satisfactorily
Strawberry You
without assistance or supervision
will be rated
based on the 2- Can perform preparation and baking of Marzipan Strawberry satisfactorily
overall evaluation but requires some assistance and/or supervision
on the right side.
1-Can perform some of these skills satisfactorily but requires considerable
assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 244
 LO4. Prepare Caramelized Petit Four

4.4.1 Select and coat fresh fruits/ fruit segments with pale amber-
colored caramel or glazed or any coating specified by the
enterprise
4.4.2 Fill sandwich dried fruits or nuts with flavored marzipan and
coated with pale amber-amber colored caramel according to
specifications and enterprise standards

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 4.4.1 - 2 to know
how much you have learned.

Lesson Information

Caramelization is the browning of sugar, a process used extensively in cooking for the
resulting sweet nutty flavor and brown color. The brown colors are produced by three
groups of polymers: caramelans (C24H36O18), caramelens (C36H50O25), and caramelins
(C125H188O80). As the process occurs, volatile chemicals such as diacetyl are released,
producing the characteristic caramel flavor.

What fruits can be caramelized?

Pears, apples, bananas, peaches, mangoes, and almost all types of fruit can be
caramelized. The fruit gets fairly soft during the process, so start with fairly firm fruit to
begin with. When you have small fruit, such as pitted cherries, you can caramelize them
whole.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 245
How do you make caramelized sugar?

• Combine sugar and water in the pan, stirring with a wooden spoon, until it
forms a slurry with the consistency of wet sand.
• Heat over medium heat and bring to a boil. Do not stir. After a few minutes,
you may add some lemon juice or cream of tartar (dissolved in a bit of water)
to help prevent re-crystallization.

Types of Sugar

• Fructose: found in fruits and honey.

• Galactose: found in milk and dairy products.
• Glucose: found in honey, fruits and vegetables.
• Lactose: found in milk, made from glucose and galactose.
• Maltose: found in barley.
• Sucrose: made up of glucose and fructose and found in plants.
• Xylose: found in wood or straw.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 246
 Process

Activity 4.4.1

Enhance your skills in preparing caramelized Petits Fours by performing the

following recipe:

Think of this easy pineapple upside-down cake recipe as the simplified version
of an old-fashioned fave. Of course, we made it way easier by scrapping the scratch
cake for a super simple yellow cake mix but you won’t know the difference. With deep
caramel flavors and bursts of fruit juice, this pineapple upside-down cake hides its quick
prep well. Let your cake eaters think it’s homemade though–we won’t tell if you don’t.

Easy Pineapple Upside-Down Cake

Ingredients:

1/2 cup butter (for topping)

2/3 cup packed brown sugar
9 slices pineapple from 14-ounce can, drained
9 maraschino cherries 9 without stems (optional)
1 Betty Crocker Super Moist yellow cake mix
1 ¼ cup water (for cake mix)
1/2 cup butter, melted (for cake mix)
3 eggs (for cake mix)
Whipped cream for garnish, if desired

Procedure:

1. Preheat oven to 350° F. Spray bottom and

sides of muffin pans with non-stick cooking
spray. Brush oil into it.

2. Remove from oven and sprinkle with brown

sugar.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 247
 3. Arrange pineapple rings over brown sugar.
Place cherry in center of each pineapple
ring.

4. Prepare cake mix with water, 1/2 cup melted

butter and eggs according to package
directions. Divide in half. Pour half (about 2
cups) over pineapple and cherries. Use other
half as desired (bake separately or use in
second upside-down cake recipe).

5. Bake cake at 350° F for 45-50 minutes, until toothpick inserted in center comes out
clean. Immediately place heatproof serving plate upside down over pan; turn plate
and pan over. Leave pan over cake a few minutes so brown sugar mixture drizzles
over cake; remove pan. Serve warm. Store cake loosely covered

Transfer

Task Sheet 4.4.1

TASK SHEET #4.4.1

Title: Laboratory on Easy Pineapple Upside-down Cup Cake (Caramelized
Petits Fours)

PERFORMANCE OBJECTIVE: Given the task sheet 4.4.1; Demonstrate skills on how to
make Easy Pineapple Upside-down Cup Cake (Caramelized Petits Fours).

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Prepare the needed ingredients
• Explain the procedures in lighting an oven
• Discuss the procedure in the Easy Pineapple Upside-down Cup Cake
Note: (Please follow the procedure given for the Easy Pineapple Upside-down Cup Cake)

Demonstration by the student on how to make Easy Pineapple Upside-down Cup Cake.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 248
 Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Caramelized Petit Fours Test Attempt:

PREPARATION AND MAKING EASY PINEAPPLE 1st 2nd 3rd

UPSIDE-DOWN CUP CAKE

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Easy Pineapple Upside-down

skills on how to Cup Cake without supervision and with initiative and adoptability to problem
make a Easy situation
Pineapple Upside-
3- Can perform preparation and baking of Easy Pineapple Upside-down
down Cup Cake
Cup Cake satisfactorily without assistance or supervision
You will be rated
based on the 2- Can perform preparation and baking of Easy Pineapple Upside-down Cup
overall evaluation Cake satisfactorily but requires some assistance and/or supervision
on the right side.
1-Can perform some of these skills satisfactorily but requires considerable
assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Process

Activity 4.4.2

Enhance your skills in preparing caramelized Petits Fours by performing the

Bread Shaping Techniques https://www.youtube.com/watch?v=T99q8NPLdYU
following:

CARAMELIZED SANDWICH

Ingredients:

4 servings
4 slices wheat bread
1/2 cup finely crushed pistachios almonds and
cashews
1 teaspoon sunflower seeds
1 tablespoon milkmaid sweetened condensed
milk
1 tablespoon cream
1 teaspoon honey (optional)

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 249
1 teaspoon sweet corn
1 teaspoon butter

Procedure:

1. Whip milkmaid and cream, add dry fruits, corn and sunflower seeds and mix well.
2. Take a slice of bread and spread the honey on it. (optional)
3. Spread a mixture of the dry fruits and top it with another slice.
4. Make one more sandwich likewise.
5. Apply butter on the top and cook the sandwiches in a pre-heated sandwich
toaster.
6. Serve with condiments of your kids’ choice.

Transfer

Task Sheet 4.4.2

TASK SHEET #4.4.2

Title: Laboratory on Caramelized Sandwich (Caramelized Petits

Fours)
PERFORMANCE OBJECTIVE: Given the task sheet 4.4.2; Demonstrate skills on how
to make Caramelized Sandwich (Caramelized Petits Fours).

Supplies and Materials: Baking Ingredients, Baking Tools and Equipment

STEPS/ PROCEDURES:

• Request for the needed tools and equipment

• Prepare the needed ingredients
• Explain the procedures in lighting an oven
• Discuss the procedure in the Caramelized Sandwich
Note: (Please follow the procedure given for the Caramelized Sandwich)

Demonstration by the student on how to make Caramelized Sandwich.

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Prepare Caramelized Petit Fours Test Attempt:

1st 2nd 3rd

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 250
 PREPARATION AND MAKING CARAMELIZED
SANDWICH

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and baking of Caramelized Sandwich without

skills on how to supervision and with initiative and adoptability to problem situation
make a
Caramelized 3- Can perform preparation and baking of Caramelized Sandwich
Sandwich You satisfactorily without assistance or supervision
will be rated
2- Can perform preparation and baking of Caramelized Sandwich satisfactorily
based on the
but requires some assistance and/or supervision
overall evaluation
on the right side. 1-Can perform some of these skills satisfactorily but requires considerable
assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

LO5. Display Petits Fours

4.5.1 Select and prepare appropriate receptacles for petits

fours
4.5.2 Display petits fours creatively to enhance customer
appeal

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 251
 What you need to know?

Read Lesson Information closely and find out how much you
can remember. Then do Self-check 4.5.1 to know how much
you have learned.

Lesson Information

Different Receptacles in Preparing Petits Fours

Cake Stand

Sinamay

Boxes
Plastic

Receptacle – Any container used to hold a petit four.

Display the creator has made a custom product for one person only or it is something for
developers to use.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 252
Purpose of a display

Both goods and services can be displayed to highlight their features and benefits.
The purpose of such visual merchandising is to attract, engage, and motivate the customer
towards making a purchase. Visual merchandising commonly occurs in retail spaces such
as stores.

View Video Presentation on Displaying Petit Fours using Appropriate

Receptacle/Containers that holds the Petit Fours.

Reflect and Understand

Task Sheet 4.5.1

Title: “Do a Video Presentation of Pictures showing the Different

Receptacles/Container in Preparing and Displaying Petit Fours”

PERFORMANCE OBJECTIVE: Given the Task Sheet 4.5.1; Video present by group
the *Pictures showing the Different Receptacles/Container in Preparing and
Displaying Petit Fours”

Supplies and Materials: Varied pictures of Containers for Petit Fours, LED Monitor
Laptop

Procedure:
• Collect *Pictures showing the Different Receptacles/Container in Preparing
and Displaying Petit Fours”
• Group leader will discuss on how the presentation was done.
Assessment Method: Performance Criteria Checklist

Group Name: Date:

Competency: Presenting Cakes Test Attempt:

*Pictures showing the Different 1st 2nd 3rd

Receptacles/Container in Preparing and Displaying
Petit Fours”

Collect OVER-ALL EVALUATION

*Pictures
showing the 4- Done creatively and neatly showing much relevance to the
Different given topic.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 253
 Receptacles/C 3- Done creatively and neatly showing enough relevance to the
ontainer in given topic.
Preparing and
Displaying 2- Done creatively and neat enough but no relevance to the
Petit Fours” given topic.

Note down the 1- Done simply and neat enough but not so relevant to the given
characteristics/s topic.
tyles that
attracts you Note: Teacher’s initial/signature will be indicated on the corresponding
most and apply level achieved by the learners.
it on your own
presentation

LO6. Store Petits Fours

4.6.1 Store petits fours in proper temperatures and conditions

to maintain maximum eating qualities, appearance and
freshness
4.6.2 Package petits fours in accordance with established
standards and procedures

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 4.6.1 to know how
much you have learned.

Lesson Information

Storing Cup Cakes

• Let your cake cool completely on a baking rack before

storing.

• Tightly wrap each cake layer in plastic wrap and store for up
to five days in a cool, dark area, such as a refrigeratoor
pantry area. Freeze your unfrosted cake for up to two
months by wrapping each layer separately in plastic
wrap. Place the wrapped cake layers in a gallon-
sized freezer bag, squeeze out the extra air and seal
thoroughly. Put the sealed cake in the freezer, taking
care not to place anything which could crush the cake
on top.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 254
 • Defrost the cake by removing it from the freezer and taking it out of the freezer
bag. Allow it to come to room temperature on a glass dish in a dry area, such as
a counter or kitchen table. Once defrosted, unwrap the cake layers from the
plastic wrap to prepare them for frosting.
• Allow the cupcakes to cool completely on a baking
rack after baking.
• Place the cupcakes in an airtight plastic container
and store in the refrigerator for three or four days.
Before frosting, remove the cupcakes from the
fridge and place them in a dry area on a counter or
table to bring them to room temperature.
• Freeze the cupcakes by placing them in an airtight
container and storing them in the freezer for up to
two months. Allow the frozen cupcakes to thaw at
room temperature for several hours before frosting
them.

Storing Petits Fours

• Petits fours, those dainty and fancy bite-size cakes, are ideal
classy dessert for special occasions. Petits fours may have a
variety of icings and fillings to make them into the elaborate
little cakes that fill a dessert tray. After making these tiny
confections ahead of time, save petits fours with careful
storage. Your storage method depends upon the icing and
fillings incorporated into your petits fours.

• Leave each petit four sitting on a rack at room temperature until the icing over the
outside edge of the cake hardens completely -- about one hour.

• Transfer the petits fours to the plastic container after the icing sets completely.
Place each petit four into the container in a single layer, leaving a small space
between each cake so they do not touch each other in the container.

• Seal the container tightly - Place petits fours into the

refrigerator if they contain perishable ingredients such as
whipped cream or custard. Keep the petits fours in the
refrigerator for two to three days. Petits fours without
perishable ingredients can stay at room temperature in the
sealed container for up to five days.

• Freeze petits fours in the plastic container if they do not have

fondant, whipped cream or custard ingredients. Place the sealed container into the
freezer and save the petits fours there for up to one month.

• Tip. Petits fours covered with fondant do not require refrigeration to save them
for. a few days. Fondant will stay fresh in a sealed container for up to five days.

• Warning. If you make petits fours ahead of an event and need to save them, do
not make them more than 24 hours ahead of time to ensure that they stay fresh
and delicious

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 Transfer

Task Sheet 4.6.1

TASK SHEET # 4.6.1

Title: Laboratory on Packaging and Box Making

PERFORMANCE OBJECTIVE: Given the task sheet 4.6.1; Demonstrate skills on how
to make Packaging Box Making.

Supplies and Materials: Scissor, Paste, Cardboard, Ruler and Printed Picture with label

STEPS/ PROCEDURES:

• Bring the needed Materials

• Prepare the needed materials
• Explain the procedures in making packaging box
• Discuss the procedure in the making of packaging box
Note: (Please follow the procedure given for making of packaging box)

Demonstration by the student on how to make packaging box.

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Store Petits Fours Test Attempt:

MAKING OF PACKAGING BOX 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and making of Packaging Box without

skills on how to supervision and with initiative and adoptability to problem situation
make a
Packaging Box 3- Can perform preparation and making of Packaging Box satisfactorily
You will be rated without assistance or supervision
based on the
2- Can perform preparation and making of Packaging Box satisfactorily but
overall evaluation requires some assistance and/or supervision
on the right side.
1-Can perform some of these skills satisfactorily but requires considerable
assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

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 Learning Goals and Targets

Lesson 5: Present Desserts (PD)

Content Standard:

The learners demonstrate an understanding of the basic

concept and underlying theories in presenting desserts.

Performance Standard:

The learners demonstrate competencies in presenting desserts

Learning Competencies:

LO 1. Prepare and Serve Plated Desserts

5.1.1 Portion and present desserts according to product items,

occasion and enterprise standards and procedures.

5.1.2 Plate and decorate desserts in accordance with enterprise

standards and procedures

LO 2. Plan, prepare and present dessert buffet selection or

plating

5.2.1 Plan and utilize dessert buffet services according to

available facilities, equipment and customer enterprise
requirements.

5.2.2 Prepare and arrange variety of desserts in accordance

with enterprise standards and procedures.

LO 3 Store and Package Desserts

5.3.1 Store desserts in accordance with the required

temperature and customers specifications.

5.3.2 package desserts in accordance with established

standards and procedures

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Lesson 5. Present Desserts (PD)

LO1. Present and Serve Plated Dessert

5.1.1 Portion and Present desserts according to product items,

occasion and enterprise standards and procedure.
5.1.2 Plate and decorate desserts in accordance with enterprise
standard procedures.

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 5.1.1 to know how
much you have learned.

Lesson Information

Dessert
• Dessert - a usually sweeter course that concludes a meal
• It can be can applied to many confections, such as biscuits,
cakes, cookies, custards, gelatins, ice creams, pastries,
pies, puddings, sweet soups, and tarts.
• Desserts consist of /variations of flavors, textures and
appearance.
Variety of Desserts

1. Biscuits or Cookies:Biscuits or Cookies - are

flattish bite-sized or larger short pastries generally
intended to be eaten out of the hand. Biscuits can
have a texture that is crispy, chewy, or soft.
Examples include layered bars, crispy meringues,
and soft chocolate chip cookies.

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 2. Cakes:

Cake is a form of bread or bread-like food. In its modern

forms, it is typically a sweet baked dessert. In its oldest
forms, cakes were normally fried breads or cheesecakes,
and normally had a disk shape. Modern cake, especially
layer cakes, normally contain a combination
of flour, sugar, eggs, and butter or oil, with some varieties
also requiring liquid (typically milk or water) and leavening
agents (such as yeast or baking powder)

3. Chocolates and Candies

Chocolate - is a typically sweet, usually brown, food

preparation of Theobroma cacao seeds, roasted,
ground, and often flavored.
• Pure, unsweetened chocolate contains
primarily cocoa solids and cocoa butter in
varying proportions. Much of the chocolate
currently consumed is in the form of sweet
chocolate, combining chocolate with sugar.
• Milk chocolate is sweet chocolate that additionally contains milk powder or
condensed milk.
• White chocolate contains cocoa butter, sugar, and milk, but no cocoa
solids. Dark chocolate is produced by adding fat and sugar to the cacao
mixture, with no milk or much less than milk chocolate.

4. Custards and Puddings

Two most popular puddings in the Indian subcontinent:

These kinds of desserts usually include a thickened dairy base. Custards are
cooked and thickened with eggs. Baked custards include crème
brûlée and flan. Puddings are thickened with starches such as corn
starch or tapioca. Custards and puddings are often used as ingredients in other
desserts, for instance as a filling for pastries or pies.

5. Deep-fried Desserts

Doughnut is a flour-based batter that has been deep-fried. It is sometimes filled

with custard or jelly. Fritters are fruit pieces in a thick batter that have been deep
fried.
Churros are a deep-fried and sugared dough that is eaten as
dessert or a snack in many countries. Doughnuts are most famous
for being a trademark favorite of fictional character.

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 6. Frozen Desserts
Ice cream, gelato, sorbet and shaved-ice desserts fit into
this category. Ice cream is a cream base that is churned as it
is frozen to create a creamy consistency. Gelato uses a milk
base and has less air whipped in than ice cream, making it
denser. Sorbet is made from churned fruit and is not dairy
based. Shaved-ice desserts are made by shaving a block of
ice and adding flavored syrup or juice to the ice shavings.

7. Jellied Desserts

Jellied desserts are made with a sweetened liquid thickened with gelatin or
another thickening agent. They are traditional in many cultures. Grass
jelly and annin tofu are Chinese jellied desserts. Yōkan is a Japanese jellied
dessert. In English-speaking countries, many dessert recipes are based on
gelatin with fruit or whipped cream added.

8. Pastries - Croissants
Pastries are sweet baked pastry products. Pastries can either take the
form of light and flaky bread with an airy texture, such as a croissant or
unleavened dough with a high fat content and crispy texture, such
as shortbread. Pastries are often flavored or filled with fruits,
chocolate, nuts, and spices. Pastries are sometimes eaten with tea or
coffee as a breakfast food.

9. Pies, Cobblers, and Clafoutis

Pies and cobblers are a crust with a filling. The crust can be either
made from either a pastry or crumbs. Pie fillings range from fruits to
puddings; cobbler fillings are generally fruit-based. Clafoutis are a
batter with fruit-based filling poured over the top before baking.

Present Dessert https://www.slideshare.net/Abe11/present-desserts

Goals of a Plated Dessert

• The first goal is to satisfy the customer. This goal emphasizes flavor above
all else, though you can argue that the actual visual design of the plate also
satisfies a customer.
• The second goal is to complement the venue’s theme. If you are at an
Asian restaurant and they serve Tres Leches cake with white chocolate cowboy
hats as a garnish, it may look nice, but it doesn’t really work well for the
restaurant. This goal emphasizes the visual, fun and creative expressions
of a dessert continue to bring customers back.
• The final goal is to make a dessert affordable in the terms of the restaurant.
This is in terms of both complexity and price. A dessert that is too complex will
put too much stress on the kitchen staff when it needs to be reproduced and a
dessert that is too expensive will never be purchased by the customer.

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 Reflect and Understand

Activity Sheet 5.1.1

Enhance your skills in the Variety of Desserts

Title: “Do a Video Presentation of pictures showing Variety of Desserts”

PERFORMANCE OBJECTIVE: Given the Task Sheet 5.1.1; Video present by group
the Variety of Desserts

Supplies and Materials: Varied pictures of plated cakes/desserts, LED Monitor

Laptop

Procedure:
• Collect pictures/videos showing Variety of Desserts
• Group leader will discuss on how the presentation was done.
Assessment Method: Performance Criteria Checklist

Group Name: Date:

Competency: Presenting Cakes Test Attempt:

VIDEO PRESENTATION ON APPROXIMATE SIZE & WEIGHT 1st 2nd 3rd
PER SERVING

Collect pictures OVER-ALL EVALUATION

or videos
showing Variety 4- Done creatively and neatly showing much relevance to the
of Desserts. given topic.
Note down the
3- Done creatively and neatly showing enough relevance to the
characteristics/s
tyles that
given topic.
attracts you
most and apply
2- Done creatively and neat enough but no relevance to the
it on your own given topic.
presentation
1- Done simply and neat enough but not so relevant to the given
topic.

Note: Teacher’s initial/signature will be indicated on the corresponding

level achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 261
 What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 5.1.2 to know how
much you have learned.

Lesson Information

The Four Components of a Plated Dessert

1. The Main Item – The main item of a plated

dessert is the actual dessert itself. The main item as
a finished product should weigh between three and
five ounces but it is not unusual for it to weigh as
much as 8 ounces. The main item should never be
so large that is over. The main item can be anything
such as a slice of pie, a mini tart, a cluster of cookies,
custard. Here the main item is a slice of turtle pie.
2. The Sweet Sauce – A plated dessert should have up
to two sauces but if tastefully approached more can
be used. Overall the sauces should not weigh more
than one to two ounces with the exception of a
flooded design. Sauce is very important for dry items
like pies and cakes, but a sauce can add to any
dessert.

8 Essential Dessert Sauces

• Classic Butterscotch Sauce - Sticky and deeply

flavorful, this sauce is the perfect ice cream topping.

• Strawberry Sauce
Fresh strawberries, orange zest, white wine and
anise come together in this bright sauce.

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 • Hot Fudge Sauce
This hot fudge sauce is perfect: Rich and shiny, it gets
pleasantly chewy when it hits cold ice cream.

• Classic Crème Anglaise

This deceptively simple sauce makes any dessert more
elegant.

• Salted Caramel Sauce

Perfect on a fruit tart or ice cream sundae, this salty-sweet
sauce keeps for two weeks in the fridge.

• Fresh Blueberry Sauce

This four-ingredient sauce is so easy to make.

• Chocolate Shell
Shell (a sauce that quickly hardens when
poured over cold things) with coconut oil to
give it additional flavor.

• Praline Sauce
Take sweet-potato pie over the top with this nutty
sauce.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 263
 3. Crunch Component – A crunch
component is exactly how it sounds. It
is an added component that adds a
crunch to the dessert. This is
especially important to soft desserts
like custard and ice cream. It is most
used when the main item lacks flour
though it can be used to enhance any
dish whether it has flour or not. The main idea behind a crunch component is to
add contrasting texture to a dessert. Consider being in room with flowers.
Eventually you stop smelling the flowers because your nose gets used

Crunch components are usually a dry decorative cookie, such as a tulle or

biscotti, but anything can be used such as nougat. Tulle is a very popular crunch
component because it is easy to make, its flavor is easy altered, and it can be
shaped into various shapes – even three-dimensional shapes. When it comes out
of the oven and is still hot it is pliable and can be molded into a variety of shapes.

4. Garnish- The garnish is the final component

of a plated dessert. This broad category can
be just about anything. Common garnishes
include fresh mint leaves, powdered sugar,

This almond tart has several garnishes

including fruit peel, mint leaves, chantilly
cream and a chocolate butterfly. The tulle
flower is a crunch component but because the
main item has crunchy toasted almonds it may be considered more of a garnish in
this instance.

chocolate piping, fruit, chocolate and sugar work, and sorbet. Since the garnish
category is so broad in nature, it allows the chef to add to the depth and complexity
of the dessert. However, a garnish should be used with restraint just as much as it
should be used tastefully. A garnish that is overused loses its effect and can ruin a
dessert. The most commonly over used garnish is the mint leaf. Yes, it has a
refreshing flavor and adds a bright green to desserts, but anybody can use a mint
leaf. A pastry chef should push his boundaries and use his creativity to find a
garnish that works better than a mint leaf.

Portion control

Portion control means ensuring that the right quantity of food is prepared and served every
time a customer orders a menu item. Dishes can be served in different profile.

Single Dessert: larger portion

Buffet Dessert: smaller portion.

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Restaurants can present greater variety while maintaining cost control and quality. In other
words, customers will be consistently satisfied every time they visit.

Sample Dessert Plating

• The main item is the flan, and everything seems to draw your
eye toward it. Notice all the different shapes used to give the
presentation life and energy.

• Plated Chocolate Dessert with Fruits

Main Item: Sliced Choco Cake

• Plated Layered Chocolate

Main Item is the layered Chocolate

• Plated Chocolate Torte Dessert

Buffet Dessert: smaller portion.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 265
Alice in Wonderland Halloween Themed Buffet Dessert Wedding Buffet

Homemade Salted Caramel Sauce Recipe

“An easy Salted Caramel Sauce perfect for drizzling on

hot chocolate, cookies, candy, and ice cream.”

Ingredients:

½ cup water
1 cup sugar
¾ cup heavy cream
½ teaspoon vanilla extract
½ teaspoon Salt

Procedure:
• Pour water into a large saucepan. Add sugar to the center of the pan, keeping
any sugar granules off the sides of the pan. Cover and bring to a boil over
medium-high heat. Do not stir.

• Remove cover and continue boiling until the sugar mixture is a deep amber
color and reaches 350°F on a candy thermometer, about 10 to 15 minutes.

• Meanwhile, heat the cream in a small saucepan over medium-low heat. If it

begins to simmer, turn the heat down to low and cover to keep warm.

• Remove the amber-colored sugar mixture from the heat and immediately stir
in ¼ cup warmed cream. When the bubbling subsides, add the remaining
cream, vanilla, and salt. Whisk until smooth and cool slightly before serving
warm, or cool completely and serve at room temperature. The Salted
Caramel sauce will continue to thicken as it cools.

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 Transfer

Task Sheet 5.1.2

Title: Laboratory on Homemade Salted Caramel Sauce

PERFORMANCE OBJECTIVE: Given the task sheet 5.1.2; Demonstrate skills on how
to make Homemade Salted Caramel Sauce

Supplies and Materials: Tools & Equipment, Ingredients

STEPS/ PROCEDURES:

• Bring the needed Materials

• Prepare the needed materials
• Explain the procedures in making packaging box
• Discuss the procedure in the making of packaging box

Note: (Please follow the procedure given for Homemade Salted Caramel Sauce Recipe)
Demonstration by the student on how to make packaging box.

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Store Petits Fours Test Attempt:

MAKING OF PACKAGING BOX 1st 2nd 3rd

Directions: OVER-ALL EVALUATION

Demonstrate 4- Can perform preparation and making of Homemade Salted Caramel

skills on how to Sauce Recipe without supervision and with initiative and adoptability to
make a problem situation
Homemade
3- Can perform preparation and making of Homemade Salted Caramel
Salted Caramel Sauce Recipe satisfactorily without assistance or supervision
Sauce Recipe
You will be rated 2- Can perform preparation and making of Homemade Salted Caramel
based on the Sauce Recipe satisfactorily but requires some assistance and/or supervision
overall evaluation
1-Can perform some of these skills satisfactorily but requires considerable
on the right side.
assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 267
 Lesson 2. Present Desserts (PD)

LO1. Prepare and Serve Plated Desserts

5.2.1 Plan and utilize dessert buffet services according to available

facilities, equipment and customer enterprise requirements.
5.2.2 Prepare and arrange variety of desserts in accordance with
enterprise standards and procedures.

What you need to know?

Read Lesson Information closely and find out how much you can
remember. Then do Self-check 5.2.1 to know how much you
have learned.

Lesson Information

Prepare and Plan Dessert Menus

Finding inspiration and developing a great plated dessert is a chore. But having to plan an
entire dessert menu, to strike a balance of items to be offered, to choose items that will be
attractive to your customers and promote good sales takes planning.

Establishments that have the most success with their dessert menu (and sales) tend to
stick to the most popular flavors. Innovation just for innovation’s sake is generally not a
good idea. Non-traditional ingredient pairings may work, for example, and chocolate
always sells well—but if it is combined with something like beets, it will turn most people
off. There is a time and place for uncommon dessert ingredients: special events, tasting
menus, catering events. Desserts are a comfort food to most people, and to have an
approachable menu with popular flavors will lead to the highest customer satisfaction.

A good starting point is the 5 Cs:

• Chocolate
• Citrus
• Coffee
• Custard or cheesecake
• Caramel

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Chocolate Dessert is probably the most popular one at any restaurant. Always have one
dark chocolate dessert. If you need a second chocolate dessert, go with one made with
white chocolate, milk chocolate, or some variation. Using a good-quality chocolate can
turn a simple dessert into one with a “wow factor.” Many consumers understand the
differences in chocolates, so by using a high-percentage, single-origin chocolate, the
unique flavors can tell a “story” on the dessert menu.

Citrus
Many people who aren’t chocolate lovers tend to be fans of citrus. Citrus is very refreshing
and can be used in many different applications.

Coffee
Tiramisu is a modern classic made with coffee. An affogato is a super-easy dessert that
combines two popular items: coffee and dessert. This can be a great starting point for
designing a dessert: take a popular and enjoyable flavour combination and add other
elements to it.

Custard (or cheesecake)

Having a rich, creamy, custard-based dessert is always popular. Whether it is a classic
cheesecake, a crème brûlée, a flan, or a bread pudding, this style of dessert will always
be popular.

Caramel
There are so many delicious treats you can make with this flavour—toffee pudding,
caramel parfait, caramel candies, caramel apples, caramel sundae, caramel ice cream
served with crunchy toffee bits, and a heaping spoonful of crème fraîche caramel sauce.

Other principles to consider:

• Keep the wording simple and straightforward.

• Try not to repeat ingredients. If bananas are used in one item, keep it that way.
Why have two desserts with the same ingredient?
• You don’t always have to use fruit. If you are in an area that doesn’t produce much
fruit in the shoulder seasons, use other ingredients.
• When it’s in season, use fruit. It is a great way to showcase an ingredient that
people want to taste after a year of not having it. Using fruit will also lower your
food costs, and you will have an ingredient that requires little manipulation.
• Not every dessert requires a frozen component.
• The number of dessert items on the menu depends on how the kitchen can handle
serving them during busy production times, without compromising the customers’
experience. Normally five to eight items on the dessert menu is a reasonable
amount.
• Design a dessert menu that suits the style and cuisine type of the establishment,
as well as the type of customers being served.
• Think about seasonality: offer lighter desserts in summer, richer, warmer desserts
in the winter.
• Put the popular items on the very top and bottom of the menu so that customers
will see the other options and perhaps choose them. Also, statistically, when a
person views a menu, the eye will be drawn to the top, right-hand side of the page.
Placing a less popular item in this area can help promote sales of desserts that are
not the “stars.”
• Keep it small. There is nothing that better promotes customer satisfaction than to
have them wishing for a “little bit more” of a dessert. You don’t want to serve a
dessert that is so big it can’t be finished. This will have an effect on the customer

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 (“I’ve had too much”), and is wasteful. Food costs can be lowered if reasonable
portion sizes are used. By serving smaller amounts, greater yield can come from
the recipes.

Designing a Dessert
Where do you start in planning a new dessert? Once you have the main ingredient or flavor
profile figured out, there are many options:

Favorites
Take classic, popular desserts (hot soufflés, crème brûlée, lemon tarts, etc.) and prepare
and present them in a clean, straightforward manner. Remember that classics are classics
for a reason. They are great dishes, have wonderful contrasts, and are comforting. They
can remind customers of times past and conjure the great memories that accompany
them. A dessert that is simple, but executed perfectly, is very satisfying on many levels.

Ingredient Driven
Say you have fresh, ripe, juicy peaches. By using the principles listed above about contrast
between flavor, texture, and temperature, you can design a peach dessert. For example,
you might offer a slice of sponge cake soaked with a vanilla syrup and topped with sliced
peaches. Or you might present a white wine sabayon pooled on top of the peaches and
then flashed under a broiler, or use a hand torch to caramelize the top, finished off with a
drizzle of wildflower honey. Use the different textures from the fruit and sponge cake, and
the creamy sabayon, which is on the tart side, to balance the sweetness of the fruit and
honey. Warmth from the broiler will contrast the lower temperature of the other
components. Figure 10 shows an example of a dessert that features peaches and walnuts.

Seasonal
Use a fruit (or vegetable) and make it a “star” in the season it is
harvested. For example, prepare apple desserts to serve in the fall
and winter, and local strawberries and ice cream in the summer.

Deconstruct a Recipe
Take the main flavor profiles of a classic dessert or combination
and reinterpret them in an intriguing fashion. For example, turn a
black forest cake (Figure 11) into a plated dessert. The eponymous black forest cake of
chocolate layers, whipped cream, cherry center, and cherry topping has been very popular
for over half a century, and it is a combination of flavors that everyone knows.

1st - Take the key components of the black forest cake (chocolate, cherries, and
whipped cream) and come up with different ways to reimagine them in a modern context.

Component Reimagined

Rich chocolate brownie, broken into pieces; chocolate “sand”

Chocolate cake
made with tapioca maltodextrin

Whipped cream Crème fraiche – shaped into a quenelle

Cherries soaked in
Candied cherries and cherry–kirsch sorbet
kirsch

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2nd - Deconstructing a Black Forest Cake

Take the main flavor profiles of a classic dessert or

combination and reinterpret them in an intriguing fashion.
For example, turn a black forest cake (Figure 11) into a
plated dessert. The eponymous black forest cake of
chocolate layers, whipped cream, cherry center, and
cherry topping has been very popular for over half a
century, and it is a combination of flavors that everyone
knows.

Next, think about assembly. One option is to assemble

the dessert with the brownie pieces placed on the plate
first, then the crème fraiche in the center of that,
garnished with candied cherries and finished with a
scoop of the cherry sorbet resting on the chocolate
“sand.” The plate could be finished with some sauce
and garnishes (Figure 12). This “deconstruction” has all
the flavors of a classic black forest cake but is
presented in a novel format and designed with
contrasts of flavor, textures, and temperatures in mind.

An easy way to plan is to draw the dessert. Putting the idea on paper can assist with
placement of the components, the shapes, the scale of each component to the others, and
potential garnishes. To ensure the execution of all the components balances, be prepared
to make the dish over and over, tweaking the items each time. That will be the only way to
ensure that you have created a memorable dessert!

Presenting Trolley Services

Desert trolleys are specially designed for serving desserts,

such as cheese, fruit or puddings. The large working area
features an easy-clean surface that presents a sample of the
dessert options, with a middle shelf for utensils, flatware and
serving accessories on the trolley.

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 Transfer

Task Sheet 5.2.1

Title: Do a Video Presentation on Preparing and Presenting Varied Dessert

Menu

PERFORMANCE OBJECTIVE: Given the task sheet 5.2.1; Demonstrate skills on how
to make Cut-up Dessert using Vanilla Chiffon Cake Recipe

Supplies and Materials: Tools & Equipment, Ingredients

STEPS/ PROCEDURES:

• Bring the needed Materials

• Prepare the needed materials
• Explain the procedures in making packaging box
• Discuss the procedure in the making of packaging box

Note: (Please follow the procedure given for Cut-up Dessert using Vanilla Chiffon Cake Recipe)
Demonstration by the student on how to make packaging box.

Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Plan, Prepare & Present Dessert Buffet Test Attempt:

Selection or Plating
1st 2nd 3rd
CUT-UP DESSERT USING VANILLA CHIFFON CAKE RECIPE

Directions: OVER-ALL EVALUATION

Demonstrate skills 4- Can perform preparation and making of Cut-up Dessert using Vanilla
on how to make a Chiffon Cake Recipe without supervision and with initiative and adoptability
Cut-up Dessert to problem situation
using Vanilla
Chiffon Cake 3- Can perform preparation and making of Cut-up Dessert using Vanilla
Recipe You will be Chiffon Cake Recipe satisfactorily without assistance or supervision
rated based on the
overall evaluation 2- Can perform preparation and making of Cut-up Dessert using Vanilla
on the right side. Chiffon Cake Recipe satisfactorily but requires some assistance and/or
supervision
Arrange and
prepare variety of 1-Can perform some of these skills satisfactorily but requires considerable
desserts. assistance and or supervision

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

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 What you need to know?

Read Lesson Information closely and find out how much

Storage time:
you can remember. Then do Self-check 5.2.2 to know how
much you have learned.

Lesson Information

Storing Tips for Dessert

• Room Temperature - 3-5 days* *Except for cakes with cream cheese buttercream
such as Red Velvet and Carrot Cake. Cream cheese must be refrigerated.
• Refrigerator - up to 1 week. Wrap in layers of saran wrap.
• Freezer - up to 1 year. Wrap in layers of saran wrap.

PRODUCT HANDLING AND STORAGE PROCEDURES

• The proper cooler temperature for product storage is 36°F to 38°F (2°C to 3°C).
The easiest way to remove slices from a cake: Loosen the slices while the cake is
frozen. Take a sharp knife and slice between the paper sheets on both sides of the
piece. Wiggle the knife around the slice to loosen it and remove the piece. Slice
between the sheets on the remaining pieces, wiggle the knife between the slices
to pop them loose from the cardboard disc and replace the first slice.
• This procedure will ensure that the thawed slices do not stick to the bottom disc
when taking them out for serving. With cakes, it may also be necessary to run a
sharp knife under the bottom of the frozen cake to loosen it from the cardboard
base. Remove the number of slices you wish to defrost and sell from the cardboard
base.
• When using the whole cake for display, ensure the paper dividing the slices
remains on the cutting edge to protect the cake from drying out. We also
recommend that the cut section of the cake be directed to the back of your display
cooler for a more attractive presentation.
• To ensure freshness when slices are stored and served individually, cover the slice
of the cake with plastic wrap. By gently inserting a toothpick into your slice before
covering with plastic wrap you can maintain the dessert's appearance. We
recommend that larger slices of cake be placed on their sides so that the wrap
does not damage the topping and to prevent the taller slices from falling over.
• During slow sales periods we recommend you remove from the freezer to cooler,
only the number of slices that you feel will be sold that day. Make sure the cut edge
left exposed on the whole cake is covered with the paper used to separate the
slices. These papers are folded and can be easily cut with a sharp knife.
• Never display an open cake in a cooler or freezer next to fish, cheese, onions or
any other food with a strong smell or flavor.
• If the cakes must be kept in the same cooler with this type of food then be sure to
use a sealable plastic cake cover.

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 • If cakes are brought to room temperature after being displayed on a dessert tray
etc, they should be sold that day.
• To prevent cakes from shifting in the box, cake boxes should be kept horizontal
and never tilted.
• Cakes should be handled gently to prevent the disruption of decorations.
• Never thaw and then re-freeze product, this affects the overall quality of the
product.
• Products should never be stored directly on the floor.
• To ensure freshness use a First in First Out system that keeps older product
accessible with newer product kept underneath or behind to deter being picked
before the older product is consumed.
• Freezer storage should be free of debris or any possible source of contamination.
• Product should not be stored directly in front of the freezer fans, as this may cause
freezer burn.
• A thermometer should be kept in the freezer to verify the internal freezer
temperature is correct.

Process

Self-check 5.2.2

True or False: Write T if the statement is correct and F if the statement is false.
________1. Never store an open cake in a cooler or freezer next to any foods with strong smell
or flavor.
________2. You can thaw any baked products and refreeze after you done taking a slice from it.
________3. Cut slices of cake can be directed towards the buyer for proper display.
________4. Loosen the slices from the cardboard while cake is frozen.
________5. Covering the cut edge slice of cake with paper protects it from d

What you need to know?

Read Lesson Information closely and find out how much

you can remember. Then do Self-check 5.2.3 to know how
much you have learned.

Lesson Information

Standard Procedure in Packaging Dessert

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Packaging Materials for Storing Desserts
glass container
plastic container
plastic/cellophane
aluminum foil
packaging tapes
boxes

Equipment
chiller
freezer
refrigerator

Sanitary Practices When Storing Desserts

• Handle the food properly to prevent spoilage and contamination.
• Wash utensils and equipment thoroughly.
• Keep away from food when you are ill.
• Store foods and ingredients properly.
• Safeguard the food during distribution and service.
Packaging desserts:

• When packaging desserts, there are several things to consider, such as protection,
tampering resistance, and special physical, chemical, or biological needs. The
nutritional information must also be displayed in the product label.
• The main aim of packaging is to keep the food in good condition until it is sold and
consumed. It should also attract and encourage customers to purchase the
product. Correct packaging is essential to achieve both these objectives.
• Packaging should provide the correct environmental conditions for food, starting
from the time food is packed until its consumption. A good package should
therefore have the following functions:
➢ Provide a barrier against dirt and other contaminants keeping the product
clean.
➢ Prevent losses. For example, packages should be securely closed to
prevent leakage.
➢ Protect food against physical and chemical damage such as the harmful
effects of air, light, insects, and rodents. Each product will have its own
needs.
➢ Provide protection and convenience in handling and transport during
distribution and marketing.
➢ Help the customers identify the food and instruct them how to use it
correctly.
➢ Prevents any wastage such as leakage or deterioration which may occur
during transportation and distribution.

Types of Packaging materials

In many developing countries the most commonly used packaging materials
include:
• vegetable fiber
• papers, newsprint
• glass
• plastics

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Vegetable Fiber Basket

These include bamboo, banana, coconut, and cotton fibers. These natural materials
are converted into yarn, string, or cord which will then form the packaging material. These
materials are very flexible, with resistance to tearing, and are lightweight for handling and
transportation. All of these materials are biodegradable and re-usable because they came
from vegetables.

Paper or Boxes

Paper is an inexpensive packaging material. It is, however, highly absorptive, easily torn,
and offers no barrier to water or gases.

The degree of paper reuse will depend on its former use. Therefore, dirty or stained paper
should be rejected. Newsprint should be used only as an outer wrapper and should not
come into direct contact with food, as the ink used is toxic.

Glass

Glass has many properties which make it a popular choice as

a packaging material.

• Glass can withstand heat treatments such as

pasteurization and sterilization.
• It does not react with food.
• It protects the food from crushing and bruising.
• It is resistant to moisture, gases, odors and microorganisms.
• It is reusable, re-sealable and recyclable
• It is transparent which allows products to be displayed. Colored glass may be
used either to protect the food from light or to attract customers.

Disadvantages of using glass as packaging materials

• Glass is heavier than many other packaging materials and this may lead to higher
transport costs.

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 • It can be easily fractured, scratched and broken when heated or cooled too
quickly.
• Potentially serious hazards may arise from glass cracks or fragments in the food.

Microwavable Plastics

The use of various plastics for containing and wrapping food

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

Transfer

Task Sheet 5.2.3

Title: Prepare, Present and Serve Dessert - Cut-up Cake using Vanilla
Chiffon Cake Recipe
PERFORMANCE OBJECTIVE: Given the task sheet 5.2.3; Demonstrate skills on how
to prepare, present and serve Cut-up Dessert using Vanilla Chiffon Cake Recipe.

Supplies and Materials: Tools & Equipment, Ingredients

STEPS/ PROCEDURES:
• Prepare, present and serve dessert to an invited guest.
• Apply all what you have learned to make your dessert presentable and appetizing.
• Your output will be rated using the scoring rubrics below.
Note: (For the cake: use Vanilla Chiffon Cake Recipe)

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 Assessment Method: Performance Criteria Checklist

Learner’s Name: Date:

Competency: Plan, Prepare & Present Dessert Buffet Test Attempt:

Selection or Plating
1st 2nd 3rd
PREPARE, PRESENT AND SERVE DESSERT

Directions: OVER-ALL EVALUATION

Demonstrate skills 4- Can perform preparation, presenting and serving a dessert using any of
on how to Prepare, the packaging materials without supervision and with initiative and
Present and Serve adoptability to problem situation.
Dessert. You will
be rated based on 3- Can perform preparation, presenting and serving a dessert using any of
the overall the packaging materials with supervision but without initiative and adoptability
evaluation on the to problem situation.
right side.
2- Can perform preparation, presenting and serving a dessert using any of
Arrange and the packaging materials with considerable assistance and supervision.
prepare variety of
desserts. 1- Did not perform.

Note: Teacher’s initial/signature will be indicated on the corresponding level

achieved by the learners.

How much you have learned?

POST- ASSESSMENT
Choose the best answer and write the letter only in your answer
sheet.

Direction: Read and analyze the statement carefully. Choose the best answer and write
the letter only on your answer sheet.

1. It refers to miniature bite-sized confections coated with icing.

a. fresh petit four
b. iced petit four
c. marzipan
d. petit four

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2. It refers to a petit four decorated/covered with fondant icing.
a. fresh petit four
b. iced petit four
c. marzipan
d. petit four
3. It is a tiny fresh fruit tartlet.
a. fresh petit four
b. iced petit four
c. marzipan
d. petit four
4. Which is a paste or confection, icing, or filling made of meringue and gelatin?
a. fresh petit four
b. iced petit four
a. marzipan
b. petit four
5. Which paste is made of almonds and sugar that is worked to plastic consistency?
a. fresh petit four
b. iced petit four
c. marzipan petit four
d. petit four
6. What light cake is made of meringue and flour?
a. angel food cake
b. batter cake
c. chiffon cake
d. sponge cake
7. Which fine white flour is made from soft wheat that contains 79% protein?
a. all-purpose flour
b. bread flour
c. cake flour
d. pastry flour
8. Which refer to dry heat cooking that is often done with an oven?
a. baking
b. broiling
c. grilling
d. stewing
9. For how many days can a custard filling be refrigerated?
a. 3 days
b. 4 days
c. 5 days
d. 6 days
10. It is a type of icing made of boiled sugar syrup that is agitated to crystallize it into
a mass of extremely small white crystals.
a. butter cream
b. custard
c. filling
d. fondant
11. Which is an edible mixture used to fill pastries, sandwiches, or cakes?
a. butter cream
b. custard
c. filling
d. ganache
12. Which is a rich cream made of chocolate and heavy cream?
a. butter cream
b. custard

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 c. ganache
d. syrup
13. It is an icing made of butter and or shortening, blended with confectioner’s sugar
or sugar syrup.
a. butter cream
b. custard
c. ganache
d. syrup
14. It refers to ensuring that the right quantity of food is prepared and served to
customers.
a. markup
b. portion control
c. standard size
d. yield
15. Which are added components of dessert that are essential for soft desserts like
custard and ice cream?
a. crunch
b. garnish
c. main item
d. sauce
16. Which component contributes to the moistness of the dessert?
a. crunch
b. garnish
c. main item
d. sauce
17. What dessert component is the actual dessert itself?
a. crunch
b. garnish
c. main item
d. sauce
18. Which is a final component of plated dessert?
a. crunch
b. garnish
c. main item
d. sauce
19. Which mixture of chocolate and cream is used as filing for iced petit four?
a. butter
b. ganache
c. jams
d. meringue
20. Which petit four filling enhances flavor, adds moisture, and binds the product?
a. butter
b. ganache
c. jams
d. meringue

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Glossary

All-Purpose Flour — This is a wheat flour that is made from the milling of hard wheat or
a mixture of hard and soft wheat. It can be bleached or not and is often enriched with iron
and the vitamins folic acid, riboflavin, folic acid, niacin. All-purpose flour is commonly used
in homes for noodles, cookies, cakes, quick breads, pastries, and certain yeast breads.

Amaranth Flour — Amaranth flour is milled from amaranth seeds, and since it lacks
gluten, it can only be used in yeast breads if it is combined with a wheat flour. Many people
enjoy this flour due to its strong flavor that is particularly well suited for savory pastries or
breads. It also gives quick breads a smooth texture.

Ascorbic Acid — More commonly known as Vitamin C, ascorbic acid is added to bread
flour because it enables bread dough to gain a greater volume when it is baked into a loaf.

Baking — Baking is the process of using dry heat to cook food. It is usually performed in
an oven.

Baking Pan — A baking pan is a pan of any shape or size that is used to bake cookies,
pies, breads, biscuits, cakes, or specialty baked goods. Today, they are usually made of
light- to heavy-gauge steel, although heavy-gauge aluminum is used in the construction of
two-layer, insulated baking pans. Mid-gauge aluminum is most often used for the pans
that test kitchens rely upon to define baking standards such as time and temperature. See
also definitions for cookie pan, nonstick, baking sheet, jelly-roll pan, and insulated pan.

Baking Powder — Baking powder is a product used for leavening that is a combination
of baking soda and either citric or tartaric acid or a mixture of the two. This powder, when
it is wet and hot, will react without acid from other ingredients in the food that is baked.
Home-use baking powder typically has two kinds of acid, one that reacts to liquids in the
baking dough and the other reacts when baking heats the product. The baked goods are
made lighter via the carbon dioxide that is produced by the powder. Over time, baking
powder can lose its strength, and it should be tested if it has been sitting on the shelf for a
while. Good baking powder will bubble strongly when one teaspoon of it is mixed with one-
quarter cup of hot water.

Baking Sheet — A baking sheet is a rigid metal sheet, often with one or more turned-up
edges, that can be used to bake biscuits, breads, cookies, and other goods. There are
several types of baking sheets. Dark, heavy-gauge baking pans are used to bake specialty
goods with crisp crusts. Test kitchens will use shiny, heavy-gauge aluminum to bake and
brown evenly. Soft-cookies, rolls, and tender-crusted breads are often baked using
insulated sheets, which are two sheets of aluminum with a space for air in between
them. See also cookie sheet, jelly-roll pan, and insulated bakeware.

Baking Soda — Baking soda reacts with an acid when it is wet to produce carbon dioxide
and lighten baked goods. The wet, acidic ingredients that typically cause this reaction with
baking soda in a batter include buttermilk, sour milk, citrus juices, chocolate, vinegar, or
honey, and the reaction will begin immediately when liquids are added to the dry
ingredients. Baking soda is a bicarbonate of soda that is created from trona, a mineral that
is mined in Green River, Wyoming.

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Baking Stone — A baking stone is a plate of stone or other unglazed, tile-like material. It
can be round or rectangular, and it is used to help simulate the properties of a brick oven
floor in a home oven. Place the stone on the lowest rack in the oven and only preheat the
stone if the manufacturer recommends it. The food that is to be baked can be placed
directly on the stone or in a pan and then on a stone.

Barley Flour — Barley flour has a sweet taste and it gives cakes, quick breads, and
cookies moisture and a light texture. It is milled from hulled barley and it is low in gluten.

Beating — Beating is the process of stirring or whipping with a spoon, electric mixture,
wire whisk, or beater to create a smooth mixture of ingredients.

Blend — To blend ingredients is to mix two or more of them together with a spoon or whisk
or an appliance such as a blender, mixer, or processor.

Bloom 1.) In bread, bloom is the brown color found in the crust of a well-baked loaf.

2.) In chocolate, bloom refers to pale, grayish streaks or blotches that appear on the
surface of chocolate that demonstrates that separation of cocoa butter from the chocolate
itself. It occurs when chocolate has been stored in an environment that is too warm, but it
does not mean that the chocolate is no longer usable.

Bran — Bran is the name of the outer layers of a grain kernel that are found just below the
hull of the grain. Dietary fiber and other nutrients can be added to cereals and baked goods
with bran, which makes up approximately 14.5 percent of all types of whole-wheat flour.
The bran that results when bran layers are removed from a grain kernel during milling is
known as “miller’s bran.”

Bread Flour — Bread flour is the preferred flour for those who use bread machines to
bake bread. It is an unbleached wheat flour that is high in protein, which aids in the
development of better yeast bread. It is good to use a bread flour that is enriched with
various vitamins and minerals.

Brownie — This favorite desert is a chewy, dense, cake-like cookie that is sliced into bars
for serving. Usually, brownies are chocolate-flavored and colored brown, hence their
name.

Buckwheat Flour — Despite its name, buckwheat is not a relative of the grain known as
wheat. Buckwheat is originally from Russia, and its distinctive flavor is treasured in
pancakes and other baked goods like multi-grain breads. Appropriately, Russian blini
made from buckwheat flour, as are groats and kasha. Buckwheat flour has not gluten and
it is created from the grinding of hulled buckwheat seeds.

Bulgur — Bulgur refers to whole-wheat kernels after they have been steamed, dried, and
cracked. Bulgur can be ground up and made into flour, or it can be soaked or cooked for
addition to baked goods.

Butter — According to U.S. standards, butter is comprised of 80 percent milk fat and 20
percent milk solids and water. It is created through churning cream into a semi-solid, and
it can be salted or unsalted. Bakers use butter on account of its flavor and its facility for
creating crispness, flaky layers, flavors, tenderness, and a golden-brown color.

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Cake Flour — Cake flour is a low-protein flour that is silky and fine in texture that can be
used for pastries, cakes, cookies, and certain breads.

Canning & Pickling Salt — This is a salt that can be used just like table salt in baking. It
is a pure, granulated salt that has no free-flowing agents or other additives, and it may
cake if it is exposed in an environment that has a greater than 75 percent relative
humidity. See also salt.

Chocolate — This favorite and familiar food and ingredient gets its name from xocolatl,
an Aztec word that means “bitter water.” Many forms of chocolate are used in baking, but
whether it is unsweetened, milk, bittersweet, or semi-sweet chocolate, all of these forms
use a base of “cocoa liquor” that is derived from ground, roasted, and blended small pieces
of the cacao bean called nibs. See also the other types of chocolate listed in this glossary.

Chop — To chop is to cut up food into tiny bits.

Cocoa Butter — The portion of the cacao bean that is fat is known as cocoa butter.

Cocoa Powder — Fermented, roasted, dried, and cracked cacao beans can be made into
an unsweetened powder called cacao powder. The nibs or small pieces of the cacao beans
are ground up in order to make this powder, and 75 percent of the cacao butter is extracted
to form the thick paste that is known as cocoa butter. Dutch cocoa is a special cocoa
powder with a neutralized acidity due to its having been treated with alkali.

Combine — To combine ingredients is to mix them together.

Confectioners’/Powdered Sugar — One of the most widely used baking ingredients is

confectioners’ or powdered sugar, which is a granulated sugar crushed into a fine powder
and combined with cornstarch. Only about 3 percent of the final product is cornstarch,
which helps prevent the confectioners’ sugar from clumping.

Convection Cooking — Convection cooking is a method used to cook certain foods

faster, and it also allows the baker to cook a larger quantity of food and use multiple baking
racks all at the same time. In convection cooking, a fan will circulate heated air continually
in the oven, and the thoroughness of the cooking means that convection cooking often
requires lower oven temperatures.

Convection Oven — The convection oven has a fan to circulate hot air around that which
is being cooked on a continual basis, allowing the baking of several products on different
racks all at once. A convection oven can be either gas or electric, may not need preheating,
and the temperature required to cook a product in a conventional oven can often be
reduced by 25 degrees in a convection oven.

Cookie — Deriving its name from the Dutch word koekje or “little cake,” a cookie is a
sweet, hand-held small cake with a flour base.

Cookie Pan — Cookie pans are flat, rectangular pans made of rigid steel or aluminum. Its
four sides will all have a lip of 5/8 – 3/4 inches high to keep the cookies from sliding off
when it is moved. This lip also makes it easier to take the pan out of the oven. In many
cases, the “cookie pans” used for home baking are actually jelly roll pans.

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Cookie Sheet — Ranging in size from 10x8 inches to 20x15 inches, cookie sheets are
flat, rectangular baking pans made of rigid aluminum or steel. Two of the four sides on a
cookie sheet will have no raised edge in order to facilitate the removal of baked cookies.

Cool — To cool hot foods is to reduce their temperature until they are neither very hot nor
very cold.

Cooling Rack — Baked goods are often cooled on a cooling rack, which is typically a
rectangular grid made of thick wire with “feet” or “legs” to raise it off the countertop and
allow cooler air to circulate all around the finished good. Usually, baked goods will be
cooled for a short while on their pan before they are removed and put on a cooling rack.
After they are done cooling on this rack, they can be placed in storage or frozen. The
exceptions to this rule are yeast breads, which are usually transferred from a baking pan
immediately to a cooling rack in order to keep the crust from getting soggy.

Corn Bread — Corn bread is a quick bread made from a flour incorporating 50 percent or
more cornmeal. Corn bread can be thick and light or thin and crisp, and common forms of
corn bread include Johnnycakes, spoon bread, and hushpuppies.

Corn Flour — Corn flour is flour that is made from the milling of whole corn. This flour has
a corn flavor and is great in cornbread, waffles, and muffins, and when mixed with
cornmeal.

Cornmeal — This is a medium, coarse, or fine meal made from dry de-germinated or
whole grain kernels of corn (yellow, blue, or white).

Creaming — Creaming is the process of mixing sugars and fats like butter, margarine, or
shortening together with a mixer, large spoon, or beaters until the mixture is creamy in its
appearance.

Cut In — To cut in is to use two knives or a pastry blender to combine cold fats (butter,
margarine, or shortening) with flour or sugar without creaming or mixing air in the
ingredients. A crumbly- or grainy-looking mixture is what results.

De-germinated — A de-germinated food is a grain food that has had its germ removed in
the process of milling.

Dissolve — To dissolve is to mix a dry substance into a liquid until the solids have all
disappeared. For example, bakers can dissolve sugar into water, yeast into water, and
more.

Dry Ingredients — Dry ingredients are those recipe ingredients that are dry and might
need to be blended before they are added to another kind of mixture in the recipe. Dry
ingredients can include sugar, salt, baking cocoa, spices, flour, and herbs.

Dry Measuring Cups — Some of the standard home-baking measuring tools used in the
United States are dry measuring cups. These cups have straight sides with a handle
attached to them at the top, and they come in graduated sizes including ¼ cup, 1/3 cup,
½ cup, 1, and 2 cup measurements. Usually they nest within one another for more storage.
As one would expect from their name, dry ingredients like sugar, cornmeal, brown sugar,

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and flour are measured using these cups. These ingredients are spooned into the cup and
then leveled off for measuring using a straight-edged knife or other utensil.

Dust — Dusting is the light sprinkling of a baked good or other surface with a dry ingredient
like flour, meal, or powdered sugar.

Eggs — In baking, eggs can perform many tasks for a recipe, including thickening,
binding, leavening, coating, glazing, moisturizing, drying, or emulsifying. They also
introduce flavor, color, and nutrients into the baked good, or they can be used in frostings
to slow crystallization. The standard-size egg called for in most recipes is large, unless the
recipe says otherwise.

Egg Wash — An egg wash is a mixture that gives a rich color or gloss to the crust of a
baked good when it is brushed on the unbaked surface o the product. It is made from
combining one whole egg, egg white, or egg yolk with one tablespoon cold milk or water.

Fermentation — Fermentation is the chemical change in a food during the baking process
in which enzymes leavens a dough and helps add flavor. In baking it is the first stage in
which bread dough can rise before being shaped. Fermenting agents include yeast and
other bacteria and microorganisms.

Flour — The major ingredient in the vast majority of baked goods, flour can be made from
many different kinds of grains and other substances like beans, legumes, seeds, corn,
oats, soybeans, quinoa, amaranth, buckwheat, rye, spelt, and more. Wheat flours,
however, are by far the most common flours used in baking.

Focaccia — Focaccia is an Italian bakers’ snack whose name comes from the Latin
term focus or hearth. Originally, focaccia was baked on a stone hearth.

Gluten — This protein is found in wheat and various cereal flours. Although some people
are allergic to it, gluten makes up the structure of the bread dough and holds the carbon
dioxide that is produced by the yeast or other substance during the fermentation process.
When flour is combined with liquids, gluten develops as the liquid and flour is mixed and
then kneaded. Formed from the proteins glutenin and gliadin, gluten provides the elasticity
and extensibility or stretch for bread dough.

Gluten-Free — Some people are allergic to gluten, but there are many ways to bake
without producing the gluten protein. Gluten-free flours include rice, corn, soy, amaranth,
and potato flours. Stone-ground, graham, or whole-wheat flours made from hard or soft
wheats or both kinds are also usable. These are produced through the milling of whole-
wheat kernels or combining white flour, bran and germ. Even though these gluten-flours
may differ in coarseness from their gluten counterparts, the nutritional value is virtually the
same.

High-Altitude Baking — Baking in environments at higher elevations require adjustments

in ingredients and temperatures to produce the same results as baking that occurs in lower
altitudes. When cooking is done at an elevation greater than 3,000 feet, amounts of liquids,
leaving agents, and sugar, as well as oven temperature may need to be changed.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 285
Honey — Produced from flower nectar through the work of bees, honey is an all-natural
sweetener that produces a golden-colored curst and holds moisture in different baked
goods. Its color and flavor will vary according to the nectar that the bees use.

Ice Cream Salt — The coarse solar or rock salt used to help freeze ice cream should
never be used in baking as it is not food grade. See also salt.

Instant-Read Thermometer — This is a stainless-steel probe thermometer that will

register a temperature almost immediately when it is inserted into a mixture, dough, liquid
or meat. Bakers typically use it in the baking of yeast breads.

Insulated Bakeware — Insulated bakeware is metal bakeware that is made up of two

layers of metal with layer of air in between. Typically, insulated bakeware results in more
consistent baking results than when it is done with its non-insulated counterpart. The
bottom crust also tends to have less browning. When insulated bakeware is used, longer
bake times may be needed for most baked goods, though the temperature will not need
to be adjusted. Cakes and brownies made in such insulated pans, however, will require a
temperature 25 degrees higher than that which the recipe lists.

Invert Sugar — Used in fondant icings for cakes, invert sugar is sugar syrup that has been
slightly heated and exposed to small amount of acid in order to break up sucrose into
fructose and glucose and reduce crystal size in the sugar.

Jelly-Roll Pan — Known commercially as a “half-sheet pan,” a jelly-roll pan is a

rectangular baking pan with a one-inch edge and dimensions, usually, of 18x13 inches.
Jelly-roll pans that are used for home baking come in a variety of sizes, and perhaps the
most common one recommended in recipes is 15½x10½x1. Usually, a jelly-roll pan is used
to bake sponge cakes, bars, or sheet cakes, and it derives its name from the fact that the
sponge cake for a jelly-roll cake is baked in this kind of pan.

Kneading — Kneading is the process of working dough with the heels of one’s hands,
pressing and folding it and turning it a quarter of a turn after each time the dough is pressed
and folded.

Kosher Salt — Kosher salt is used to top baked goods, kosher meat, or for recipes where
coarse salt is preferred because it has a coarse-flake structure. Usually, kosher salt will
not be iodized, but it may have an anti-caking agent included within it.

Leavening — Leavening refers to the production of a gas in a dough batter using an agent
like baking powder, yeast, baking soda, or even eggs. Leavening agents work via the
production of carbon dioxide in the dough, and long ago these agents were also known as
“lifters.”

Liquid Measure — A liquid measure is a clear, hard, plastic, or glass cup that can be used
for pouring because of its special lip. Most of the time, a liquid measure is a quart or pint-
sized tool that is marked with lines to help measure liquids in home-baking recipes. The
lines will mark the levels in ounces, milliliters and sizes of 1/8, ¼, 1/3, ½, 2/3, ¾, 1 cup,
and more. When baking at home, all liquids should be measured in this cup, and the cup
should be placed on a flat surface for accuracy.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 286
Margarine — Margarine, which may be salted or not, was created as an alternative to
butter in the late nineteenth century. Eighty percent of margarine is partially hydrogenated
vegetable oil to give it a solid form and the other 20 percent is made up of flavoring,
coloring, liquids, and other additives.

Meal — Grains or seeds that have been ground or milled more coarsely than normal flour
makes up meal.

Measuring Cups and Spoons — These are spoons and other containers of different,
graduated sizes that can be used to measure liquid or dry ingredients accurately in the
process of cooking and baking.

Melt — To melt is to heat an otherwise solid food until it achieves liquid form. In baking,
sugar, butter, and chocolate are often melted.

Milk Chocolate — Milk chocolate is made up of a sweetened dark chocolate combined

with other milk solids. At least 10 percent of the product will be chocolate liquor, and the
milk solids will comprise at least 12 percent of the final product.

Millet Flour — Produced from whole millet, millet flour is a low-gluten, starchy flour that is
finely ground. Its texture is quite like that of rice flour.

Mixing — Mixing is the art of combining two or more individual ingredients until no one
ingredient can be seen or identified. This is usually accomplished through stirring with a
spoon.

Muffin Pans — Muffin pans are used for the baking of muffins, and they come in several
different sizes and shapes. There are even pans for “muffin tops.” The muffin pan that is
most called for has 6 or 12 muffin cups that measure 2½ inches in diameter at the top,
although there are also mini-muffin tins in 12- and 24-cup sizes. These mini muffins are
also known as “tea muffins,” and whether the muffins being baked are large or small, lining
the tins with paper liners or greasing the muffin cups will produce the best results. See
also insulated pans, nonstick, and baking pans.

No-Knead — Also known as “batter breads,” no-knead is a baking method for yeast
breads that can be produced without any kneading.

Nonstick — Nonstick coating is a coating applied to a pan to prevent baked goods from
sticking to it. It can be applied via high-temperature coil-coating before the pan is formed,
or it can be sprayed onto the pan after it has been constructed. Nonstick coatings are
usually silicone-based or PTFE-based (polytetraflourethylene or Teflon).

Nut Flour — Nut flour is made up on nut meats that have been finely ground. The nuts
that are used can be either toasted or not, and the flour is used for breads, cookies, cakes,
and pastry crusts.

Nuts — Nuts are the dry fruits of legumes, seeds, or trees. Made up of an edible kernel
surrounded by a dry, hard shell, nuts are high in nutrients and flavor. They can have as
much as 90 percent fat, although nut fats are primarily monounsaturated and very healthy.
The different textures and flavors of nuts can provide much sensory satisfaction in baked
goods.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 287
Oats — Oats are made up of any grain that is hulled, cleaned, toasted, and cooked whole
(groats). These groats can also be steel cut, steamed, or rolled (flattened). Rolled oats can
be made quick cooking when they receive additional cuts, and they can be used
interchangeably with other oats in baking because they are whole grains. Instant oats,
however, have been more finely cut and cooked, so they cannot be used in place of normal
oats.

Oat Flour — Oat flour is made up of rolled oats or groats that have been finely ground.

Oat Bran — Oat bran refers to the outer layers of an oat kernel. Oat bran is a good additive
for baked goods as it is high in soluble fiber.

Oils — Liquid fats that are derived from pressing plants and their seeds/nuts are known
as oils. This oil can be extracted via cold-pressing or solvent extraction, and common
home-baking oils include, safflower, corn, canola, olive, sunflower, and soybean oils. None
of these plant oils have cholesterol, but they all vary in the amount of poly-unsaturated,
mono-unsaturated, and saturated fats they contain.

Oven — An enclosed space with parts that supply air flow and heat in order to cook.
Electric elements or gas burners are used in conventional ovens for baking, broiling, or
roasting, while convection ovens also include a fan to circulate heated air all around the
food. Electric ovens usually have controls to cycle the temperatures of the upper and lower
elements for consistent cooking temperatures. Some ovens are clean by hand (standard
oven), while others are self-cleaning or continuous cleaning. Ovens can range in width
from 20 to 36 inches, and they can exist as drop-ins, slide-ins, free-standing, or wall-
mounted appliances. In recent years, ovens that use microwaves or halogen lights to
increase cooking speed have been developed.

Pastry Flour - Pastry flour is low in gluten and high in starch. It is usually fine-textured
and soft, and it comes in bleached, unbleached, and whole wheat varieties. Soft red or
white wheat is typically used in the production of pastry flours.

Preheat — To preheat an oven is to heat an empty oven to the proper temperature for the
recipe before the food product is placed within it.

Proof — Proof is the amount of time that a baking product is allowed to rise after it has
been shaped and placed in or on the proper pan. Generally speaking, most baked goods
proof until they have doubled in size or until a lightly placed finger on the good leaves a
marked indentation. A humid, draft-free location with a temperature of between 95 and
100 degrees is required for proofing, and at home a slightly damp, clean, non-terry cloth
towel or plastic wrap that has been sprayed with a pan spray can be laid on the product in
order to retain moisture and keep the crust from drying out. Many ovens have a proofing
feature, so consult the instructions before baking.

Pumpernickel — Pumpernickel is a rye flour of medium-to-course grinding that is light

brown in its color. Sometimes it is called “medium rye,” which is mixture of wheat and rye
flours to produce the bread. Often, molasses will be added to the dough to improve color
and flavor in the pumpernickel bread.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 288
Punch Down — This term used in reference to bread dough describes the point at which
a dough has doubled in its size or when a marked dent is visible after two fingers are lightly
pressed into the dough about half of an inch. Punching down a dough can be achieved via
touching the dough with the fingers, making a fist, and pushing it down into the center of
the dough before pulling the dough edges into the center and turning the dough over. After
doing this, cover the dough and let it rest or rise again before it is shaped into a loaf.

Quick Bread — Quick bread is a bread that can be made very quickly because not time
is needed for kneading or rising in its production.

Quinoa Flour — Quinoa flour made from the grinding of quinoa grain. It is free of gluten
and very nutritious. Its tender, moist crumb is favored for waffles, fruitcakes, pancakes,
and cookies.

Red Wheat — The second major kind of U.S. wheat, red wheat refers to three of the six
classes of wheat recognized in the United States. Its kernels have a reddish color, and it
is ground into flour for baking.

Rye Flour — Rye flour is milled from the rye grain and is low in gluten. It is also darker
and heavier than wheat flour, and is sold in dark, medium, and light forms for use in baking
at home. Light and medium rye flour has had most of its bran removed, while dark rye flour
is a whole grain flour. See also pumpernickel.

Salt — Used to add flavor to baked goods and/or control fermentation in breads, salt, also
known as sodium chloride (NaCl), salt is made one of three different ways. Salt (Sodium
Chloride - NaCl) can be produced three ways. It can be made through he evaporation of
salt brine in shallow ponds, the mining of deposits of rock salts, or by boiling and
evaporating a brine of higher purity. Soft pretzels and other unique breads are often topped
with coarse salt.

Salt Substitute — Used in order to reduce sodium intake, a salt substitute is usually
granular potassium chloride. Since it has a bitter taste, it is not usually recommended for
baking.

Sauté — To sauté is to cook or brown food in a small amount of hot fat or oil. This softens
the food and releases its flavors.

Scratch Baking — Scratch baking begins with the use of basic ingredients like sugar,
butter, leavening, and flour, and makes use of a recipe, not pre-made mixes.

Sea Salt — Sea salt is a salt produced via the evaporation outdoors of salt brine in shallow
ponds. The amount of refining of sea salt will vary, as will its coarseness. Sea salt is
suitable for baking unless it is very coarse.

Self-Rising Cornmeal — As one of the first convenience baking mixes, self-rising

cornmeal has helped shorten the time it takes for people to make cornbread’s and other
cornmeal-based products. Most self-rising cornmeal is a blend of cornmeal (1½ cups), all-
purpose flour (½ cup), baking powder (1 tablespoon), and salt (1 teaspoon).

Self-Rising Flour — Self-rising flour is another early “convenience mix” that when used
in a recipe, allows for the baking powder and salt in the directions to be ignored. It is usually

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 289
a combination of 1 cup all-purpose flour, 1½ teaspoons baking powder and ½ teaspoon
salt.

Semi-Sweet Chocolate — Semi-sweet baking chocolate is a chocolate containing

anywhere between 15 and 35 percent chocolate liquor plus sugar, cocoa butter, sugar,
lecithin, and vanilla. Though it is not interchangeable with milk chocolate, it can be
substituted for bittersweet or sweet chocolate in recipes that call for those forms of
chocolate.

Semolina Flour — Also known as pasta flour, semolina flower is made through the
grinding of semolina (granules) that come from durum wheat. Many specialty breads will
include semolina or part-semolina flour in their ingredients.

Spreads — Spreads are solids or semi-solids in tubs or sticks containing less than 80
percent fat. They are not good for baking on account of their high-water content.

Soy Flour — Hulled and roasted soybeans can be milled and ground to produce whole-
grain, high-protein soy flour. This flour can be fat free, low fat or full fat depending on how
it is produced.

Sprinkle — To sprinkle is to scatter small particles of toppings or sugars over a surface

like cake, bread, frosting, and more.

Standard — Standards are recipes, methods, ingredients, measuring tools and

equipment that are used to produce consistent results in a particular product in home
baking. Standards are a great help to both manufacturers and consumers.

Staple — A staple is one or more of the most important items, grown, sold, or made in a
specific place, country, or region.

Starter — Starters are mixtures of sugar, water, yeast, and flour that are permitted to
ferment in a warm location until they are foamy. These starters can be used in lieu of a
package of yeast in breads, and usually a portion of two cups is the amount used. Usually
this amount is taken after the mixture has been fed with more flour and water, something
that needs to be done every two weeks after the starter has begun. In between feedings,
the starter is often kept in a refrigerator.

Stir — To stir is to use a spoon to mix ingredients with a spoon using a figure-eight or
circular motion.

Stone-ground Flour or Meal — This is a flour or meal that results from the grinding of
grain between two stoners. It can be coarse or fine, though it is usually made up of whole
grains.

Sugar — Though most people are not aware of this fact, sugar or sucrose occurs as a
carbohydrate in every fruit and vegetable. It is the major product of photosynthesis, or the
method by which plants convert energy from the sun into food. Most of the sugar used in
home cooking is made in large quantities from sugar beets and sugar cane. There are
several different kinds of sugar. Granulated Sugar is often called “white sugar” and is
made up of fine or extra-fine white sugar crystals. Brown Sugar is made up of sugar
crystals contained in a molasses-based syrup. Brown sugar comes in dark and light

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 290
varieties according to the amount of molasses used, and the different forms can be
substituted for one another according to taste. Confectioners’ or Powdered Sugar has
been defined earlier in this list. Raw Sugar contains about 98 percent sucrose and is tan
or brown in its color. Although it is often found in foods, the USDA does not consider it fit
for such uses. Raw sugar is coarse and made via the evaporation of clarified sugar cane
juice. Turbinado Sugar is a sugar given a light tan color via its washing in a centrifuge. Its
surface molasses is removed, making it closer to refined sugar than its raw counterpart.

Table Salt — Table salt, which is also known as granulated salt, is produced through the
boiling and evaporation of brine. Table salt is often iodized, and anti-caking agents are
usually added to it.

Temperature — This refers to the intensity of heat occurring in a baked product, mixture,
or oven. In the United States, temperature is measured in degrees Fahrenheit, although
the Celsius scale is used in much of the rest of the world.

Texture — The appearance and feel of a cut part of a cake or bread.

Underproofed Loaves or Rolls — These are rolls and breads that though they have been
shaped, have not attained the volume or height that is desired before they are baked.

Unleavened — This term describes baked goods that do not use a leavening agent like
baking soda, cream of tartar, baking powder, or yeast.

Unbleached Flour — An unbleached flour is one that has bleached naturally in its aging
process without the addition of maturing agents. It is no different from bleached flour
nutritionally, and it can be used interchangeably with its bleached counterpart in baking.

Vegetable Shortening — Vegetable shortening is a soybean or cottonseed oil that has

been hydrogenated in order to make it a solid. Being 100 percent fat with no additives like
water, milk fat, or other solids, it is almost flavorless and good for making baked goods
flaky and tender.

Wheat Flour —Wheat flour is a popular flour used for cakes, waffles, pastries, and more
when it milled from soft white or red wheat or for yeast breads, bagels, certain rolls, hearth
breads, and pizza crust when milled from hard white or red wheat. Home baking wheat
flours (or “family flours” according to the milling industry) can be unbleached or bleached
all-purpose, pastry, whole-wheat, cake, graham, and bread flours. Some breads are made
from high-protein durum wheat or semolina wheat flours, but such flours are usually
reserved for pasta.

Whip Beating — Whip beating is the process of incorporating air into a food rapidly via a
mixer, beater, or whip in order to increase its volume.

White Chocolate — While chocolate is a mixture of cocoa butter, lecithin, vanilla, milk
solids and vanilla. True white chocolate always includes cocoa butter, and those products
that do not contain it but are called white chocolate, are more properly called confectionary
or summer coating. White chocolate chips or pieces are popularly used in home baking.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 291
White Wheat — U.S. wheat is classified into six different classes, three of which have a
bran coat that is “white” or pale to amber in its color. Such white wheats include soft white
wheat, durum wheat, and hard white wheat. See also red wheat.

Whole Grain — A whole grain food makes use of whole or ground kernels of grains like
barley, corn, oat, wheat, and rye in its production.

Whole-Wheat Flour — Whole-wheat flour is made from the whole kernel of white or red
wheat. Usually, whole-wheat flour is made in flour mills, but it can also be stone-ground in
a mill. Another name for whole-wheat flour is graham flour.

XXX or XXXX Confectioners’ Sugar — The 3X on the package of confectioners’ sugar

indicates how finely it has been ground. Four X sugar is slightly finer than 3 x sugar, but
the two different kinds can be sued interchangeably in the same recipe. Whether or not
sifting of the powdered sugar is required will be determined by the recipe’s particular
directions.

Yeast — The yeast that is used in baking is the single-celled fungi of the
species saccharomyces cerevisiae. This fungus is a rising agent that ferments sugar,
producing carbon dioxide and alcohol and expanding the bread dough. Home-baking yeast
can be active dry or fast-rising yeast, and some supermarkets will have fresh or
compressed yeast in their refrigerated cases. For measuring equivalencies, ¼ ounce of
dry yeast is about 2¼ teaspoons worth, and it equals one 0.6-ounce cake of the
compressed, refrigerated fresh yeast.

Yield — Yield is the amount of a baked good that results from the combination of a given
amount of different baking ingredients.

Zest — Zest is the thin, outer skin of a citrus fruit. It is fragrant and removed with a paring
knife, vegetable peeler, or citrus so that it can be added to baked gods for a citrus flavor

Books References:
Bread and Pastry Production Manual, 1st edition 2016
Basbas, Leonora. Culinary Arts II.
Bayona, Evelyn P. Cake Decorating Handouts (Frosting/lcing).
Berolzheimer, Ruth. Culinary Arts Institute Encyclopedic Cookbook
Gisslen, Wayne. Professional Baking sixth edition.
Gonzales, Nancy Cameros. Philippines Home Economics Baking Basics.
Home Technology, Culinary Arts I, SEDP Series
Rojo. Technology and home economics III
Stewart, Martha. CAKES First-ever book of bundts, loaves, layers, coffee cakes and
more. Clarkson Potter/ Publishers.
ASEAN 2012 Trainee Manual
National Food Service Management Institute. (2007). On the Road to Professional Food
Preparation: Breakfast Lunch Training (2nd. Ed.)
Ebnesajjad, Sina, ed. Plastic Films in Food Packaging: Materials, Technology and
Aplicaitons. Elsevier Science, 2012. accessed from
https://books.google.com.ph/books?id=mzsuWQ96ydYC

Internet Sources:

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 292
Bread Shaping Techniques https://www.youtube.com/watch?v=T99q8NPLdYU
Basic Steps in Baking Bread https://www.youtube.com/watch?v=3jDCV_WMSQw
Mixing Techniques https://www.youtube.com/watch?v=vEAscAM1GF4
Techniques in Bread Baking https://www.youtube.com/watch?v=va3nN4fBu7A
Bread Baking Demonstration https://www.youtube.com/watch?v=qi9lF5OrTIA
Tips and Tricks in Bread Making https://www.youtube.com/watch?v=9xW8-H6qjJ8
Basic Secrets for Great Homemade Bread
https://www.youtube.com/watch?v=tj7Sfu3IuYs
How to sculpt a strawberry using marzipan, great to decorate cupcakes
https://www.youtube.com/watch?v=GMY4AG0FxCc
https://www.youtube.com/watch?v=BpGnNLTezOA
Pie Crust Recipe – Goodfull https://www.youtube.com/watch?v=uUxF1J4r1V8
Amazing Ways to Decorate A Pie https://www.youtube.com/watch?v=O84C-LOAyQg
How to Make a Decorative Pie Crust https://www.youtube.com/watch?v=sEdbuJceBxo
Pie Crusts that are too Pretty https://www.youtube.com/watch?v=oEWI4xYGH50
How to Make the Perfect Pie Crust https://www.youtube.com/watch?v=YiNTiBeBGxI
How to Decorate a Layered Cake https://www.youtube.com/watch?v=LpHTmgXFJKM
Ganache Recipe for Frosting a Cake https://www.youtube.com/watch?v=EoObvZOAMdg
How to Cover a Cake with Ganache Recipe
https://www.youtube.com/watch?v=yfsVYcXOmH0
How to Frost a Cake with Ganache https://www.youtube.com/watch?v=hmLAr_tHSE4
How to Frost a Smooth Cake with Butter Cream Icing
https://www.youtube.com/watch?v=vAHu89tIvJ0
The Art of Plating Cakes
https://www.youtube.com/watch?v=RJTZc-kurLM
How to sculpt a strawberry using marzipan,
great to decorate cupcakes
https://www.youtube.com/watch?v=GMY4AG0FxCc
What is Bakers Percentage
https://www.youtube.com/watch?v=7YTIrgv4JCI
Ganache Recipe for Frosting a Cake https://www.youtube.com/watch?v=EoObvZOAMdg
How to Cover a Cake with Ganache Recipe
https://www.youtube.com/watch?v=yfsVYcXOmH0
How to Frost a Cake with Ganache https://www.youtube.com/watch?v=hmLAr_tHSE4
How to Frost a Smooth Cake with Butter Cream Icing
https://www.youtube.com/watch?v=vAHu89tIvJ0
How To Make A Cake Step-By-Step from Baking, Trimming, Frosting And Simple
Decorating https://sugargeekshow.com/news/how-to-make-a-cake/
Pie Crust Recipe – Goodfull https://www.youtube.com/watch?v=uUxF1J4r1V8
Amazing Ways to Decorate A Pie https://www.youtube.com/watch?v=O84C-LOAyQg
20 Creative Pie Crimping Techniques in 120 Seconds!
https://www.youtube.com/watch?v=y9F7ZDnN2bU

Answer Key:

Answer Key – Self-check 1.1.2

Direction:
1. Give the equivalent of the following ingredients:
1 cup butter 1 c. margarine 1 oz. sweetened ¼ c. cocoa + 1½ - 2
chocolate tsp. shortening
1 oz. chocolate, 1 square 8-10 pcs. graham 1 c. graham crumbs
unsweetened chocolate crackers
4 oz. breadcrumbs 3 c. soft crumbs 1 cup milk (diluted) ½ c. evaporated milk
+ ½ c water
1 cup milk (diluted) ½ c. evaporated 1 cup cake flour 100 grams/3 ½ oz.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 293
 milk + ½ c. water
1 cup whipping cream ¾ c. whole milk 1 whole egg 2 egg yolks
2. Give the equivalent of weights and measurements:
1gallon (gal.) 4 quarts 1 cup sifted all- 115 grams/4 ounce
purpose flour (c.)
1 cup (c.) 16 Tbsp. 2 cups 1 pint (pt.)
1 tablespoon (T./tbsp) 3 tsp. 1 ounce (oz.) 28.349 grams
16 ounces 1 pound (lb) 1 quart (qt.) 2 pints
1 quart (qt.) 2 pints 1 kilogram (kg.) 1000 grams

Answer Key – Self-check 1.1.4

1. By using the base temperature calculation
2. Primary Fermentation
3. Intermediate Proofing
4. 720F – 850F
5. 2000F - 2050F
Answer Key 2.1.1a – Self-check 2.1.1a
1. Crimp
2. Pipe -out
3. Fluted edge
4. Mis-en-Place
5. Crust
6. Prick
7. Pre-heat
8. Turnover
9. Crumb crust
10. Lattice crust

Answer Key 2.1.1b – Self-check 2.1.1b

1 Digital Weighing Scale - It is an instrument used to measure the
weight accurately the weight of the ingredients.

2 Kitchen Shears - This is used for various cutting purposes.

Dry Measuring Cup/Individual Measuring Cup - These are used to

measure large quantities of dry and solid ingredients and with
measurements (1, ¾, 2/3, ½, 1/3, ¼ and 1/8) marked on each side.
3

4 Wooden Spoon - It is also called mixing spoon which comes in

various sizes suitable for different types of mixing.

5 Pastry Blender - It is made of wires held together by a handle and is

used for cutting-in solid fat or shortening in the preparation of pies,
biscuits or doughnuts.

6 Cookie Cutter - It is a device with sharp edges for cutting cookie

dough into a particular shape.

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 294
 Pastry Wheel - It is a round blade knife used to cut dough when
making pastries.
7

Spatula - It comes in different sizes; Small spatula are used to

remove muffins and molded cookies from pans which is 5 to 6
inches; Large spatula for icing or frosting cakes; flexible blade is
8
used for various purposes.

9 Strainer/Sifter

It is used to strain or sift dry ingredients.

10 Measuring Spoon

It is a set of individual measuring spoons used to measure small

amount of ingredients.

11 Rolling Pin

It is used to flatten or roll the dough.

12 Pastry Brush - used to spread butter, oil or glaze on food. It is also

used to remove cake crumbs.

13 Dry Measuring Cup/Individual Measuring Cup - These are used to

measure large quantities of dry and solid ingredients and with
measurements (1, ¾, 2/3, ½, 1/3, ¼ and 1/8) marked on each side.

14 Pie Plate - Pie plates are used to bake single crust and double
crust pies. It is composed of varied sizes.

Liquid Measuring Glass - is made of transparent glass or plastic with

pouring lip, is used for measuring liquid ingredients.

15

16 Set of Mixing Bowls - It comes in graduated sizes and has sloping

sides; used for mixing ingredients.

Answer Key – Activity Sheet 2.1.2

1. False
2. True
3. True
4. True
5. False

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 295
Answer Key – Activity Sheet 2.1.3

1. Separating coarse particles in the ingredients by

passing through a sieve.

2. Rubbing one or two ingredients in a bowl with the tip of

a wooden spoon or electric mixer.

3. Mixing fat and flour using a pastry blender or two knives

in a scissors-like manner.

4. Measuring the ingredients.

5. Beating egg and creaming to fill with air and make the
thick and fluffy.

Answer Key - Self-check 4.1.4

1. Line dot patterns

2. Fresh fruit
3. Cornets
4. Luster dust
5. Edible gold leaf
6. Silver dragees
7. Edible sugar pearls
8. Patterned chocolate
9. Couvetune chocolate
10. Sugar Glass Shards

Answer Key - Self -check 5.1.2

1. True
2. False
3. False
4. True
5. True

Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 296
 ACKNOWLEDGEMENT

This is to acknowledge the different practitioners, experts and specialists who made this
Learning Module for Grades 9 – 12 possible.

Writers (Bread and Pastry Production)

1. MELINDA C. CHAVEZ Master Teacher 1 Nabua National High School
2. SERGIA R. ASIS Master Teacher I Sta. Lutgarda National High School
3. JOMMARK P. BENOSA Teacher I Nabua National High School
4. BONIFE P. MIRABEL Teacher III Colacling National High School
5. ASUNCION S. ZALDIVAR Teacher III San Juan National High School
LANGUAGE EDITOR
1. RUBY DC. AQUINO Head Teacher Ill Ocampo National High School
2. CHRISTINE F. CORPORAL Teacher I Minalabac National High School
3. JUFRANZ B. ABRAGAN Master Teacher ll Ocampo National High School
4. HERBERT S. FALABI Teacher III Maura N. Sibulo National HS
VALIDATOR
LALAINE V. FABRICANTE, Ed. D Master Teacher II San Jose Pili National High School
MELINDA C. CHAVEZ Master Teacher I Nabua National High School
DEMO TEACHERS
BONIFE P. MIRABEL Teacher III Colacling National High School
MELINDA C. CHAVEZ Master Teacher 1 Nabua National High School
JOMMARK P. BENOSA Teacher 1 Nabua National High School
ILLUSTRATOR/EDITOR
JOHN PAULO C. CHAVEZ Teacher I Tapayas National High School

DR. LILIAN R. PAREDES EPS-1, EPP/TLE/TVL DO, Camarines Sur

Note:
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Bread and Pastry Production NC II Learning Module for Grades 9-12 Page | 297