1

The Pennsylvania State University Workforce Education and

Development Competency-Based Teacher Education

Lesson Plan Template

Name of Instructor: Chef Kelly Renk

Program Title: CTE Culinary Arts

Course Title: Culinary Art 1

Unit Title: Unit 1

Lesson Title: Chocolate Chip Cookie Production Plan

Lesson Performance Objective:

Given a lecture and chocolate cookie recipe, the student will demonstrate
their comprehension of the recipe steps and details by completing a
production plan form with 100% accuracy after review.

Time (length of lesson):

10 minute/lecture

Equipment and Materials needed:

 Notes
 Small Batch Chocolate Cookie Recipe
 Production Plan
 3 x 5 cards
 Dry measures
 Portion Scale
 Sifter
 2 SS bowls
 2

 5 qt. mixer w/ paddle

 ½ Sheet tray/ parchment
 2 SS bowls
 Portion Scoop 1 oz.

Academic Standard(s) and Anchor(s) and/or Common Core Standard

addressed by this lesson:
Pennsylvania Academic Standard – 2.1HS.F.4
Use units as a way to understand problems and to guide the solution of
multistep problems.
Pennsylvania Academic Standard – CC.3.5.9-10.C
Follow precisely a complex multistep procedure when carrying out
Experiments, taking measurements, or performing technical tasks, attending
to special cases or exceptions defined in the text.
Pennsylvania Academic Standard – CC.3.6.9-10.B
Write informative or explanatory texts, including the narration of technical
processes, etc.

Technical Standard(s) or Competencies taught in this lesson:

ServSafe National Restaurant Association Standards
American Culinary Federation Standards
Competency Task - 1902
Identify and demonstrate equipment and utensils used in baking and discuss
proper use and care.
Competency Task - 1904
Identify ingredients used in baking and describe their properties.
Competency Task – 1914
Identify, prepare and evaluate various types of cookies and bar cookies.

Introduction
 Question- Now that you have read the recipe. Why is it important to
 3

prepare a plan before making a recipe?

 Mise en place
 Writing a production plan

Body:
 Question – Why should you read a recipe in its entirety?
 Student groups- fill out production plan as recipe is reviewed
 Recipe Details to look for first
 Question- Are there any food/kitchen safety concerns?
 Equipment list
 Ingredients/ how to measure accurately
 Recipe prep steps/ Creaming Method
 Question- What equipment do you have listed?
 Review equipment list
 Order of production
 Exit Slip- Students write the Creaming Method steps on 3 x 5 card

Summary:
 Read a recipe in its entirety
 Mise en place
 Make production plan
 Food/kitchen safety concerns
 Creaming Method
 Follow up questions

Student Assessment (attach a copy of the assessment instrument that will be

used to assess students for this lesson): (UDL- Multiple Means of Expression)

Formative Assessment(s)
 Question- Why should you make a plan
 Question- Importance of reading recipes
 Question- Food/Kitchen Safety Concerns
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 Question- Students equipment listed

 Follow up questions

Summative Assessment:
 Production Plan
 Exit Slip- Creaming method

Universal Design for Learning (UDL

Multiple Means of Engagement:
 Lesson introduction – promote reasoning for creating a
production plan
 Question – student present real life scenarios concerning the
necessity for reading a recipe in its entirety
 Production plan – Students study recipe details to produce plan
to follow in kitchen lab
 Question – search for food/kitchen safety concerns
 Question – students share their equipment list
 Creaming method – students write on 3 x 5 card
Multiple Means of Representation:
 Recipe - importance of reading carefully, pointing out details of
recipe
 Production Plan – offer ways of critical thinking and use of
culinary vocabulary
 Equipment examples – names and proper uses
 Measuring Demo – weight and volume
Multiple Means of Expression:
 Use of recipe as a source to create a production plan
 Group discussion with purpose of equipment list
 Production plan – completed by students
 Exit slip – students write Creaming Method for future use as a
reference
 5

The Pennsylvania State University Workforce Education and

Development Competency-Based Teacher Education

Lesson Plan Template

Name of Instructor: Chef Kelly Renk

Program Title: CTE Culinary Arts

Course Title: Culinary Art 1

Unit Title: Unit 1

Lesson Title: Classroom and Kitchen Lab Rules/Guidelines

Lesson Performance Objective:

Given a lecture, demo, syllabus, and student handbook the student will
demonstrate their knowledge of classroom and kitchen lab rules/guidelines
by completing a Rules/Guidelines quiz with 100% accuracy.

Time (length of lesson):

1 hr. 50 mins./ lecture, demo

Equipment and Materials needed:

 Notes
 Daily Evaluation sheets
 6

 Syllabus
 Student Handbook
 Discipline Referral Forms
 Rules/Guidelines Quiz

Academic Standard(s) and Anchor(s) and/or Common Core Standard

addressed by this lesson:
Pennsylvania Academic Standard – CC.1.3.9-10.J
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
Pennsylvania Academic Standard – CC.2.4.HS.B.1
Summarize, represent, and interpret data on a single count or measured
variable.
Pennsylvania Academic Standard – CC.3.5.9-10.C
Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks, attending
to special cases or exceptions defined in the text.
Pennsylvania Academic Standard – CC.3.6.9-10.C
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.

Technical Standard(s) or Competencies taught in this lesson:

ServSafe National Restaurant Association Standards
FDA Food Code Standards
PA Department of Agriculture – Food Safety Standards
American Culinary Federation Standards
OSHA Food Industry Standards
Competency Task – 104
List common causes of typical accidents and injuries in the food service
 7

industry.
Competency Task – 209
Describe laws and rules of the regulatory agencies governing sanitation and
safety in food service operations.

Introduction
 Opening question – What is the best way to assure safety in the
classroom and kitchen lab?
 Classroom discussion
 Bell Ringer – Explain why it is important to have rules and guidelines
in the classroom and kitchen lab, in 5 complete sentences.
 Bell Ringer – discussion
 Intro to Syllabus
 Intro to Student Handbook

Body:
 Safety First!
 Complying with industry standards
 Classroom Rules/guidelines for safety
 Discipline Referral Form - Consequences
 Tour – Kitchen lab
 Demo – Rules/ guidelines for Kitchen lab safety
 Discipline Referral Form - Consequences
 Follow up – Q & A
 Rules/Guidelines quiz
 Quiz Review
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Summary:
 Safety First!
 Complying with Industry Standards
 Classroom and Kitchen lab Rules/guidelines
 Disciplinary Actions – consequences
 Reflection – How will you conduct yourself safely in the classroom and
kitchen lab?

Student Assessment (attach a copy of the assessment instrument that will

be used to assess students for this lesson): (UDL- Multiple Means of
Expression)
Formative Assessment(s)
 Opening question
 Bell ringer/discussion
 Class review – recipe
 Class discussion
Summative Assessment:
 Follow up Q & A
 Quiz
 Quiz - review
 Reflection

Universal Design for Learning (UDL)

Multiple Means of Engagement:
 Use of lesson introduction – promote expectations and beliefs
that optimize motivation
 Use of bell ringer discussion – to optimize individual choice and
autonomy
 Use of group discussion – options that guide information
 9

processing
 Use of reflection - – to allow self-assessment and reflection

Multiple Means of Representation:

 Use of lecture presentation – highlight patterns, critical features,
big ideas, and relationships
 Use of student discussion – offer alternatives for visual
information
 Use of demo – options that provide alternatives for auditory
information
 Use of syllabus, student handbook and discipline form - options
that facilitate managing information and resources

Multiple Means of Expression:

 Use of quiz – options that enhance capacity for monitoring
process
 Use of Q&A – options that guide personal goal setting and
expectations
 Use of Group discussion – options that guide effective goal-
setting
 10

The Pennsylvania State University Workforce Education and

Development Competency-Based Teacher Education

Lesson Plan Template

Name of Instructor: Chef Kelly Renk

Program Title: CTE Culinary Arts

Course Title: Culinary Arts 1

Unit Title: Unit 3

Lesson Title: The Experience of Taste

Lesson Performance Objective:

Given a lecture, visual aids, taste experiments, and data worksheet, the
student will demonstrate the understanding of the experience of taste
through the compilation and analysis of data with 100% accuracy.

Time (length of lesson):

1 hour 50 minutes- lecture/demo

Equipment and Materials needed:

 Notes
 Daily Evaluation Sheets
 Taste Receptor Visual Aids
 Taste Receptor Stations
 Food and Scent Samples
 Cotton balls and swabs, blind folds
 Data Worksheet
 11

Academic Standard(s) and Anchor(s) and/or Common Core Standard

addressed by this lesson:
Pennsylvania Academic Standard - CC.3.5.9-10.C.
Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks, attending to special cases or
exceptions defined in the text.
Pennsylvania Academic Standard - CC.3.6.9-10.D.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience

Technical Standard(s) or Competencies taught in this lesson:

OSHA Food Industry Standards
ServSafe National Restaurant Association Standards
American Culinary Federation Standards
Competency Task – 1605
Test foods for proper seasoning by taste, smell, texture and sight.
Competency Task - 1507
Peel, cut and zest fruits and vegetables.
Competency Task – 503
Demonstrate food presentation techniques, i.e. platters, bowls, and plates.

Introduction
 You will be able to – demonstrate the understanding of the experience
of taste
 Bell ringer – Can you explain exactly what makes you like certain foods,
in 5 complete sentences.
 Bell ringer discussion
 Question – How are the senses of smell and taste connected?
 Classroom discussion
 12

Body:
Classroom:
 Lecture/ The Experience of Flavor
 Question – Will the tongue or the nose detect the correct food more
often?
 Taste vs. Smell Experiment/ Procedure
 Team Assignments
 Q&A
Lab:
 Opening Duties
 Demo/ Taste vs. Smell Experiment
 Student Demo/ Taste vs. Smell Experiment
 Question – What conclusions have you reached after collecting the
data?
 Team presentations/ Evaluation of data
 Demo/ Taste Receptor Stations
 Student Demo/ Taste Receptor Stations
 Refreshments/ Chocolate Fondue with Fruit
 Flavor Experience/ Taste and evaluate food product
 Closing Duties
Summary:
 The Experience of Taste, Evaluation of Data, Taste Receptors
 Reflection- How would the information you learned today be
useful in blending and creating flavors in the future?

Student Assessment (attach a copy of the assessment instrument that will be

used to assess students for this lesson): (UDL- Multiple Means of Expression)
Formative Assessment(s)
 Bell ringer/discussion
 Question
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 Class discussion
 Q&A
Summative Assessment:
 Student Demo/ Taste vs. Smell Experiment
 Student Demo/ Taste Receptor Stations
 Team Presentations/ Evaluation of Data
 Flavor Experience/ Taste and evaluate food product
 Team assignments/ opening, cleaning and closing lab
 Reflection

Universal Design for Learning (UDL

Multiple Means of Engagement:
 Use of Introduction – promote expectations and beliefs that
optimize motivation
 Use of Q&A – options the heighten salience of goals and
objectives
 Use of Bell ringer discussion – to optimize individual choice and
autonomy
 Use of Student Demo – options that vary levels of challenge and
support
 Use of Experiment & Stations – to foster collaboration and
community
Multiple Means of Representation:
 Use of lecture presentation – highlight patterns, critical features,
big ideas, and relationships
 Use of Visual Aids- options that illustrate key concepts non-
linguistically
 Use of Class Discussion – Offer alternatives for visual information
 Use of lab demo – provides options for comprehension
 Use of Refreshments – options that support memory and transfer
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Multiple Means of Expression:

 Use of Student Demo – options in mode of physical response
 Use of Data Worksheet – Use of multiple tools for construction
and composition
 Use of Evaluation of Data – options in the tools for composition
and problem solving
 Use of Question – Vary the methods for response and
navigation
 Use of Class Discussion – Use of multiple tools for construction
and composition
 Use of Team Presentation – options that enhance capacity for
monitoring progress
 15

The Pennsylvania State University Workforce Education and

Development Competency-Based Teacher Education

Lesson Plan Template

Name of Instructor: Chef Kelly Renk

Program Title: CTE Culinary Arts

Course Title: Culinary Arts 1

Unit Title: Unit 1

Lesson Title: Breakfast Nutrition

Lesson Performance Objective:

Given a lecture, demo, video and recipes, the student will demonstrate the
production of overnight oatmeal, decorating of cupcakes and complete a written
comparison of nutritional benefits with 95% accuracy.

Time (length of lesson):

1 hour 40 minutes- lecture/demo

Equipment and Materials needed:

 Notes
 Daily Evaluation Sheets
 Nutritional Benefit Comparison Worksheet
 Recipe - Overnight Oatmeal
 Recipe - Maple Bacon French Toast Cup Cakes
 Video- Overnight Oatmeal 5 Delicious Ways/Domestic Geek 3:08 mins.
 16

Academic Standard(s) and Anchor(s) and/or Common Core Standard addressed by

this lesson:
Pennsylvania Academic Standard - CC.3.5.9-10.C.
Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions
defined in the text.
Pennsylvania Academic Standard - CC.3.5.9.-10.1
Compare and contrast findings presented in a text to those from other sources (including
their own experiments) noting when the findings support or contradict previous
explanations or accounts.

Technical Standard(s) or Competencies taught in this lesson:

OSHA Food Industry Standards
ServSafe National Restaurant Association Standards
American Culinary Federation Standards
Competency Task – 904
Describe primary functions and major food sources of major nutrients.
Competency Task – 1507
Peel, cut and zest fruits and vegetables.
Competency Task – 1913
Identify, prepare, apply and evaluate various types of icings.

Introduction
 Question – What does good nutrition mean to you?
 You will be able to – Demonstrate the production of Overnight Oatmeal,
decorate cupcakes and compare the nutritional benefits of each recipe
 Bell ringer – Describe 5 nutritious foods and their benefits, in 5 complete
sentences.
 Bell ringer discussion
 Worksheet -Nutritional Benefit Comparison /students fill out pre-observation
sections

Body:
 17

Classroom
 Video- Overnight Oatmeal 5 Delicious Ways/Domestic Geek 3:08 mins.
 Lecture – Nutrition Benefits of Overnight Oatmeal ingredients
 Q&A
 Recipe review – Oatmeal/team assignments
 Recipe review - - Maple Bacon French Toast Cup Cakes
Lab
 Opening Duties/sanitation
 Team – production of assigned recipes
 Demo – Overnight Oatmeal
 Team demo – Overnight Oatmeal
 Demo – Cupcake Decorating
 Team demo – Cupcake Decorating
 Label and store- Overnight Oatmeal
 Taste and evaluate cupcakes
 Clean up
 Closing Duties
Summary:
 Worksheet -Nutritional Benefit Comparison /students fill out post-observation
sections
 Follow up question- How has this lab change your view of nutrition?
 Group discussion
 Reflection- Why is good nutrition important to you ?

Student Assessment (attach a copy of the assessment instrument that will be used to
assess students for this lesson): (UDL- Multiple Means of Expression)
Formative Assessment(s)
 Bell ringer/discussion
 Recipe – review
 Team production
 Sanitation
 18

 Opening/closing duties
 Q&A
Summative Assessment:
 Group discussion
 Student demos
 Finished food product
 Worksheet -Nutritional Benefit Comparison
 Follow up question
 Group discussion
 Reflection

Universal Design for Learning (UDL)

Multiple Means of Engagement:
 Use of lesson introduction – promote expectations and beliefs that
optimize motivation
 Use of bell ringer discussion – to optimize individual choice and
autonomy
 Use of recipes – options that guide personal goal-setting and
expectations
 Use of team production – to foster collaboration and community
 Use of group discussion – options that guide information processing
 Use of reflection - – to allow self-assessment and reflection

Multiple Means of Representation:

 Use of lecture presentation – highlight patterns, critical features, big
ideas, and relationships
 Use of student discussion – offer alternatives for visual information
 Use of demo – options that provide alternatives for auditory information
 Use of video - options that provide alternatives for auditory information

Multiple Means of Expression:

 19

 Use of student demo – options that enhance capacity for monitoring

process
 Use of recipes –options that support planning and strategic development
 Use of team recipe production –provides options for physical action
 Use of Worksheet – options that facilitate managing information and
resources
 Use of Q&A – options that guide personal goal setting and expectations
 Use of Group discussion – options that guide effective goal- setting
 20

Culinary 1
Competency List

1 Complete safety kitchen checklist.

2 Demonstrate kitchen safety procedures.
3 Follow emergency procedures for kitchen.
4 Demonstrate opening and closing procedure for kitchen.
5 Identify (HACCP) Hazardous Analysis Control Points during food production and service.
6 Recognize industry standards (i.e. OSHA, NSF, ServSafe)
7 Demonstrate good personal hygiene and proper apparel.
8 Describe direct and cross contamination prevention.
9 Follow proper receiving, storing, preparing, and cooling of (TCS) foods.
10 Define employment opportunities in the food service industry.
11 Demonstrate knife safety.
12 Demonstrate classical knife cuts.
13 Identify kitchen equipment and small wares.
14 Demonstrate how to read and write a standardized recipe.
15 Write a production schedule.
16 Identify breakfast foods.
17 Prepare and eggs using standard methods.
18 Prepare and evaluate pancakes, waffles and crepes.
19 Prepare and evaluate breakfast potatoes.
20 Prepare and evaluate breakfast meats.
21 Prepare and evaluate hot breakfast cereals.
22 Identify baking equipment and utensils.
23 Identify baking ingredients and their purpose.
24 Prepare and evaluate cookies and bar cookies.
25 Prepare and evaluate biscuits.
26 Prepare and evaluate muffins and quick breads.
27 Prepare and evaluate cakes and icings.
28 Prepare and evaluate pies and tarts.
29 Prepare and evaluate puff pastry and pate choux.
30 Prepare and evaluate yeast dough rolls and breads.
31 Prepare and evaluate custards, puddings and fillings.
32 Identify vegetables, potatoes, legumes and fruits.
33 Prepare vegetables, potatoes, legumes and fruits using various cooking methods.
34 Identify pasta and rice.
35 Prepare and evaluate pasta and cook.
36 Prepare and evaluate rice using boil, pilaf and risotto methods.
37 Identify and prepare and evaluate stocks.
38 Identify and prepare and evaluate mother sauces and small sauces.
39 Prepare and evaluate gravies and soups
40 Identify types of salads.
 21

41 Demonstrate washing, trimming and storage of greens.

42 Prepare and evaluate various types of salads.
43 Prepare and evaluate salad dressings.
44 Identify sandwich ingredients.
45 Identify types of sandwiches.
46 Prepare and evaluate various types of sandwiches.
 22

Anticipation Guide
1) What do I know about the subject of today’s lesson?
2) What would I like to learn?
3) Why is this lesson being taught?
4) How will I apply the things I learn?
5) What other question might I have?

Multiple Choice Assessment

1) I _______understood today’s recipe.
a) did not b) partially c) completely
2) My production plan was ________ today.
a) poor b) good c) excellent
3) My time management was ________ today.
a) too slow b) too fast c) just right
4) I was _________ with my finished food product.
a) disappointed b) satisfied c) very pleased
5) I would change ________ of my lab performance today.
a) a lot b) some c) none

True or False Assessment

1) The lesson presentation was organized. ( T or F )
2) I understood the lesson presented. ( T or F )
3) The instructions were clear. ( T or F )
4) My questions were answered. ( T or F )
5) I will apply the things learned in this lesson. ( T or F )
 23

Culinary 1 (4 Marking Periods)

I. School/classroom/lab rules and procedures

a. General school rules and forms
b. Classroom specific rules and policies
c. Lab specific rules and policies
d. Absences and make up work
e. Appropriate lab attire
II. Safety
a. General safety rules for classroom and lab
b. Special safety rules (fire alarms, lock down procedures, etc.)
c. Large and small equipment safety procedures
d. General safety for lab.
e. Personal safety (procedures for injuries and illness)
f. Food safety
III. Employability Skills
a. Employment trends in the Food industry
b. Occupational opportunities
c. Job specifications and skills
d. Employment applications
e. Job interviews and proper dress
IV. Knife Skills
a. Knife safety
b. Knife identification and parts
c. Knife care and storage
d. Knife sharpening
e. Classic knife cuts
V. Breakfast Cookery
 24

a. Identify breakfast foods

b. Prepare eggs using various cooking methods
c. Prepare batter breakfast foods
d. Prepare breakfast potatoes
e. Prepare breakfast meats
f. Prepare breakfast hot cereals
VI. Baking and Pastry
a. Identify baking equipment and uses
b. Identify baking ingredients and purposes
c. Prepare cookies and bar cookies
d. Prepare biscuits
e. Prepare muffins and quick breads
f. Prepare cakes and icings
g. Prepare pies and tarts
h. Prepare puff pastry and pate choux
i. Prepare yeast dough rolls and breads
j. Prepare custards puddings and fillings
VII. Vegetable and Starch Cookery
a. Identify vegetables and legumes
b. Prepare vegetables and legumes using various cooking methods
c. Identify potatoes
d. Prepare potatoes using various cooking methods
e. Identify fruits
f. Prepare fruits using various cooking and garde manger methods
g. Identify pasta and rice
h. Prepare pasta and cook
i. Prepare rice using boil, pilaf, and risotto methods
VIII. Stock, Sauce and Soup Production
 25

a. Prepare mire poix, sachets and bouquet garni

b. Identify and prepare stocks
c. Identify and prepare mother sauces and small sauces
d. Identify and prepare gravies
e. Prepare hot and cold soups
IX. Salad and Sandwich Cookery
a. Identify types of salads
b. Wash, trim and store greens
c. Prepare various types of salads
d. Prepare salad dressings
e. Identify sandwich ingredients
f .Identify types of sandwiches
g. Prepare various types of sandwiches
 26

Effectiveness of Instructional Strategy &Teaching Method Assessment

Lesson #____ Lesson Title_____________________________________ Date Delivered______

Educational Level ________________ Number of Students _____

Description of Teaching Method

______________________________________________________________________________
______________________________________________________________________________

Activity
______________________________________________________________________________

______________________________________________________________________________

Assessment Checklist

Detailed description of method being presented

______________________________________________________________________________

______________________________________________________________________________

Statement of goals and objectives

______________________________________________________________________________
______________________________________________________________________________

Series of guidelines for instruction method implementation

______________________________________________________________________________

______________________________________________________________________________

Method of assessment
______________________________________________________________________________

______________________________________________________________________________

Strong and Weak points of Method Delivery

______________________________________________________________________________

_____________________________________________________________________________

Corrective Actions/ Time Frame

______________________________________________________________________________

______________________________________________________________________________

Comments
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 27

Creating Menus
Unit Plan

 The Importance of the Menu

 Menu Types

 Menu Planning and Design

 Menu Categories

 Menu Pricing
 28

Menu Planning and Design

Learning Activity Packet

 Introduction:

Given a lecture, demo and learning activity packet containing

information sheet, assignment sheet, learning contract, reference sheets,
assessment sheet and menu worksheet, you will be able to demonstrate
menu planning and design.

 Competency Task – 2001

Plan and design a menu based upon customer and management
needs.
 29

Assignment for Individualized

Learning Activity

1. Read the “Learning Contract” and sign

2. Read “Tips for Designing a Menu”

3. Review “Sample Menus”

4. Complete “Restaurant Information” Sheet

5. List names of menu items on “Menu “ Sheet

*Starters – 1 salad & 1 soup

*Main Courses – 2 entrees

*Desserts – 2 desserts

6. Write menu item descriptions

Learning Contract

I will complete my ”Menu Planning and Design Learning Activity

Packet” in a timely, productive, creative manner within the limits of

my scheduled classroom timeframe. I realize this is an individualized

activity and will not collaborate with other students.

Student’s Signature________________________________

Teacher’s Signature________________________________
30
31
32
33
 34

Restaurant
Information

Restaurant Name______________________________________________
Location _____________________________________________________
Theme ______________________________________________________
Average Customer ____________________________________________
Menu Price Range ____________________________________________
Average Guest Check __________________________________________
Number of Employees _________________________________________

Additional Information:
(Sketches may also be included)
35
 36

Assessment Sheet

 Student honored Learning Contract (0-5 pts.) ___

 Student read and reviewed reference materials provided (0-5 pts.) ___

 Student completed “Restaurant Information” Sheet (0-5 pts.) ___

 Student listed names of menu items on “Menu“ Sheet (0-5 pts.) ___

*Starters – 1 salad & 1 soup

*Main Courses – 2 entrees

*Desserts – 2 desserts

 Student wrote detailed menu item descriptions (0-5 pts.) ___

Total pts. ___

*Rubric:

0- No effort exhibited

1- Failing

2- Below average work

3- Competent

4- Proficient

5- Distinguished
 37

The Pennsylvania State University Workforce Education and

Development Competency-Based Teacher Education

Lesson Plan Template

Name of Instructor: Chef Kelly Renk

Program Title: CTE Culinary Arts

Course Title: Culinary Arts 1

Unit Title: Unit 3

Lesson Title: Menu Planning and Design

Lesson Performance Objective:

Given a lecture, demo and learning activity packet containing information sheet,
assignment sheet, learning contract, reference sheets, assessment sheet and menu
worksheet, the student will demonstrate menu planning and design with 95% accuracy.

Time (length of lesson):

1 hour 50 minutes- lecture/demo

 38

Equipment and Materials needed:

 Notes
 Daily Evaluation Sheets
 “Culinary Essentials” Textbook (pgs. 314-316)
 Learning Activity Packet
 Student Reflection Sheets

Academic Standard(s) and Anchor(s) and/or Common Core Standard addressed by this
lesson:

Pennsylvania Academic Standard - CC.3.5.9-10.C.

Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined
in the text.

Pennsylvania Academic Standard - CC.3.6.9-10.D.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience.

Pennsylvania Academic Standard - CC.2.1.HS.F.4

Use units as a way to understand problems and to guide the solution of multi-step problems.

Technical Standard(s) or Competencies taught in this lesson:

OSHA Food Industry Standards

ServSafe National Restaurant Association Standards

American Culinary Federation Standards

Competency Task – 2001

Plan and design a menu based upon customer and management needs.
 39

Introduction

 You will be able to – Demonstrate Menu Planning and Design

 Bell ringer – In 5 complete sentences, describe 5 “Menu Planning Principles”, using
(text pgs. 314-316)
 Bell ringer discussion
 Question – What types of descriptive words help you understand a menu item?
 Classroom discussion

Body:

Classroom

 Lecture/Demo- Menu Planning & Design

 Expectations/ Learning Activity Packet
 Q&A
 Students Complete/ Learning Activity Packet
 Restaurant/ Role Play Exercise

Summary:

 Menu Planning and Design

 Question- How will you look at menus differently in the future?
 Reflection- How would your menu help sell food and meet your customer’s
expectations?
 Student Reflection Sheets

Student Assessment (attach a copy of the assessment instrument that will be used to
assess students for this lesson): (UDL- Multiple Means of Expression)
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Formative Assessment(s)

 Bell ringer/discussion
 Question
 Class Discussion
 Q&A
 Learning Activity Packet
Summative Assessment:

 Completed Learning Activity Packet

 Restaurant/ Role Play Exercise
 Question
 Reflection
 Student Reflection Sheets

Universal Design for Learning (UDL

Multiple Means of Engagement:

 Use of Lesson Introduction – promote expectations and beliefs that

optimize motivation
 Use of Bell Ringer Discussion – to optimize individual choice and autonomy
 Use of Q&A – to allow self-assessment and reflection
 Group Discussion – to foster collaboration and community
Multiple Means of Representation:

 Use of Lecture Presentation – highlight patterns, critical features, big ideas,

and relationships
 Use of Classroom Discussion – to foster collaboration and community
 Use of Expectations - options that provide alternatives for visual information

Multiple Means of Expression:

 Use of Learning Activity Packet – Use of multiple tools for construction and
composition
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 Use of Restaurant Role Play Exercise – Vary the methods for response and
navigation
 Use of Group Discussion – Use of multiple tools for construction and
composition
 Use of Q&A – provide options for expressive skills and fluency
 Use of Reflection- to allow self-assessment and reflection