Standards-Based Lesson Plan

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Exploratory Course Introduction Course Concentration Course X Capstone Course

Home Economics Careers and Technology Subject Matter: Culinary Arts 2

Lesson Title and Duration / Plating Techniques
2-3 class periods, 54 minutes each
Learner Outcomes /
Objectives (Write on the board so students and visitors are aware of student learning outcome) / Students will design the presentation platter for their sandwich lab
Standards (the California State Standards addressed in this lesson)
California State Standards for Career Technical Education http://www.cde.ca.gov/ci/ct/sf/documents/ctestandards.pdf / B6.6 Design plating techniques, including accurate portioning and aesthetic presentation skills.
Materials
Needed / Garnishing tools and videos. Handouts with simple plating pictures. Food list will vary based on the recipes selected for the sandwich categories and availability of fresh seasonal produce. Sensory evaluation form and vocabulary terms.
Differentiated Learning Needs / Food Magazine pictures
Anticipatory Set – activities that help focus students on the lesson of the day (the “hook”) / Using PPT slides with pictures of proper and improper plated& garnished platters Students choose one and Quick Write on what makes the platter appealing or unappealing. Students share their answers with others at their table and choose the most descriptive answer to share with the class.
Teaching the Lesson
Ø  Modeling – how will you demonstrate the skill or competency?
Ø  Instructional Strategies – how will you deliver the lesson?
Ø  Check for Understanding – how will you ensure the skill or competency is understood by the students? / Teacher will demonstrate garnishes and sample plating techniques using a variety of fresh produce and platters.
PPT with various common plating techniques used in food service.
Students will have an opportunity to sketch out their platting and garnishing idea, get teacher approval and begin the lab.
Differentiated Learning Needs / Let students find magazine pictures to identify and label the main item, garnishes and plating techniques used.
Guided Practice /
Monitoring – an activity directly supervised by the instructor that allows students to demonstrate grasp of new learning. Instructor moves around the room determining the level of mastery and providing individual remediation as needed. / Lab: Using the ingredients previously collected for their sandwiches students complete the sandwiches, plate and garnish appropriately.
Differentiated
Learning Needs / Group participation to complete the finished product. Students are paired with higher ability student.
Closure – Statements or actions made by the instructor that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be learned. / Each kitchen group presents their sandwich platters and describes the choices of produce and plating.
Independent
Practice – a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings. This may be a homework assignment. / With a partner discuss how to design the platter attractively if fresh produce was not available.
Differentiated Learning Needs
Summarize,
Evaluate & Reflect – after teaching the lesson, ask students to reflect on their learning. Instructors can also reflect on the lesson, its success, and how it can be improved. / Students complete a sensory evaluation form for their food item, plating and garnishing techniques