Culinary Arts II

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Monroe Township Schools

Curriculum Management System

Culinary Arts II
Grade 11 & 12
June 2006

* For adoption by all regular education programs Board Approved: August , 2006
as specified and for adoption or adaptation by
all Special Education Programs in accordance
with Board of Education Policy # 2220.
Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3

Acknowledgments Page 4

District Mission Statement and Goals Page 5

Introduction/Philosophy/Educational Goals Pages 6

National and State Standards Page 7

Scope and Sequence Page 8-9

Goals/Objectives/Instructional Tools/Activities Pages 10-38

Benchmarks Page 39

2
MONROE TOWNSHIP SCHOOL DISTRICT

ADMINISTRATION

Dr. Ralph P. Ferrie, Superintendent
Dr. Christopher H. Tienken, Assistant Superintendent
Dr. Edward Forsthoffer, III, Assistant Superintendent

BOARD OF EDUCATION

Ms. Kathy Kolupanowich, President
Mr. Lew Kaufman, Vice President
Mr. Marvin Braverman
Ms. Carol Haring
Mr. Joseph Homoki
Mr. John Leary
Ms. Kathy Leonard
Ms. Rita Ostrager
Ms. Amy Speizer

JAMESBURG REPRESENTATIVE

Ms. Patrice Faraone

Student Board Members

Mr. George Leonard

3
Acknowledgments

The following individuals are acknowledged for their assistance in the preparation of this Curriculum
Management System:

Writers Names: Susan Rosati

Supervisor Name: Robert Mele, District Supervisor for Arts/Careers Technology

Technology Staff: Al Pulsinelli
Reggie Washington
Bill Wetherill

Secretarial Staff: Debbie Gialanella
Geri Manfre
Gail Nemeth

4
Monroe Township Schools
Mission and Goals

Mission

The mission of the Monroe Township School District, a unique multi-generational community, is to
collaboratively develop and facilitate programs that pursue educational excellence and foster
character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to
empower all individuals to become productive citizens of a dynamic, global society.

Goals

To have an environment that is conducive to learning for all individuals.

To have learning opportunities that are challenging and comprehensive in order to stimulate the
intellectual, physical, social and emotional development of the learner.

To procure and manage a variety of resources to meet the needs of all learners.

To have inviting up-to-date, multifunctional facilities that both accommodate the community and are
utilized to maximum potential.

To have a system of communication that will effectively connect all facets of the community with the
Monroe Township School District.

To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a
safe, outstanding, and superior education to all individuals.
5
INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

Philosophy
The philosophy of the Family and Consumer Sciences program is to provide students with the necessary experiences needed to
develop basic life skills for their present and future roles . In its attempt to develop the individual, interpersonal skills, management skills,
and communication skills are addressed. In addition, the Culinary Arts II curriculum builds upon the basic concepts of Culinary Arts I
and exposes students to an advanced level of becoming a foodservice professional with an emphasis on “Back of House” operatio ns.
Skills transferable to the workplace and the development of positive attitudes toward work are stressed.

Educational Goals

1. To transfer Culinary Arts skills to the field of Food Service and to pursue college level Culinary Arts education.
2. To foster the growth of self-esteem and responsible citizenship, which enables the student to contribute to the community.
3. To emphasize the value of working toward good health and safety practices.
4. To develop tolerance for, acceptance of, and respect for other people and cultures.
5. To manage resources by analyzing and weighing alternatives.
6. To cultivate and promote student growth in self-expression and creativity.

6
New Jersey State Department of Education
Core Curriculum Content Standards

A note about Family and Consumer Sciences Standards And Cumulative Progress Indicators.

The New Jersey Core Curriculum Content Standards for the Visual Arts were revised in 2004. The Cumulative Progress Indicators
(CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the dis trict
servers. A complete copy of the new Core Curriculum Content Standards for the Visual Arts may also be found at:

http://www.nj.gov/njded/cccs/s9_career.htm

7
Culinary Arts II
Scope and Sequence

Quarter I
I. Stocks II. Soups
a) Basics of Stocks a) Classes of Soups
b) Types Of Stocks b) International Soups
c) Cooling & Storing Stocks c) Presenting Soups
d) Storing Soups

III. Sauces IV. Garde Manger Basics
a) Basics of Sauces a) What is Garde Manger?
b) Mother Sauces b) Preparing Garnishes
c) Storage c) Types of Salads
d) Types of Dressings
e) Types of Cheeses
f) Cold Platters

Quarter II
V. Appetizers VI. Cost Control Techniques
a) Types of Hot Appetizers a) Calculating Food Costs
b) Making Hot Appetizers b) Costing Recipes
c) Plating & Serving Hot Appetizers c) Managing Food Cost Factors
d) Holding & Storing Hot Appetizers

VII. Creating Menus VIII. The Dining Experience
a) The Menu a. Types of Dining
b) The Menu Planning b. Types of Meal Service
c) Menu Design & Organization c. Creating a Dining Environment
d) Pricing Menu Items d. Table Presentation

8
Quarter III
IX. Yeast Breads & Rolls X. Desserts
a) Yeast Dough Basics a) Cookie Characteristics
b) Regular Yeast Dough b) Cookie Types
c) Rolled-in fat yeast dough c) Types of Layered Cakes
d) Yeast Dough Production d) Cake Mixing Methods
. e) Icings & Buttercreams

XI. Pies & Specialty Desserts
a) Pie Dough Basics
b) Types of Pie Dough
c) Types of Pie Fillings
d) Frozen Desserts
e) Custards & Puddings

Quarter IV
XII. Fish /Shellfish XIII. Poultry Cookery
a) Fish Basics a) Poultry Basics
b) Shellfish Basics b) Poultry Fabrication Tec hniques
c) Cooking Fish c) Poultry Cooking Principles
d) Cooking Shellfish d) Plating Poultry Dishes

XIV. Meat Cookery XV. Cuisines of the World
a) Meat Basics a) Asia
b) Foodservice cuts of pork, lamb, veal, & beef b) Africa
c) Principles of Cooking Meat c) South America
d) Plating Meats d) Middle Eastern

9
Curriculum Management System Topic: Stocks
Grade Level/Subject:
Goal 1: The student will be able to understand the ba sics of stocks, to prepare various
Suggested days of

Grade 11 / Culinary Arts II types of stocks, and to implement proper cooling and storage of stocks.
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

1.1. Describe the characteristi cs of the  What are the four main ingredients found in  Text: Culinary Essentials Chapt er 20;
basic type s of stocks. all bases for stocks? sections 20-1
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  What are one advantage and one  Lecture Notes/ Teacher Demonstrations
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, disadvant age of using commercial bases for  “Taking Stock” project
9.2.12.B.2, 9.2.12.D.1) stock?
 Students will work in groups and draft
 What are the characteristics of a white stock, stock recipes in the standard form.
brown stock, fish stock, and veget able
1.2. Explain how to prepare stocks stock?  Students will prepare basic soup using
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6, fresh stocks, commercial bases or
 Why is it important to begin with cold water bouillon.
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, when making a stock?
 Students will draft comparisons fresh
9.2.12.B.2, 9.2.12.D.1)  Why do beef and veal stock need to be stocks to commercial bases and bouillon
cooked for up to 8 hours? based on color, flavor, and usage.
1.3. Prepare a simple soup recipe and  What might cause your white stock to turn  Lab: Preparing White and Brown Stocks
contra st the type s of stocks, ba ses and out cloudy?
bouillon.  Lab: Preparing Fish and Vegetable Stocks
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Quiz: What are Stocks
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  Test : Stocks and Sauces
9.2.12.B.2, 9.2.12.D.1)  Midterm/Final Examination
 Video: “Cooking at the Academy”
 Stocks
 Possible Guest Speaker: Culinary
Institute Recrui ter

10
Curriculum Management System Topic: Soups
Grade Level/Subject:
Goal 2: The student will be able to describe, prepare and present a variety of soups.
Suggested days of

Grade 11 / Culinary Arts II
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

2.1. Identify the various cla sse s of soups  What are the three classifications of soup?  Text: Culinary Essentials Chapter 21;
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  How do you clarify a consommé and why? sections 21-1
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  How is a puree soup thickened?  Lecture Notes/ Teacher Demonstrations
9.2.12.B.2, 9.2.12.D.1)  What is the difference between a broth and  “Souped Up”project
a consommé?  Students will work in groups and choose
2.2. Describe how to prepare various soups  What are the key differences in preparing traditional thick, clear, chowders,
using commercial bases or stocks clear and thick soups? bisques and international soups and
create updat ed versions.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  What is the process of cooking vegetables
for soup?  Students will draft chosen recipes into
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
the standard recipe form.
9.2.12.B.2, 9.2.12.D.1)  Why should you heat a hot cream soup to
proper temperature, after it has chilled?  Students will prepare updated soups
and create a photograph catalog of
2.3. Prepare and present thick and clear  How do cold cream soups differ from hot creations wit h descriptions.
soups attractively garnished. cream soups?
 Lab: Preparing Thick versus Clear Soups
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Why are soup garnishes important ?
 Lab: Preparing Chowders versus Bisque
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
 Lab: International Soups
9.2.12.B.2, 9.2.12.D.1)
 Quiz: Thick and Clear Soups
2.4. Prepare and present specialty soups
attractively garnished.  Test : Soups

(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Midterm/Final Examination
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

2.5. To safely store soups.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

11
Curriculum Management System Topic: Sauces
Grade Level/Subject:
Goal 3: The student will be able to prepare the five basic mother sauces.
Suggested days of

Grade 11 / Culinary Arts II
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

3.1. Describe the type s of sauce s.  What is a glaze and how is it made?  Text: Culinary Essentials Chapter 20;
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  What are the differences and similarities sections 20-2
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, between a béchamel and a veloute sauce?  Lecture Notes/ Teacher Demonstrations
9.2.12.B.2, 9.2.12.D.1)  When is a compound butter best used?  “The Sauce Switch”project
 What are the differences between using flour  Students will work in groups and choose
3.2. Explain the uses of sauce s. and cornstarch as thickening agents? two mother sauces to prepare.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Why do most chefs prefer to use clarified  Students will switch mother sauces with
butter in a sauce? another group and create two compound
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
 What happens during gelatinization? sauces.
9.2.12.B.2, 9.2.12.D.1)
 Name two compound sauces of Hollandaise  Students will switch compound sauces
and which foods are they best suited for? and create entrees utilizing sauces.
3.3. Use thickening agents properly.  Students will draft critiques of each
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6, sauce.
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  Lab: Preparing Mother Sauces
9.2.12.B.2, 9.2.12.D.1)  Lab: Preparing Compound Sauces
 Lab: Preparing Entrees with Sauces
3.4. Prepare a variety of sauce s.  Quiz: The Mother Sauces
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
 Test : Sauces
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
 Midterm/Final Examination
9.2.12.B.2, 9.2.12.D.1)
 Video: “Cooking at the Academy”
 Sauces
 Heathful Sauces and Dre ssings

12
Curriculum Management System Topic: Garde Manger Basics
Grade Level/Subject:
Goal 4: The student will be able to identify the types of foods prepared in the garde
Grade 11 / Culinary Arts II manger work station, prepare salads and dressi ngs and design cold hors d’ oeuvre
Suggested days of

platters.
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

4.1. List the items a garde manger needs to  Where might a garde manger find  Text: Culinary Essentials Chapter 18;
consider in preparing foods. employment? sections 18-1, 18-2, & 18-4
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  What are four dishes that might be prepared  Lecture Notes/ Teacher Demonstrations
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, by a garde manger and his/her team?  Lab Project
9.2.12.B.2, 9.2.12.D.1)  Why should a garnish compliment the meal  Students will work in groups and create
ingredients? simple garnishes using the appropriate
4.2. Describe the tool s & technique s used  What items must a garde manger consider garnishing tools.
by the garde manger. when selecting foods?  Students will create an edible
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Compare and contrast appetizers salads centerpiece with dipping sauce using
and second course salads. garnishes.
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)  Explain why vinaigrette salad dressing works  Project: Salad History
well on salads.  Students will choose a tradtional salad
 What is a hors d’oeuvre? and describe its origins, and variations.
4.3. Prepare decorative garnishe s.
 What is the difference between gelatin and  Students will critique the salad based on
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
jell-o? presentation, flavor, and texture.
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
 What is aspic and how does it apply to garde  Lab: Salad Creations
9.2.12.B.2, 9.2.12.D.1) manger?  Project: Who’s Da Oeuvres For?
 What are three things to keep in mind when  Students will work in groups to create a
4.4. Identify the four main parts of a salad. preparing cold platters? mock catering company specializing in
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6, cold platters.
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  Students will create a menu of platters
9.2.12.B.2, 9.2.12.D.1) with pricing.
 Students will prepare platters using
4.5. List the main types of salads served aspic for presentation.
during a meal.  Lab: Cold Platters
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Quiz: Salads & Dre ssing, & cold Platters
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  Test : Garde Manger Basics
9.2.12.B.2, 9.2.12.D.1)  Midterm/Final Examination
13
Curriculum Management System Topic: Garde Manger Basics
Grade Level/Subject:
Goal 4: The student will be able to identify the types of foods prepared in the garde
Grade 11 / Culinary Arts II manger work station, prepare salads and dressi ngs and design cold hors d’ oeuvre
Suggested days of

platters.
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

4.6. Prepare salads utilizing various salad  Video: “How to Garnish”
greens.  Video: “Cooking at the Academy”
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
 Charcuterie, Sausages, and Pate
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
 Possible Guest Speaker: Garde Manger
9.2.12.B.2, 9.2.12.D.1) Chef
 Possible Field Trip : Upscale Restaurant
4.7. Prepare accompanying salad
dressings.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

4.8. Explain and list the main types of hors
d’ oeuvres.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

4.9. Prepare fancy sandwiche s, and cold
hors d’ oeuvre platters
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

14
Curriculum Management System Topic: Appetizers
Grade Level/Subject:
Goal 5: The student will be able to describe and prepare hot appetizers, plate and serve
Suggested days of

Grade 11 / Culinary Arts II hot appetizers, and properly hold and store hot appetizers.
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

5.1. Prepare a variety of appetizers.  What is the difference between an hors  Text: Culinary Essentials Chapter 21;
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6, d’oeuvre and an appetizer? sections 21-2
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  What type of hot appetizers must be served  Lecture Notes/ Teacher Demonstrations
9.2.12.B.2, 9.2.12.D.1) immediat ely after cooking and why?  “Appeteasers”project
 When are hot appetizers generally served  Students will work in groups and choose
during the meal? international hot appetizers.
5.2. Arrange appetizers in an appealing
manner.  What two types of appetizer servic es are  Students will create a fixed menu to
usually combined at a catered event? accompany the appetizer.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
 What is the best method for holding hot  Students will prepare the various types
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
appetizers on a buffet line? of appetizers and critique each group’s
9.2.12.B.2, 9.2.12.D.1)
final product.
 Lab: Appetizer Basics
 Lab: International Appetizers
 Test : Hot Appetizers
 Midterm/Final Examination

15
Curriculum Management System Topic: Cost Control Techniques
Grade Level/Subject:
Goal 6: The student will be able to describe methods of portion control, calculate unit
Grade 11 / Culinary Arts II cost, yield percentages, cost per serving and ways to manage food costs in an
Suggested days of

operation.
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

6.1. Describe methods of portion control  List two ways a foodservice operation can  Text: Culinary Essentials Chapter 14;
and why it is important. control portion size. sections 14-1, 14-2
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  How is shrinkage involved in food cost  Lecture Notes/ Teacher Demonstrations
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, calculations?  “ Does it add Up”project
9.2.12.B.2, 9.2.12.D.1)  What are two situations that would require  Students will work in groups from prior
you to use the Q factor? project and choose recipes to cost.
6.2. Calculate unit cost, yield percentage,  How does portion control affect customers?  Students will calculate the food costs for
percent of shrinkage, and cost per  Define and give two examples of food each recipe including yield perc entages.
portion. chased in bulk.  Lab: Conducting a Yield Test (page 333)
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Compare AP and EP.  Mini purchasing Project:
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  How do you determine the cost per portion  Students will work in groups from prior
9.2.12.B.2, 9.2.12.D.1) of a recipe? project and use the same recipes to
 Name the four types of products a create specification cards.
6.3. Complete a recipe costing form. foodservice operation purchases and give  Lab: “Iron Chef”
an example of each.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Quiz: Calculating Food Costs
 Describe two guidelines to follow when
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
receiving goods.  Test : Cost Control Techniques
9.2.12.B.2, 9.2.12.D.1)
 What are two ways to prevent waste while  Midterm/Final Examination
foods are being stored?  Possible Guest Speaker: Foodservice
6.4. Explain the steps, methods, and types  What are the six steps involved in the Accountant
of products invol ved in purchasing. purchasing process?
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  List information that could be included on a
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, spec for a non perishable good.
9.2.12.B.2, 9.2.12.D.1)  Name two ways you can check that products
received have been properly handled.

16
Curriculum Management System Topic: Cost Control Techniques
Grade Level/Subject:
Goal 6: The student will be able to describe methods of portion control, calculate unit
Grade 11 / Culinary Arts II cost, yield percentages, cost per serving and ways to manage food costs in an
Suggested days of

operation.
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

6.5. Describe what tools and equipment to
use and procedures to follow when
receiving goods.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

6.6. Demonstrate technique s for storing
and issuing goods.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

6.7. Summarize how kitchen waste and
customer service affect cost control.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

17
Curriculum Management System Topic: Creating Menus
Grade Level/Subject:
Goal 7: The student will be able to describe type s of menus, contrast ba sic menu style s,
Suggested days of

Grade 11 / Culinary Arts II designs, and formats.
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

7.1. Explain the role of a menu.  What are four ways the menu impacts a  Text: Culinary Essentials Chapter 12;
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6, foodservice operation? sections 12-1-12-4.
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  What role does the menu play in a  Lecture Notes/ Teacher Demonstrations
foodservice operation?  “Restaurant Show”project
9.2.12.B.2, 9.2.12.D.1)
 Cont rast fixed and cycle menus.  Students will work in groups and choose
7.2. Summarize the factors that influence a  Who is responsible for planning the menu at a type of menu to create.
menu. a nursing home, a chain restaurant, and a  Students will choose which meals to
hotel? include on the menu.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
 Describe a situation that illustrates why a  Students will design a menu based on
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
restaurant need to follow truth-in-menu menu planning principles, styles, and
9.2.12.B.2, 9.2.12.D.1) guidelines. categories.
 Describe two ways a restaurant can offer  Students will det ermine menu pricing.
7.3. Describe the type s of menus used by variety in their menu items.
various foodservi ce establishments.  Lab: Menu recipe testing
 List the traditional menu categories and give
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6, an example of a food item that could be  Lab: “Restaurant Show ”
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, found in each.  Quiz: The Menu and Planning
9.2.12.B.2, 9.2.12.D.1)  List the influences that impact menu pricing.  Test : Creating Menus
 Explain how to use the factor method and  Midterm/Final Examination
7.4. List basi c menu planning principles. the mark-up-cost method of pricing.  Possible Guest Speaker: Foodservice
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6, Menu Consultant
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

7.5. Plan interesting menus that offer food
nutrition and variety.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

18
Curriculum Management System Topic: Creating Menus
Grade Level/Subject:
Goal 7: The student will be able to describe type s of menus, contrast ba sic menu style s,
Suggested days of

Grade 11 / Culinary Arts II designs, and formats.
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

7.6. Use truth-in-menu guidelines to write a
menu description.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

7.7. Identify the elements that influence
menu style and design.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

7.8. Contrast ba sic menu formats.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

7.9. Describe the basic menu categories
and how they are organized.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

7.10. Identify the influences that impact
menu prices.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

19
Curriculum Management System Topic: Creating Menus
Grade Level/Subject:
Goal 7: The student will be able to describe type s of menus, contrast ba sic menu style s,
Suggested days of

Grade 11 / Culinary Arts II designs, and formats.
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

7.11. Use the factor method and mark-up-on-
cost method of pricing correctly.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

7.12. Contrast the competitors’ pricing
method with the psychological method
of pricing.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

20
Curriculum Management System Topic: The Dining Experience
Grade Level/Subject:
Goal 8: The student will be able to explain the factors which influence dining
Suggested days of

Grade 11 / Culinary Arts II environments, meal service, and table settings.
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

8.1. Describe the five different types of  What does it mean to serve a meal family  Text: Culinary Essentials Chapter 4;
dining environments. style? sections 4-1 and 4-2.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Explain the similarities of fine-dining  Lecture Notes/ Teacher Demonstrations
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, restaurants and casual dining  “Order Up “Project
9.2.12.B.2, 9.2.12.D.1) establishments.
 Students will work in groups and choose
 What was “Delmonico’s” major contribution a type of meal service and describe its
to the foodservice industry? implementation in their mock café.
8.2. Explain the characteristics of the
various type s of meal service.  Can a restaurant be bot h fine-dining and  Students will design a simple café menu
theme orient ed? Explain. which highlights the style of meal
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
 Name three types of foodservice operations service.
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
that provide an inexpensive dining  Students will practice the style of service
9.2.12.B.2, 9.2.12.D.1) experience. using other group members.
 How does a restaurant accommodate  Lab: Meal Service entrée.
8.3. Demonstrate different styles of meal people with special dietary needs?
servi ce.  Quiz: The Dining Experience
 Why modern American plated service is
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6, considered more efficient than some other  Test : Service Styles Practical.
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, types of service?  Midterm/Final Examination
9.2.12.B.2, 9.2.12.D.1)  Why do some states prohibit foodservice
establishments from using sugar bowls at
tables?
8.4. Restock side station items.
 What do you do to prepare a table bet ween
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
customers?
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

8.5. Set glassware, tableware, and flatware
appropriately.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

21
Curriculum Management System Topic: The Dining Experience
Grade Level/Subject:
Goal 8: The student will be able to explain the factors which influence dining
Suggested days of

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

8.6. Fold napkins into various decorative
shapes.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

8.7. Use appropriate table settings and
centerpieces.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

22
Curriculum Management System Topic: Yeast Breads & Roll s
Grade Level/Subject:
Goal 9: The student will be able to distingui sh amongst types of yeast, yeast dough, and
Suggested days of

Grade 11 / Culinary Arts II proper methods of preparation.
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

9.1. Describe the characteristi cs of quality  What type of yeast dough uses a “starter”  Text: Culinary Essentials Chapter 28;
yeast products. and how? sections 28-1 and 28-2.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  What are three common forms of regular  Lecture Notes/ Teacher Demonstrations
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, yeast doughs?  “Brioche Challenge” Project
9.2.12.B.2, 9.2.12.D.1)  Describe the state of yeast at temperat ures  Students will work in groups and analyze
below 34 degrees F and above 138 degrees the formula for brioche and create a
F. production schedule.
9.2. Identify type s of yea st.
 Name the types of doughs that produce a  Students will prepare the brioche and
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
hamburger bun, a Kaiser Roll, and cinnamon conduct a competition bet ween groups.
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, raisin bread.
 Students will choose the best brioche
9.2.12.B.2, 9.2.12.D.1)  For fermentation to occur what four things based on factors such as taste, shape
must occur first? and color.
9.3. Di stingui sh various types of yeast  Compare and contrast the straight dough  Lab: Lean Dough versus Sweet Rich Dough
doughs. and sponge mixing methods.
 Lab: Rolled in Doughs
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Why is it important to thoroughly mix a yeast
dough and what can occur if the ingredients  Quiz: Yeast Dough Basics
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
are not incorporated completely?  Test : Yeast Bread & Rolls
9.2.12.B.2, 9.2.12.D.1)
 Explain what occurs in each stage of  Midterm/Final Examination
kneading dough with a commercial mixer.  Video: “Cooking at the Academy”
9.4. Identify products made from regular
yeast doughs and rolled-in fat yeast  Name two ingredients used as washes and  Danish and Breakfa st Sweets
doughs. explain what purpose they each serve.
 Possible Guest Speaker: Bread Baker
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

23
Curriculum Management System Topic: Yeast Breads & Roll s
Grade Level/Subject:
Goal 9: The student will be able to distingui sh amongst types of yeast, yeast dough, and
Suggested days of

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

9.5. Explain the process of fermentation in
yeast doughs.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

9.6. Identify common cause s of failure in
yeast bread production.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

9.7. Prepare quality yeast breads.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

24
Curriculum Management System Topic: De sserts
Grade Level/Subject:
Goal 10: The student will be able to identify and prepare types of cookies, cake s, icings and
Suggested days of

Grade 11 / Culinary Arts II buttercream s.
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

10.1. Identify characteristics and type s of  How does using confectioners’ sugar or  Text: Culinary Essentials Chapter 30;
cookie s. coarse granulated sugar affect the spread of sections 30-1 and 30-2.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6, a cookie?  Lecture Notes/ Teacher Demonstrations
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  Can sugar cookie dough also work well for  “Cookies Across the Globe” Project
9.2.12.B.2, 9.2.12.D.1) icebox cookies?
 Students will work in groups and choose
 If you want to increase the spread of a four international types of cookies to
cookie and you had used all the milk and prepare.
10.2. Mix, pan, and bake cookies. eggs, what could you us e?
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Students will describe the origins of
 How does the type of flour used change the each cookie and variations of the types.
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, formation of a cookie?
 Students will evaluate each group’s final
9.2.12.B.2, 9.2.12.D.1)  Compare the chiffon method and the angel products based on spread, consistency,
food method. texture, and pres entation.
10.3. Cool, serve, and store cookie s  What type of a cake is a “genoise”?  Lab: International Cookies
properly.  Explain the origins of pound cake?  “Here Comes the Bride”Project
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Describe the process for icing a cake.  Students will create a wedding cake
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
 List distinctive characteristics of angel food menu including three- tiered, two- tiered
9.2.12.B.2, 9.2.12.D.1) cake. and sheet cakes.
 Give examples of high-fat and low-fat cakes.  Students will draft a descriptive
10.4. Describe five type s of cake s and their  Explain one method of determining the sentence for each cake with selling
mixing methods. doneness of a cake. price.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Which type of icing is best suited for sponge  Students will prepare their “signature”
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, cakes? three-tiered wedding cake for evaluation
by a panel of judges.
9.2.12.B.2, 9.2.12.D.1)
 Lab: Wedding Cake Challenge
10.5. Demonstrate how to scale and pan  Quiz: Types of Cookies
cakes.  Test : Cookies and Cak es
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Midterm/Final Examination
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  Possible Guest Speaker: Pastry Chef
9.2.12.B.2, 9.2.12.D.1)
25
Curriculum Management System Topic: De sserts
Grade Level/Subject:
Goal 10: The student will be able to identify and prepare types of cookies, cake s, icings and
Suggested days of

Grade 11 / Culinary Arts II buttercream s.
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

10.6. Bake, cool, and serve cakes.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

26
Curriculum Management System Topic: Pies & Specialty Desserts
Grade Level/Subject:
Goal 11: The student will be able to compare and contrast pie dough, fillings and specialty
Suggested days of

Grade 11 / Culinary Arts II desserts through preparation and storage .
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

11.1. Prepare mealy or flaky pie dough.  Compare and contrast flaky and mealy  Text: Culinary Essentials Chapter 30;
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6, dough. sections 30-3 and 30-4.
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  Explain the procedure for making a lattice-  Lecture Notes/ Teacher Demonstrations
top berry pie.  Lab Project
9.2.12.B.2, 9.2.12.D.1)
 What is the difference between using a  Students will work in groups and choose
cream filling and custard filling? two pies utilizing flaky and mealy
11.2. Describe the different type s of pie
fillings.  Explain 3-2-1 pie dough. doughs.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  When does a pastry chef “bake blind”?  Students will choose two types of pie
 Explain how sherbet and sorbet differ. fillings and create their own recipes for
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
pies.
9.2.12.B.2, 9.2.12.D.1)  What one ingredient separates a Bavarian
from Chiffon?  Students will evaluate other group’s final
products based on dough quality, taste,
11.3. Prepare pie crusts and pie fillings. and creativity.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Lab: Pie Challenge
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  “ Delicious De sserts” Project
9.2.12.B.2, 9.2.12.D.1)  Students will work in groups and ex pand
on wedding cake menu to include
11.4. Demonstrate proper pie storage. specialty desserts including frozen
desserts, mousses and custard types.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
 Students will draft reasons for expansion
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
of catering company.
9.2.12.B.2, 9.2.12.D.1)
 Students will draft a descriptive
sentence for each new menu item with
11.5. Explain how ice cream desserts differ. selling price.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Students will prepare their “signature”
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, dessert for evaluation by a panel of
judges.
9.2.12.B.2, 9.2.12.D.1)
 Lab: Desserts
 Quiz: Pies

27
Curriculum Management System Topic: Pies & Specialty Desserts
Grade Level/Subject:
Goal 11: The student will be able to compare and contrast pie dough, fillings and specialty
Suggested days of

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

11.6. Make custards and puddings.  Test : Pies and Specialty Desserts.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Midterm/Final Examination
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  Video: “Cooking at the Academy”
9.2.12.B.2, 9.2.12.D.1)  Delicious Pies

11.7. Store and serve desserts properly.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

28
Curriculum Management System Topic: Fi sh and Shellfish
Grade Level/Subject:
Goal 12: The student will be able to identify common market forms of fi sh and shellfish
Grade 11 / Culinary Arts II through cooking and garnishing of several varieties of saltwater fish, fre shwater fish,
Suggested days o f

mollusks, and crustaceans.
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

12.1. Describe the composition and  Compare and contrast a halibut, salmon and  Text: Culinary Essentials Chapter 22;
structure of fi sh. shark. sections 22-1, 22-2, 22-3.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  If a recipe on your menu calls for cross  Lecture Notes/ Teacher Demonstrations
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, section cuts of a dressed tuna what market  Lab Project “ Hook, Line and Sinker”
9.2.12.B.2, 9.2.12.D.1) form should be ordered?
 Students will work in groups and choose
 What three general tests can be done when either a flat fish or round fish local
checking the quality of fresh fish? variety.
12.2. Identify several varieties of saltwater
and freshwater fish and their market  Explain Type one inspection and the  Students will res earch general
form s. grading proc edures for fish and shellfis h. information relating to fish structure,
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Describe how the look, feel, and smell of fish common market forms, and basic
can be used to determine its freshness. cooking methods.
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
 What are the similarities and differenc es  Students will choose a standard recipe
9.2.12.B.2, 9.2.12.D.1)
between mollusks and crustaceans? and create a new variation.
 How do you clean the sand out of a clam or  Students will share and exchange final
12.3. Describe how to purcha se and store mussel? product with other groups for critique.
fi sh.
 The head chef has asked you to devein 10  Lab: Fish Forms
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6, pounds of 16/20 shrimp. How would you do  Lab Project: “Sushi”
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, this?
 Students will work in groups and
9.2.12.B.2, 9.2.12.D.1)  Define calamari, escargot, and surimi. research traditional styles of Japanese
 What are two signs that fish is done sushi.
12.4. Explain how fish and shellfish are cooking?  Students will choose three types of
inspected and graded.  How does cooking affect the tenderness and shellfish and create a sushi platter.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6, moistness of fish and shellfish?  Students will garnish sushi and serve
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  Name two ways to make a plated meal of platters to a panel of judges for
9.2.12.B.2, 9.2.12.D.1) fish or shellfish more visually appealing. evaluation.
 Lab: Sushi Creations
 Quiz: Fish
 Quiz: Shellfish

29
Curriculum Management System Topic: Fi sh and Shellfish
Grade Level/Subject:
Goal 12: The student will be able to identify common market forms of fi sh and shellfish
Grade 11 / Culinary Arts II through cooking and garnishing of several varieties of saltwater fish, fre shwater fish,
Suggested days o f

mollusks, and crustaceans.
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

12.5. Identify the structure and composition  Test : Fish and Shellfish Identification.
of shellfish and their market form s.  Midterm/Final Examination
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
 Video: “Cooking at the Academy”
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
 Simply Shellfish
9.2.12.B.2, 9.2.12.D.1)
 Fresh and Saltwater Fish
12.6. Describe proper handling procedures
for shellfish.  Possible Guest Speaker: Sashimi Chef
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

12.7. Prepare fish and shellfish using a
variety of cooking methods and
guidelines
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

12.8. Demonstrate ways to garni sh fi sh and
shellfish.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

30
Curriculum Management System Topic: Poultry Cookery
Grade Level/Subject:
Goal 13: The student will be able to identify and fabricate market forms of poultry, and
Suggested days of

Grade 11 / Culinary Arts II demonstrate how to utilize various dry and moist cooking technique s.
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

13.1. Identify different kinds, classe s, and  How does the USDA categorize squab or  Text: Culinary Essentials Chapter 23;
market form s of poultry. capon? sections 23-1 and 23-2.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  A Cornish Game Hen is plump, has no  Lecture Notes/ Teacher Demonstrations
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, blemishes on its skin, and no broken bones.  “No Fowlin’ Around ”Project
9.2.12.B.2, 9.2.12.D.1) What grade woul d it receive and why?
 Students will work in groups from prior
 What grade of poultry is used to make project (Restaurant Show) and choose
chicken fingers? two poultry recipes.
13.2. Explain how poultry is inspected and
graded.  What type of cooking method is used on  Students will prepare the chosen dishes
boneless, skinless, chicken breasts and with appropriate side dishes and
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
why? garnish.
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
 What are different food items that can  Students will draft descriptions of their
9.2.12.B.2, 9.2.12.D.1) accompany plated poultry? dishes and reasons for accompaniments
 How does the age and sex of the bird affect choices.
13.3. Handle, store, and prepare poultry for the tenderness of poultry?  Students will evaluate each group’s final
cooking.  Which forms of poultry are mainly composed products based on appearance, flavor,
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6, of dark meat ? and texture.
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  List three uses for Grade B poultry.  Lab: Poultry Recipe #1
9.2.12.B.2, 9.2.12.D.1)  What do barding and basting have in  Lab: Poultry Recipe #2
common?  Quiz: Poultry Basics
13.4. Prepare poultry using various dry and  Why is it important to clean and sanitize any  Test : Poultry Cookery
moist cooking technique s. surface that comes into contact with raw
poultry?  Midterm/Final Examination
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

13.5. Present a properly cooked and plated
poultry product.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,

31
Curriculum Management System Topic: Poultry Cookery
Grade Level/Subject:
Goal 13: The student will be able to identify and fabricate market forms of poultry, and
Suggested days of

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

9.2.12.B.2, 9.2.12.D.1)

13.6. Demonstrate how to carve roasted or
baked poultry.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

32
Curriculum Management System Topic: Meat Cookery
Grade Level/Subject:
Goal 14: The student will be able to identify primal and fabricated cuts of pork, lamb, meat
Suggested days of

Grade 11 / Culinary Arts II and veal and demonstrate different cooking methods used for meats.
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

14.1. Describe the nutritional composition of  What three factors relating to marbling affect  Text: Culinary Essentials Chapter 24;
meat. beef strip loin or lamb rib chops? sections 24-1, 24-2, and 24-3
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  What tissue in meat do people usually refer  Lecture Notes/ Teacher Demonstrations
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, to as “grizzle”?  “Meat Me in the Middle ”Project
9.2.12.B.2, 9.2.12.D.1)  What does the term “wholesome” mean and  Students will work in groups from prior
how does it relat e to meat inspection and project (Restaurant Show) and choose
grading? two meat recipes.
14.2. Describe the internal structure of meat.
 Compare and contrast quality grades and  Students will prepare the chosen dishes
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
yield grades? with appropriate side dishes and
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
 What two cuts of pork derive from the loin? garnish.
9.2.12.B.2, 9.2.12.D.1)
 What cut of pork is traditionally cured and  Students will draft descriptions of their
how? dishes and reasons for accompaniments
14.3. Describe the quality grades of meat.  What are the pros and cons of irradiat ed choices.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6, meats such as pork and beef?  Students will evaluate each group’s final
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  Which cooking technique is most products based on appearance, flavor,
9.2.12.B.2, 9.2.12.D.1) appropriate for a lamb shank? and texture.
 Which cooking technique is most  Lab: Meat Recipe #1
14.4. Describe the proce ss of aging meat. appropriate for boneless veal cutlets?  Lab: Meat Recipe #2
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Quiz: Meat Cuts
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  Test : Meat Cookery
9.2.12.B.2, 9.2.12.D.1)  Midterm/Final Examination
 Possible Guest Speaker: Local Butcher
14.5. Identify primal and fabricated cuts of
pork, lamb, veal, and beef.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

33
Curriculum Management System Topic: Meat Cookery
Grade Level/Subject:
Goal 14: The student will be able to identify primal and fabricated cuts of pork, lamb, meat
Suggested days of

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

14.6. Identify the quality characteristics of
pork, lamb, veal, and beef.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

14.7. Describe the techniques used to
proce ss meat.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

14.8. Demonstrate appropriate storage
procedure s for pork, lamb, veal, and
beef.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

14.9. Explain how cooking affects pork, veal,
lamb, and beef.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

14.10. Determine the doneness of beat.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)
34
Curriculum Management System Topic: Meat Cookery
Grade Level/Subject:
Goal 14: The student will be able to identify primal and fabricated cuts of pork, lamb, meat
Suggested days of

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

14.11. Demonstrate different cooking
methods used for meats.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

35
Curriculum Management System Topic: Cui sines of the World
Grade Level/Subject:
Goal 15: The student will be able to identify global cultures and traditions related to food.
Suggested days of

Grade 11 / Culinary Arts II
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

15.1. Describe how the “Tao” philosophy  How does a particular religion affect a  Text: Prostart: Becoming a Foodservice
affects Chine se cooking & food person’s relationship to food? Profe ssional Year 2 : Chapter 1; Section 1-
preparation.  How does the Tao influence Chinese 2.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6, cooking?  Lecture Notes/ Teacher Demonstrations
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  What culinary tradition was brought to Japan  “United Plates ”Project
9.2.12.B.2, 9.2.12.D.1) from China cent uries ago?  Students will work in groups choose two
 What is the difference between sushi & international recipes from two of the four
15.2. Describe the type s of foods commonly sashimi? areas discussed in lecture. The recipes
used in the Chinese cuisine.  Why is the basis of Japanes e cuisine more must represent a different country and
artistic in nature than any other world compliment each other
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
cuisine?  Appetizers
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)  What spice mixture is often used to flavor  Entrees
Indian cuisine?  Students will revise the traditional recipe
 What are five examples of staple foods and “Americanize “the ingredients.
15.3. Prepare traditional Chinese dishes. found in the Middle Eastern cuisine?  Students will draft descriptions of their
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
 What foods and cooking techniques were dishes and reasons for adjustments
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2, brought to South America from other parts of choices.
9.2.12.B.2, 9.2.12.D.1) the world?  Students will evaluate each group’s final
products based on appearance, flavor,
15.4. Di scuss the factors that make and texture.
Japanese cooking unique.  Lab: International Appetizers
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,  Lab: International Entrees
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,  Quiz: “Where are you now?”
9.2.12.B.2, 9.2.12.D.1)  Test : Cuisines of the World
 Midterm/Final Examination
15.5. Prepare “Sushi”, and Tempura dishes.  Possible Field Trip: New York City
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6, Restaurant
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)
36
Curriculum Management System Topic: Cui sines of the World
Grade Level/Subject:
Goal 15: The student will be able to identify global cultures and traditions related to food.
Suggested days of

Grade 11 / Culinary Arts II
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

15.6. Identify the foods and spice s which are
the basi s of the India’s cui sine.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

15.7. Prepare Indian chutneys & curries
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

15.8. Describe the foods that form the basi s
of all Middle Eastern cooking.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

15.9. Prepare traditional Middle Eastern
dishe s.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

15.10. Explain how settlers from other nations
affected the development of African
cui sine.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)
37
Curriculum Management System Topic: Cui sines of the World
Grade Level/Subject:
Goal 15: The student will be able to identify global cultures and traditions related to food.
Suggested days of

Grade 11 / Culinary Arts II
Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology /
Resource s / Learning Activitie s /
Instruction

Cumulative Progress Indicators (CPI's) Sample Conceptual Understandings
Interdisciplinary Activi ties / Asse ssment
Model
The student will be able to:

15.11. Prepare traditional African dishe s.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

15.12. Describe the foods that are similar to
all South American meals.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

15.13. Prepare a typical South American
regional dish.
(3.1.12.D.1, 3.2.12. A.2, 3.3.12. D.6,
3.2.12.A.1, 8.1.12.B.3, 8.2.4. B.2,
9.2.12.B.2, 9.2.12.D.1)

38
CULINARY ARTS II

COURSE BENCHMARKS
1. The student will be able to understand the basics of stocks, to prepare various types of stocks, and to implement proper cooling and storage of stocks.

2. The student will be able to describe, prepare and pres ent a variety of soups.

3. The student will be able to prepare the five basic mother sauces.

4. The student will be able to identify the types of foods prepared in the garde manger work station, prepare sal ads and dressings and design cold hors d’ oeuvre
platters.

5. The student will be able to describe and prepare hot appetizers, plate and serve hot appetizers, and properly hold and store hot appetizers.

6. The student will be able to describe methods of portion control, calculate unit cost, yield percentages, cost per serving and ways to manage food costs in an
operation.

7. The student will be able to describe types of menus, contrast basic menu styles, designs, and formats.

8. The student will be able to explain the factors which influence dining environments, meal service, and table settings.

9. The student will be able to distinguish amongst types of yeast, yeast dough, and proper methods of preparation.

10. The student will be able to identify and prepare types of c ookies, cakes, icings & buttercreams.

11. The student will be able to compare and contrast pie dough, fillings and specialty desserts through preparation and storage.

12. The student will be able to identify common mark et forms of fish and shellfis h through cook ing and garnishing of several varieties of saltwater fish, freshwater
fish, mollusks, and crustaceans.

13. The student will be able to identify and fabricate mark et forms of poultry, and demonstrate how to utilize various dry and moist cooking techniques.

14. The student will be able to identify primal and fabricated cuts of pork, lamb, meat and veal and demonstrate different cooking methods used for meats.

15. The student will be able to identify global cultures and traditions relat ed to food.