Culinary Arts II by ashrafp

VIEWS: 50 PAGES: 39

									                                            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


                    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:

                    8.6.   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


                    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:

                    9.5.   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


                    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:

                    11.6. 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


                    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:

                          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


                    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:

                    14.6. 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


                    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:

                    14.11. 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.




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