Course Title: Culinary I

Section I: General Information and Description Grade Level: 10-12 Credit: 1-3 Suggested Prerequisite: Foods and Nutrition

Course Description: This advanced course allows students to increase competencies in a variety of food preparation techniques. Emphasis will be placed on food presentation, garnishing, menu planning and the skills necessary to prepare for a career in the culinary arts. Leadership development will be provided through the Family, Career and Community Leaders of America.

Section II: Content Alignment

TechnicalContent

LearnerActivities

National Standards

SkillsStandards

Core Contentfor Assessment

AcademicExpectations

CAREERS UNIT

Analyze the effect that career demands have on family life.

Research the roles of individuals engaged in culinary services.

Demonstrate personal and interpersonal skills that enhance working relationships and obtaining jobs i.e. employability skills.

Practice grooming and dress requirements of the industry.

Assess employment opportunities and preparation requirements.

Create an employability portfolio.

Complete a career interest inventory, research jobs related to the hospitality industry using www.careercruising.com (Activity #1 Career Cruising Inventory)

Text reference – Culinary Essentials pages 48-56

Create resume, cover letter, and reference sheet - can be done using www.careercruising.com (see counselors or technology staff to get student passwords) or using templates from Microsoft Word. (See attached samples and rubrics-Activity #2 Sample Resume, Activity #3 Resume Rubric, Activity #4 Sample Cover Letter, Activity #5 Cover Letter Rubric, Activity #6 Job Fact Sheet).

Review application process and complete one for practice (use paper and online applications – see this website for a job application sample http://jobsearch.about.com/od/jobappsamples/a/employmentapp.htm)

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PL-HS-1.1.1 DOK 3Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments). PL-HS-1.1.2 DOK 2Students will apply and justify effective strategies for responding to stress, conflict, peer pressure, bullying and harassment (e.g., problem-solving, decision-making, relaxation techniques, communication, conflict resolution, anger management, time management, refusal skills, self-advocacy). PL-HS-4.1.1Students will analyze and evaluate why people need to work and how a person’s career choice impacts life long earning potential, career opportunities and job satisfaction.PL-HS-4.1.2Students will identify and explain how job and career opportunities vary at the local, state and national levels and how components of the Individual Learning Plan (ILP) (e.g., interest inventories, personality test, community service, résumé, awards/recognition) can be a valuable resource for career research, selection, and preparation. PL-HS-4.1.3 DOK 3Students will describe academic and non-academic benefits (e.g., communication skills, computer/technical skills, mathematical skills, scientific observation and inquiry skills, teamwork skills, work experience, professional references, insight

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Create a brochure, video, or Power Point Presentation about a particular career and its requirements (most research available through www.careercruising.com)

Interview various people in the industry using a panel of guests (or have students collect information on their own) regarding the impact of career on other life demands, to determine expectations in an interview, for basic academic skills, and for ethics related to the industry. – Student should present videos, audio recordings, or other forms of interview to class members if a panel is not used.

Review basic employability skills and concepts (see attached Power Points and activities – Activity #7 Your Life: Taking Stock PP, Activity #8 Your Life: Taking Stock Activity Information Sheet, Activity #9 Seeking a Career PP, Activity #10 Job Interviews PP.

Role-play methods to improve communication skills (Activity # 11 Introducing People), and social interaction using strategies to help with stress (mock interview practice – Read Attachment – Introducing people and use sample interview questions – Attachment – Activity #12, Common Interview Questions with answers and Activity #13 Common Interview Questions without

into tasks and work environments) acquired from a range of education and training options (e.g., college, apprenticeships, internships, on-the-job training military) and interpret ways education and training can impact life-long earning potential and future career opportunities. PL-HS-4.1.4 DOK 3Students will analyze information (e.g., personality, values, interests, aptitudes and abilities, learning styles) from a variety of sources (e.g., Career Interest Inventory, Learning Styles Inventory, Career Aptitude Assessment, other formal assessments, job shadowing, academic experiences/grades, extra curricular activities) and explain how the information can be used to develop career goals in an Individual Learning Plan (ILP). PL-HS-4.1.5Students will analyze and evaluate a variety of resources (e.g., Internet, print materials, guest speakers, mentors) that could be used to determine advantages and disadvantages (e.g., preparation, salary, benefits, demands of job, location, work environment) of various occupations. PL-HS-4.1.6Students will identify and describe supporting documentation that would be needed for the career portfolio/Individual Learning Plan (ILP):

business letters (application, recommendation, follow-up)

assessment data (e.g., interest, learning styles, aptitudes and abilities)

résumé certifications/awards samples of work (e.g., videos, artwork,

portfolio entries) records of work experiences

PL-HS-4.1.7Students will compare post-secondary options (e.g., community technical colleges, 4-year colleges, military service) that would be the most appropriate preparation for a specific career path. PL-HS-4.2.1 DOK 2Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving, punctuality, communication skills) and explain their importance in the workplace. PL-HS-4.2.2 DOK 3Students will describe team skills (e.g., setting goals,

answers) Simulate interview process

with community resources or ask cooperative jobsites to interview students

Find job openings for a specific career in the local, state, national and global job market using various websites

Take photos of work done in labs or at coop sites to present in a pictorial portfolio to showcase skills – Students should use technology to put this together and present to their coop site or workplace along with resume, cover letter, and reference sheet)

listening, following directions, questioning, communicating, problem-solving, dividing work, conflict resolution, mediation) and evaluate the role of team skills in today’s workplace. PL-HS-4.3.3 DOK 3Students will explain and apply skills that are used to seek, obtain, and change jobs/careers and postsecondary opportunities: conducting a job search writing letters networking completing an application securing a letter of reference preparing a résumé applying interview techniques (e.g., learn about

employer/job, questions to ask, materials to take, answers to questions you may be asked, verbal and nonverbal communication)

using proper procedures when changing jobs (e.g., give advance notice, write a letter of resignation)

PL-HS-4.3.2 DOK 3Students will explain the purposes of technology tools (e.g., satellite, automated phone systems, on-line courses, computer aided drafting (CAD), graphing calculators, spreadsheets, data bases, Internet, on-line-banking) and analyze how these impact productivity in homes, schools, and jobs.

SAFETY and SANITION UNIT

Demonstrate use of industry equipment, tool, and supplies.

Operate & maintain tools and equipment following safety procedures and OSHA requirements

Demonstrate skills in knife, tool and equipment handling

Practice basic safety and first –aid/CPR skills

Demonstrate food handling principles

Practice inventory procedures including first in/first/out concept

Equipment, Tools, Supplies, & Safety Take students on tour of a

commercial kitchen such as the school cafeteria and demonstrate proper procedure for using safety features when operating, cleaning, and storing a variety of equipment

Demonstrate proper cleaning and sanitizing of smallwares

Complete study guide for Culinary Essentials Ch. 10 on knives and smallwares.

Assign reading and questions following Culinary Essential Ch 7 section 1 on Safety Know How.

Reference Culinary Essentials textbook and teacher resources (Glencoe McGraw-Hill ) Chapter 9-10 or On Cooking (Prentice Hall) Chapter 5 and On-Cooking Power Point from Instructor’s Resource CD

Safety and Sanitation Option 1: Reference Culinary Essentials

Chapter 7 and teacher resources for safety guidelines

Study the standards set by OSHA for food service operations. Culinary Essentials Ch. 6-1 examines OSHA and other employ laws and regulations

Study use of protective clothing such as uniforms, aprons, gloves and shoes. Protective apparel is discussed in Culinary Essentials Ch 7-1 and related activities

Invite local health inspector to

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speak to students about food service inspections.

Present FBI (Foodborne Illness) Power Point and use student note sheet (Activity #1 and Activity #2)

Using HACCP Critical Control Points Handout (Activity #3) review concepts with students

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Safety and Sanitation Option 2: Using ServSafe, 3rd Edition,

and ServSafe Power Point Presentations to review all chapters while incorporating chapter activities from the book or resource CD

View ServSafe DVD to review the Flow of Food Safety and Sanitation recommendations

Invite local fire department to demonstrate the correct procedure for using fire extinguishers for the different types of fires.

Knife Skills: Lab-Using potatoes, onions,

and carrots and a Knife Skills DVD’s to practice the basic cutting techniques (Activity #4 Knife Skills Document).

Performance Assessment –test demonstrating knowledge of knives and knife skills compared to a 3D knife cut model kit

Assessment: Create Food Service Safety

Manual for KY Writing Portfolio for Transactive Technical Writing (Activity 5 and Activity #6).

BAKING UNIT

Demonstrate proper weighing and measuring techniques.

Examine the applicability of convenience food items.

Apply the fundamentals of baking to a variety of products.

Read and/or present Text Power Point Culinary Essentials Ch 13 Using Standardized Recipes/Recipe Measurement & Conversion or On Cooking Chapter 9

Demonstration: Measuring Techniques

o Weighing using a balance beam scale

o Weighing using a digital scale

o Using a portion scale Measuring volume using

liquid measures Measuring Lab – (Activity #1

Measuring Techniques Lab) Recipe and Conversion

Activity (Activity #2 Conversion Chart) Show students the Spinach Triangles recipe format (Activity #3), and then ask students to convert the Mexican No-Bean Dip Recipe (Activity #4)into the standardized format while changing the yield to a desired amount

Assessment-Test on chapter 13 including some measuring conversions.

Convenience Foods Brainstorming: reasons why

people use convenience food items and discuss use of and applicability

Read and discuss pages 225-227 in Culinary Essentials book

Lab: Prepare food items from convenience products and compare to a homemade

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RD-H-x.0.1 Locate, evaluate, and apply information for a realistic purpose. RD-H-2.0.8 Use text features (e.g., illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions) to enhance understanding of a passage. RD-H-4.0.8 Identify essential information needed to accomplish a task. RD-H-4.0.9 Apply the information contained in practical/workplace materials. RD-H-4.0.10 Follow the sequence of information. RD-H-4.0.11 Utilize page format and layout (graphics and organizational aids such as bullets, bold face type, italics and indentation) to interpret information. RD-H-4.0.13 Evaluate clarity of practical/workplace materials.PL-HS-4.2.1 Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving, punctuality, communication skills) and explain their importance in the workplace. DOK 2PL-HS-4.2.2Students will describe team skills (e.g., setting goals, listening, following directions, questioning, communicating, problem-solving, dividing work, conflict resolution, mediation) and evaluate the role of team skills in today’s workplace. DOK 3RD-H-x.0.1 Locate, evaluate, and apply information for a realistic purpose. RD-H-2.0.8 Use text features (e.g., illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions) to enhance understanding of a passage. RD-H-4.0.8 Identify essential information needed to accomplish a task. RD-H-4.0.9 Apply the information contained in practical/workplace materials. RD-H-4.0.10 Follow the sequence of information. RD-H-4.0.11 Utilize page format and layout

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product (example Bisquick to homemade pancakes, frozen biscuits to made from scratch biscuits, etc.) or create their own convenience foods by making homemade products and preserving them – freezing homemade biscuits

Culinary Essentials and Power Point presentation Chapter 27 or On Cooking Book and Power Point Chapter 30

Field Trip: contact a local bakery and transport students to the bakery to view how they make baked products.

Quick Breads (Activity #5 Quick Breads)

Yeast Breads (Activity #6 and #7 Yeast Breads, Activity #8 Variations of Yeast Bread, Activity #9 Cinnamon Rolls-2nd Day))

Pies/Pastries/Cookies (Activity #10 Pies/Cookies)

Cakes and Frostings (Activity # 11)

(graphics and organizational aids such as bullets, bold face type, italics and indentation) to interpret information. RD-H-4.0.13 Evaluate clarity of practical/workplace materials.PL-HS-4.2.1 Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving, punctuality, communication skills) and explain their importance in the workplace. DOK 2PL-HS-4.2.2Students will describe team skills (e.g., setting goals, listening, following directions, questioning, communicating, problem-solving, dividing work, conflict resolution, mediation) and evaluate the role of team skills in today’s workplace. DOK 3WR-H-1 Purpose/Audience--The writer establishes and maintains a focused purpose to communicate with an audience by: narrowing the topic to establish a focus; analyzing and addressing the needs of the intended audience; adhering to the characteristics of the form; employing a suitable tone; allowing voice to emerge when appropriate WR-H-1 Organization--The writer creates unity and coherence to accomplish the focused purpose by: engaging the audience and establishing a context for reading; placing ideas and support in a meaningful order; guiding the reader through the piece with transitions and transitional elements; providing effective closure WR-H-1 Correctness--The writer demonstrates: correct spelling; correct punctuation; correct capitalization; appropriate documentation (e.g., citing authors or titles within the text, listing sources) of ideas and information from outside sources WR-H-1.4 Characteristics of transactive writing may include ideas which communicate the specific purpose for the intended audience Reading: RD-H-x.0.1 Locate, evaluate, and apply information for a realistic purpose. RD-H-2.0.8 Use text features (e.g., illustrations,

charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions) to enhance understanding of a passage. RD-H-4.0.8 Identify essential information needed to accomplish a task. RD-H-4.0.9 Apply the information contained in practical/workplace materials. RD-H-4.0.10 Follow the sequence of information. RD-H-4.0.11 Utilize page format and layout (graphics and organizational aids such as bullets, bold face type, italics and indentation) to interpret information. RD-H-4.0.13 Evaluate clarity of practical/workplace materials.PL-HS-4.2.1Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving, punctuality, communication skills) and explain their importance in the workplace. DOK 2 PL-HS-4.2.2Students will describe team skills (e.g., setting goals, listening, following directions, questioning, communicating, problem-solving, dividing work, conflict resolution, mediation) and evaluate the role of team skills in today’s workplace. DOK 3

MENU PLANNING AND CUSTOMER SERVICE UNIT

Demonstrate table setting and food presentation techniques. Demonstrate

knowledge of quality customer service.

Apply critical and creative thinking, logical reasoning and problem solving skills in the field.

Apply menu-planning principles to develop and modify menus.

Customer Service Review Customer Service Power

Point with students (Activity #1) Read Customer Service Article

(Activity #2) Introduce concepts related to critical

moments of service (reputation of restaurant, outside appearance, initial greeting, etc) by talking about a familiar restaurant. Students can identify scenarios that would create a positive or negative image of the restaurant.

Research TQM (total quality management) concept using local resources and the internet (Try websites like Ritz Carlton – (Activity #3)– Puttin on the Ritz and rubric (Activity #4)

Guest speaker relating to positive communication at the workplace (Check with Chamber of Commerce or restaurant)

Interview consumers about expectations in restaurant service

Write a letter in response to a complaint from a guest or customer as an On-Demand Writing Prompt.

Demonstrate skills at cooperative jobsite.

Table Settings, Plate Presentation, and Styles Of Service: Culinary Essentials: pages 91-107 and 378-383 or On Cooking Ch 36 and 37 with text Power Points Demonstration: Set a themed table

setting and discuss rules of correctly setting a table using a variety of menus

Video- “The Art of Table Napkin Folding” (Cambridge Educational)

Independent Practice: using techniques of napkin folding

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RD-10-5.0.8 DOK 3Students will explain how the use of text features (e.g., illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions), format or layout enhances the reader’s understanding of a passage. RD-10-4.0.1 Students will analyze the content or make connections as it applies to students’ lives (text-to-self), real-world issues (text-to-world) or other texts (text-to-text).WR-HS-2.3.0 DOK 3Organization: Students will create unity and coherence to accomplish the focused purpose by

Engaging the audienceEstablishing a context for reading when

appropriateCommunicating ideas and support in a

meaningful orderApplying transitions and transitional elements to

guide the reader through the piece Developing effective closure

WR-HS-1.2.0 DOK 4Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of purpose by

Developing logical, justified and suitable explanations

Providing relevant elaboration Explaining related connections or reflections Applying idea development strategies

appropriate to the form

WR-HS-1.1.0 DOK 4Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by

Narrowing the topic to create a specific purpose for writing

Establishing a controlling idea, theme or thesis about the topic

Choosing a perspective authentic to the writer Analyzing and addressing the needs of the

intended audience Adhering to the characteristics of the form

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observed in the video practice folding napkin as they view the video instructions

Performance assessment: Correctly complete 5 napkin folding techniques- 3 easy, and 2 of medium difficulty and set a table based on a given menu

Guest Speaker: Server from a restaurant

Demonstration: use a main dish or a combination of salad ingredients to show placement on plates and show plating designs of desserts

Plating Practice: Given paper plates, squeeze bottles of dessert sauces, and samples of plate designs practice plating techniques.

Invite a Guest Chef to prepare simple garnishes from fresh fruits and vegetables and allow students to practice

Lab/Catering Event: prepare a meal, correctly setting a themed table, and using meal service techniques to serve the meal

Text and Power Point References: Pages 279-295 Culinary Essentials or On Cooking Chapter 4 Discussion: Influences on menus,

types of menus, and principles of menu planning (Activity #5)

Sample Menus: visually critique a variety of menus from popular restaurants, examine and analyze styles and formats of menus

Restaurant Project – (Activity #6) Students will create a project to include all aspects mentioned in the rubric including recipes, equipment, menu, etc. utilizing skills learned from this and previous units.

Applying a suitable tone Allowing voice to emerge when appropriate

WR-HS-3.5.0 DOK 2Language: Students will exemplify effective language choices by

Applying correct grammar and usage Applying concise use of language Incorporating strong verbs, precise nouns,

concrete details and sensory details Applying language appropriate to the content,

purpose and audience

WR-HS-2.4.0 DOK 3Sentence Structure: Students will create effective sentences by

Applying a variety of structures and lengths Maintaining parallel structure Developing complete and correct sentences

unless using unconventional structures for an intentional effect when appropriate

RD-H-x.0.1 Locate, evaluate, and apply information for a realistic purpose. RD-H-2.0.8 Use text features (e.g., illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions) to enhance understanding of a passage. RD-H-4.0.8 Identify essential information needed to accomplish a task. RD-H-4.0.9 Apply the information contained in practical/workplace materials. RD-H-4.0.10 Follow the sequence of information. RD-H-4.0.11 Utilize page format and layout (graphics and organizational aids such as bullets, bold face type, italics and indentation) to interpret information. RD-H-4.0.13 Evaluate clarity of practical/workplace materials.

SS-H-2.3.1 Various human needs are met through interaction in social institutions (family, religion, education, government, economy

PL-HS-4.2.1Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving, punctuality, communication skills) and explain their importance in the workplace. DOK 2

PL-HS-4.2.2Students will describe team skills (e.g., setting goals, listening, following directions, questioning, communicating, problem-solving, dividing work, conflict resolution, mediation) and evaluate the role of team skills in today’s workplace.

RD-H-x.0.1 Locate, evaluate, and apply information for a realistic purpose. RD-H-2.0.8 Use text features (e.g., illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions) to enhance understanding of a passage. RD-H-4.0.8 Identify essential information needed to accomplish a task. RD-H-4.0.9 Apply the information contained in practical/workplace materials. RD-H-4.0.10 Follow the sequence of information. RD-H-4.0.11 Utilize page format and layout (graphics and organizational aids such as bullets, bold face type, italics and indentation) to interpret information. RD-H-4.0.13 Evaluate clarity of practical/workplace materials.PL-HS-4.2.1Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving, punctuality, communication skills) and explain their importance in the workplace. DOK 2 PL-HS-4.2.2Students will describe team skills (e.g., setting goals, listening, following directions, questioning, communicating, problem-solving, dividing work, conflict resolution, mediation) and evaluate the role of team skills in today’s workplace. DOK 3

BUSINESS PRINCIPLES UNIT

Analyze cost and evaluate its relationship to profit.

Outline steps in establishing an entrepreneurial business such as catering.

Use accepted industry terminology and technical information.

Assess the impact of the hospitality industry on local and state economies.

Pricing Menu Items - Text reference: pages 292 – 295. Culinary Essentials

2. Demonstration: factor method and markup cost method.

3. Practice: page 294 “Operations with Percentages” and page 295 mini lab.

Restaurant Calculations Activity (Activity #1) Use Tourism Revenue chart

to show impact of tourism revenue (http://www.nhtourism.org/dollarscolor.pdf)

Guest speaker from local Chamber of Commerce to discuss the impact of tourism and local economy

Students should interview coop manager to discuss how to control food costs, how costs are determined. Students should discuss findings with cooperative jobsite manager and report to class the management viewpoint related to the hospitality industry in general.

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PL-HS-4.2.1Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving, punctuality, communication skills) and explain their importance in the workplace. DOK 2PL-HS-3.2.1 DOK 3 Students will apply financial management practices, including budgeting, banking (e.g., check writing, balancing a checking account), savings and investments (e.g., advantages and disadvantages of savings accounts, stocks, bonds, mutual funds, certificates of deposit, IRAs, 401Ks) and credit (e.g., responsible use of debit and credit cards, establishing and maintaining good credit, cause and effect of bankruptcy) and explain their importance in achieving short and long-term financial goals. PL-HS-4.2.2 DOK 3 Students will describe team skills (e.g., setting goals, listening, following directions, questioning, communicating, problem-solving, dividing work, conflict resolution, mediation) and evaluate the role of team skills in today’s workplace.

RD-10-1.0.4 DOK 2 Students will interpret the meaning of jargon, dialect or specialized vocabulary found in a passage.RD-10-2.0.1 DOK 2 Students will paraphrase information in a passage.RD-10-2.0.2 DOK 1 Students will identify essential information from a passage needed to accomplish a task.RD-10-4.0.1 Students will analyze the content or make connections as it applies to students’ lives (text-to-self), real-world issues (text-to-world) or other texts (text-to-text).

WR-HS-2.3.0 DOK 3WR-HS-2.4.0 DOK 3WR-HS-3.5.0 DOK 2

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WR-HS-1.1.0 DOK 4WR-HS-1.2.0 DOK 4

RD-10-5.0.8 Students will explain how the use of text features (e.g., illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions), format or layout enhances the reader’s understanding of a passage. (DOK 3)RD-10-4.0.1 Students will analyze the content or make connections as it applies to students’ lives (text-to-self), real-world issues (text-to-world) or other texts (text-to-text).

COOKING and CATERING UNIT

Demonstrate a variety of cooking methods i.e. dry & moist

Prepare various meats, seafood and poultry.

Prepare various stocks, soups, sauces and gravies.

Prepare various fruits, vegetables, pasta, and breakfast foods

Prepare canapés and appetizers.

Prepare a variety of gourmet foods including international cuisine.

Apply principles of food preparation to produce a variety of food products and beverages for quantity cooking for special events

Utilize activities of the Family, Career and Community Leaders of America student organization as an integral component of course content and leadership development

Option One: Culinary Essentials Reference text and Power Point

for chapters 15-24Option Two: On Cooking Reference text and Power Point

for chapters 10, 11, 12, 13, 18, 20, 21, 22, 23, 25, 26, 27, & 29

Labs: Based on catering events and in-class needs

International Cuisine: Students will create a presentation

for the class based on a given topic. Students should bring a prepared sample dish to represent a food item from that region. Use Food for Today Unit 10 (pp. 660-738) or Guide to Good Food Chapters 27-32 as text reference options

Research international cuisine on www.cafemeetingplace.com to help with student presentations.

FCCLA students volunteer their assistance with many projects of the Culinary class.

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RD-H-x.0.1 Locate, evaluate, and apply information for a realistic purpose. RD-H-2.0.8 Use text features (e.g., illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions) to enhance understanding of a passage. RD-H-4.0.8 Identify essential information needed to accomplish a task. RD-H-4.0.9 Apply the information contained in practical/workplace materials. RD-H-4.0.10 Follow the sequence of information. RD-H-4.0.11 Utilize page format and layout (graphics and organizational aids such as bullets, bold face type, italics and indentation) to interpret information. RD-H-4.0.13 Evaluate clarity of practical/workplace materials.PL-HS-4.2.1 Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving, punctuality, communication skills) and explain their importance in the workplace. PL-HS-4.2.1 Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving, punctuality, communication skills) and explain their importance in the workplace. DOK 2PL-HS-4.2.2 Students will describe team skills (e.g., setting goals, listening, following directions, questioning, communicating, problem-solving, dividing work, conflict resolution, mediation) and evaluate the role of team skills in today’s workplace. DOK 3

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CONTENTS for UNITS

Use accepted industry terminology and Included in each lesson or 8..0 ED002 PL-HS-4.2.1 Students will identify individual 1.1

technical information. Apply critical and

creative thinking, logical reasoning and problem solving skills in the field

Demonstrate written, verbal and non-verbal communication skills

Apply math, science and communication skills within technical content

Apply time management skills

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work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving, punctuality, communication skills) and explain their importance in the workplace. DOK 2

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Section III: Assessment

Unit Tests

Vocabulary quizOn-demand writingInternet researchMenu projectLab activitiesPerformance assessment- table setting/napkin foldsMenu CreationIndependent Practice ActivitiesRestaurant

Section IV: SCANS

C1 Time Schedules F1 ReadingC2 Money-Budgets, records, adjustments F2 WritingC3 Material and Facilities-Uses space efficiently F3 ArithmeticC4 Human Resources-Distribute work based on skills F4 MathematicsC5 Acquires and evaluates information F5 ListeningC6 Organizes and maintains information F6 SpeakingC7 Interprets and communicates information F7 Creative ThinkingC8 Uses computers to process information F8 Decision makingC9 Participates in group effort F9 Problem solvingC10 Teaches others F10 Seeing things in the mind’s eyeC11 Serves clients/customers F11 Knowing how to learnC12 Exercise Leadership F12 ReasoningC13 Negotiates F13 ResponsibilityC14 Works with cultural diversity F14 Self-esteemC15 Understands systems F15 SociabilityC16 Monitors and corrects performance F16 Self-managementC17 Improves or designs systems F17 Integrity/honestyC18 Selects appropriate technologyC19 Applies technology to taskC20 Maintains and troubleshoots technology

Section V: Supporting Materials i.e. culminating and enhancement activities, resources, technology, and equipment

1. Culminating and Enhancement Activities:

Table Setting/Food Presentation Plating labWeighing/Measuring Lab Measuring TechniquesConvenience Foods On Demand WritingMenus Computer LabDry/Moist Cooking LabMeats/Seafood/Poultry LabStocks/Soups/Sauces LabsFruits/Vegetables/Pasta/Breakfast LabsCanapes/appetizers Catering EventCooking for Special Events Creating A In-school Store/RestaurantBaking Labs/BakeryInternational Cuisine International BuffetFCCLA Special events: Veterans Breakfast, Friday Staff Lunches, Prom Fair

Ex.. – Plan a catering event--for a wedding, rehearsal dinner, class reunion, graduation party or other reception.

2. Resources:

Text: Culinary Essentials and Teachers Resource and Curriculum box, DVD with lesson plans, tests, and power point presentations. ISBN 0-07-822609-0, Glencoe/McGraw Hill.Text: Professional Cooking and Teachers resource and student guide books. ISBN 0-471-39711-3,John Wiley & Sons, Inc.

Local business partners – field trips, guest presentersCulinary Institute of America – field trips, guest chef presenters, curriculum materialsSullivan University- field trips, guest chef presentersCincinnati State- field trips, guest chef presentersNational Standards for Family and Consumer Sciences

3. Suggested Technology/Equipment:

Microsoft Power PointLCD ProjectorComputer Lab with Internet accessTV/VCR/DVD players

Notes: (Notes are included for clarification of this example and may not be necessary in development of other courses/units.)