Restaurant Profit Statement

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					    Connecticut
Technical High School
       System



   Culinary Arts



     Curriculum
Implementation Guide
      Grade 12
Mod 1:

Goal(s): Explore Culinary Arts Education

Lesson Overview:



         Learning Outcomes                            Differentiated Instructional Strategies
1.1 Explore Culinary Arts Institutions      Tour higher education institutions that focus on Culinary
                                             Arts (Connecticut Culinary Institute, Center for Culinary
                                             Arts offer free transportation, tour and lunch, Johnson and
                                             Wales offers tours and lunch, CIA a tour. Note the system’s
                                             policy for in and out of state field trips.
                                            Compare the pros and cons of each facility and how each
                                             may best serve the individual student’s needs/abilities.




1.2 Demonstrations by Culinary art          Arrange for various culinary schools to come to school and
    institutions.                            demonstrate their abilities for students.
                                            Explain, along with the demonstrators, the admission
                                             requirements, costs and degrees/certificates that each
                                             institution has to offer.

1.3 Attend local college fairs.             In conjunction with guidance department, have interested
                                             students attend local college fairs.
                                            Explore some of the various occupations (traditional and
                                             non-traditional) that are available in the food service
                                             industry.




1.4 Speak to guidance counselors.           Have interested students make an appointment with their
                                             guidance counselors to start the college application process.
                                            Have interested students inquire about the financial aid
                                             process, filling out federal forms to find out eligibility.
                                            Research various scholarships, local and national, that can
                                             help fund students education.
Resources: School Guidance Department, Various Culinary Arts Higher Educational
Facilities

Extension Activity:

        Informal Assessment(s)                      Formal Assessment(s)
                                          None
Mod 2:

Goal(s): Applying Garde Manger


Lesson Overview:


         Learning Outcomes                           Differentiated Instructional Strategies
2.1 Understand the workings of a Garde      Demonstrate the set up for a standard salad station for
     Manger Station.                         restaurant service.
                                            Demonstrate the set up for a standard appetizer station for
                                             restaurant service.
                                            Demonstrate the set up for a standard dessert station for
                                             restaurant service.

2.2 Food Garnishing                         Identify the specialty tools used in food garnishing.
                                            Demonstrate the tools used in food garnishing.
                                            Demonstrate basic food garnishes, including, but limited to:
                                             Apple Birds, Scallion Flowers, Vegetable Flowers, and
                                             Radish Roses.




2.3 Advanced Salads                         Review the types of salads, their components and assembly.
                                            Review the different types of dressings.
                                            Explain the characteristics of a composed salad.
                                            Demonstrate a basic composed salad.
                                            Run a composed salad as either an entrée or a smaller
                                             version as a course in the public and/or staff dining rooms.

2.4 Cold Food Platters                      Demonstrate how assemble a cold food platter for buffet
                                             service in the school’s restaurant.
                                            Discuss the importance of edible garnishes in a cold food
                                             platter.
                                            Discuss the importance of cold sauces and relishes as
                                             accoutrements on a cold food platter.
Resources: Culinary Essentials Ch. 18, Professional Cooking, Ch. 19, Culinary
Essentials Lab Manual

Extension Activity:
         Informal Assessment(s)                          Formal Assessment(s)
Daily Production                               Written tests. Culinary Essentials lab
                                               Manual activities 62-64


Mod 3:

Goal(s): Buffet Service

Lesson Overview:



          Learning Outcomes                              Differentiated Instructional Strategies
3.1 Buffet Set-Up and Equipment                Demonstrate how set up, fill and safely use a chafing dish.
                                               Explain and diagram how food should flow for buffet
                                                service.
                                               Identify the various platters, mirrors and trays used for
                                                school’s buffet service.
                                               Identify the serving utensils used in buffet service and
                                                explain which foods they are best paired with.
                                               Properly plan a buffet, ensuring proper space on the buffet
                                                table.




3.2 Table Setting and Draping                  Demonstrate how properly drape a table for buffet service.
                                               Where applicable, demonstrate how to apply table skirting to
                                                a buffet table.
                                               Discuss where to set utensils before, during and after service
                                               Discuss appropriate garnishes for a buffet service.


3.3 Buffet service                             Demonstrate an effective buffet service to be used in the
                                    school’s restaurant.




Resources:

Extension Activity:



          Informal Assessment(s)             Formal Assessment(s)
Buffet production                  Written test
Mod 4:

Goal(s): Restaurant Management

Lesson Overview:



         Learning Outcomes                         Differentiated Instructional Strategies
4.1 The qualities of effective            Explain the following management qualities; Time and
     management                            Resource Management, Communication, Leadership.


4.2 Understand the importance of          Explain the importance of communication, on all levels of a
     communication in the restaurant       working kitchen.
     business.                            Actively demonstrate an open door policy of management
                                           with the students.
                                          Explain the importance of an open line of communication
                                           that should exist between management, co-workers and
                                           customers.
                                          Troubleshoot any problems in service; explain where the
                                           problems lie, and how to avoid any repeat problems of the
                                           same nature. Open communication is essential in this task.

4.3 Understand the concept of time        Explain time management and its importance to the
     management.                           restaurant business.
                                          Demonstrate how to create a station/kitchen list, prioritizing
                                           the work load.

                                           Explain the importance of station organization and the effec
                                           it has on time management.
                                          Explain the cost of doing business from a labor standpoint,
                                           and how effective time management has an impact on the
                                           bottom line of a restaurant’s profit and loss statement.




4.4 Leadership Skills                     Actively demonstrate leadership in the kitchen. Stress the
                                           importance of leading by example.
                                          Explain how an effective manager should coach, direct,
                                           delegate, and support the staff.
                                          Discuss several motivation techniques, and explain how
                                               effective motivation techniques will not only improve moral
                                               but also improve the overall running of the restaurant.

4.5 Management Structure                      Identify the various positions of management. Compare the
                                               “management” positions in the school’s kitchen and explain
                                               the importance of each.
                                              Stress the above qualities for effective management and the
                                               effect that the students have on the running of the school’s
                                               restaurant.




Mod 4:

Goal(s): Restaurant Management

Lesson Overview:



          Learning Outcomes                             Differentiated Instructional Strategies
4.6 Inventory Control                         Explain how to establish a par stock, stressing ordering and
                                               preparation.
                                              Demonstrate how to create a supply order using an
                                               established par stock.
                                              Demonstrate how to create a food preparation list using an
                                               established par stock.
                                              Demonstrate how to take a monthly inventory for cost
                                               control purposes.
                                              Explain the importance of accurate inventory taking, and the
                                               role that it plays in cost control.
                                              Review with the students a monthly profit and loss statemen
                                               that has been generated by the school’s business office.


Resources: Culinary Essentials, Ch. 5, Culinary Essentials Lab Manual

Extension Activity:
Informal Assessment(s)              Formal Assessment(s)
                         Written tests, Culinary Essentials Lab
                         Manual activities 22, 23, 24,
Mod 5:

Goal(s): Introduction to Nutrition

Lesson Overview:



         Learning Outcomes                         Differentiated Instructional Strategies
5.1 The Six categories of Nutrition      Define the six categories of Nutrition; Carbohydrates,
                                          Proteins, Fats, Vitamins, Minerals and Water.
                                         Cite two examples of each Nutrient found in the foods that
                                          we eat and serve.
                                         Understand alternate sources of these nutrients and how they
                                          can be incorporated into a daily menu.




5.2 Foods and Nutrients                  Match foods that we serve in the school’s restaurant with the
                                          six nutrients studied in this module.

5.3 USDA Food Guidelines                 Explain the categories and portion sizes recommended by
                                          the USDA’s new “MY Pyramid”. Compare it to the
                                          previously recommended USDA food pyramid. Cite the
                                          modifications and explain why these were made.
                                         Analyze a menu served in our dining room and compare it
                                          with the USDA “MY Pyramid”.
                                         Explore changes that will bring menu items into alignment
                                          with the USDA guidelines.




5.4 Food Additives                       Discuss what food additives are commonly found in the
                                          foods that we serve.
                                         Explain the function of several food additives.
                                         Discuss what food additives can and should be avoided. Cite
                                          reasons why.
Resources: Culinary essentials Ch. 11, Profession Cooking Ch. 6, Culinary Essentials
Lab Manual, the new USDA “My Pyramid” handout found online at the USDA’s web
site

Extension Activity:

         Informal Assessment(s)                       Formal Assessment(s)
                                            Written Tests, Culinary Essentials Lab
                                            Manual activities 39, 40, 41
Mod 6:

Goal(s): Menu Development


Lesson Overview:


         Learning Outcomes                  Differentiated Instructional Strategies
6.1 The Menu’s Role               Explain the influences of menu development: target
                                   customers, prices, food types, the facility’s equipment,
                                   worker skills and current food trends.
                                  Analyze a menu served in the school’s restaurant and point
                                   out the factors that were considered when planning this
                                   menu.

6.2 Menu Types                    List and explain the types of menus that are found in
                                   restaurants; Static and Cycle Menus, Ala carte and Table
                                   d’Hote and Prix Fixe.
                                  Identify the school restaurant’s menus that were served
                                   during the previous cycle and assign a menu category for
                                   each.




6.3 Meal Services                 Name menu items that are commonly found on breakfast,
                                   lunch and dinner menus.
                                  Create menus that contain items from a typical breakfast,
                                   lunch and dinner menu.

6.4 Menu Planning Principles      Analyze a typical menu served in the school’s restaurant and
                                   see if it contains the following principles; Variety, Balance,
                                   Menu Truthfulness, Nutrition and Flexibility.
                                  Cite at least three plates that incorporate the above five
                                   principles.
6.5 Menu Categories                           Explain the following menu categories; Appetizers, Soups,
                                               salads, Cold Entrees, Hot Entrees, Sandwiches,
                                               Accompaniments, Desserts, Cheeses and Beverages.
                                              Write a menu, not necessarily for use in the school’s
                                               restaurant, that contain one dish from each category.

Resources: Culinary Essential, Ch. 12, Professional Cooking, Ch. 5, Culinary Essentials
Lab Manual

Extension Activity:

         Informal Assessment(s)                        Formal Assessment(s)
                                            Written tests, Culinary Essentials activities
                                            42, 43, 44
Mod 7:

Goal(s): NOCTI Strategies


Lesson Overview:


          Learning Outcomes                              Differentiated Instructional Strategies
7.1 Written Test Taking Strategies            Issue the system developed multiple choice test.
                                              Issue a correct version of the test and reissue the test.
                                              Research practice NOCTI tests on-line and issue the practice
                                               tests to the students.

7.2 Identification Bench Tests                Using simulated NOCTI style ingredient and equipment
                                               have students take a food and equipment identification bench
                                               test.
                                              Repeat these tests, timing the students, and shortening the
                                               time allowed with each ensuing test.
                                              Using a blank scoring rubric, create criteria for the students
                                               test.




7.3 Performance Bench Tests                   Simulate a NOCTI style performance bench test.
                                              Repeat these tests, timing the students, and shortening the
                                               time allowed with each ensuing test.
                                              Using a blank scoring rubric, create criteria for the students
                                    test.


Resources:

Extension Activity:


        Informal Assessment(s)              Formal Assessment(s)
                                 Written, identification and performance
                                 tests
Mod 8

Goal(s): Senior Practical Exam


Lesson Overview:


           Learning Outcomes                        Differentiated Instructional Strategies
8.1 Senior Practical Exam                 Review menu planning strategies, teamwork and
                                           management skills.
                                          Team students in pairs.
                                          Prepare a mystery basket to consist of protein (chicken to be
                                           found on NOCTI), starch, fresh vegetable, garnish, salad
                                           vegetables. All items in this basket are to be used
                                           completely.
                                          Community ingredients to include, but not limited to the
                                           following: cooking fats, flour, soup ingredients, seasonings,
                                           flavorings, butter/margarine, and any other stocked
                                           ingredients that you fell necessary for this exercise.
                                          Give students the above guidelines and ingredients and allow
                                           them group time to design a menu.
                                          Have students execute the designed menu serving four
                                           portions of each, soup, salad and entrée plate in a time to be
                                           predetermined by the instructor.

Resources:

Extension Activity:


              Informal Assessment(s)                              Formal Assessment(s)
                                                   Senior practical exam
                            Generic Scoring Rubric

Based on class theory, instructor demonstrations, resource, materials and class
production, the student will be judged on the following criteria




Process and Product Criteria                                   1       2          3   4   5




Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor

				
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