Revised+Lesson+Plan

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
 * **Grade and Content Area** || GRADE 9: Culinary I – Vocabulary Lesson ||
 * **Title** || Lesson 1.3: Basic Culinary Terminology ||
 * **Standards** || CCSS L.9-10.6

NETS 3.2: Students apply digital tools to gather, evaluate, and use information. ||
 * **Context of the Lesson** || The focus of this lesson is presented to introduce students enrolled in Culinary I to new industry-specific vocabulary and the opportunity to understand and demonstrate proper word usage. This vocabulary is used throughout the course and is required knowledge for foodservice/culinary majors in college and in the foodservice industry to comprehend the information. The vocabulary covered in this lesson is taken from Chapter 1 of the course text.

Expected length of lesson: 45 minutes || Methods of engaging students include: Clear instructions, use of videos to demonstrate use of word, use of smart-board/projector to display text and highlight new vocabulary for students to respond to, use of computer/internet technologies, and use of graphic organizer to utilize during lesson. Opportunities to ask clarifying questions will be provided throughout entire lesson. || • Lesson 1.3 Worksheet • Smart Board • Projector • Computer/Laptop (Instructor-Issued) • Powerpoint Presentation: Lesson 1.3 • Markers and Chalk • Graphic organizer • Student-Issued Laptops || Classroom furniture is arranged to facilitate both individual work/study. Lesson will be conducted in dining room. Lab (kitchen) will not be utilized for this lesson. || Teacher-Directed Lecture/Pre-Reading Activities (10 min). 1. “Today we are going to begin talking basic kitchen terms. Can anyone give me some words they think are used in a professional kitchen? Instructor will pause and take answers. 2. Thinking of the kinds of food items might be produced in such a kitchen, what are some culinary verbs you can think of? Instructor will pause and take answers. Instructor will jot answers on board and will evaluate responses with class and provide feedback. Instructor will also provide further examples as necessary. 3. Just as the term, “Culinary Arts” may be new to many of you, Culinary Arts itself includes many terms that you will need to know.
 * **Opportunities to Learn** || Teacher will: Use visual and verbal directions.
 * **Materials** || • Culinary Arts Today: A Global Perspective by Carl Watson et al., 9th Ed.
 * **Classroom Environment** || Inclusive
 * **Objectives** || At the end of this lesson, students will: • Identify the meaning of unfamiliar culinary vocabulary by using general print and electronic resources to determine definition and usage of the vocabulary. • Acquire and correctly use domain-specific (foodservice) words at the college/career-readiness level by demonstrating independence in gathering vocabulary knowledge. ||  ||
 * **Instructional Procedures** || **Opening:**

1. BEAT: to make a mixture smooth by stirring rapidly. 2. BOIL: to cook a liquid until bubbles rise continuously and break the surface. 3. CHOP: to cut into small pieces with a knife. 4. CORE: to remove the center of a fruit. 5. CREAM: to blend with a spoon or electric mixer until fluffy, light, and well-blended (example: sugar, eggs, and shortening). 6. CUT IN: to mix shortening and flour with a pastry blender or two knives. 7. FOLD: to gently combine two mixtures by cutting down through the center with a rubber scraper, across the bottom of the bowl, and up and over close to the surface. 8. GRATE: to rub on a tool that separates or shreds the food into smaller pieces. 9. GREASE: to spread a thin layer of shortening or oil on a baking pan. 10. KNEAD: to work or press dough with the palms of the hands. 11. PARE: to remove the peeling by using a knife or peeler. 12. SAUTÉ: to cook in a small amount of fat. 13. SIMMER: to heat to just below boiling. 14. STIR: to mix ingredients using a circular motion until well-blended. 15. TOSS: to mix foods lightly using a lifting motion with two forks or a fork and spoon. 16. WHIP: to beat rapidly and make light and airy (example: egg whites, whipping cream) Engagement: Group Research Activity (20 min.)
 * New Vocabulary:**

__I Do:__ Instructor will provide background information to the class about Culinary Arts (including history and current applicability today) and specific types of food items prepared in professional kitchens kitchens. Instructor will model instances when knowing the proper terminology is/was key to effectively working in the foodservice industry. __We Do:__ Instructor will demonstrate to the class two ways of researching new vocabulary. Instructor will first give the class a basic culinary vocabulary term (a foodservice term that should already be known at this level - e.g., “emulsion.”) and will provide tips to help search for definitions within the text and via the internet. This will be done together – the instructor will look up the word with the class, first using the book (students will follow along on the same page), and then using an internet source. (For the internet source, instructor will display their work via projector; students will follow along using their student-issued laptops.) Instructor will also show various methods of looking up definitions using websites (search engine, dictionary websites, etc.) __You Do:__ Instructor will assign each student a vocabulary word. Each student will be asked the course text (Chapter 1) and the internet (via their student-issued laptop) to: 1. Define term given 2. How the term is utilized in Culinary Arts 3. Provide an example recipe that accurately uses the word at least once

Groups will be given time to research the term they are given and complete the rest of the assignment. Instructor will check in with each group and make sure they are on pace and their research is in the right direction, are comprehending the material, and to answer any questions. Instructor will provide clarification as necessary. Instructor will discuss student progress and responses independently before lesson closure.

Share-out activity (15 min) 1. Students will be given a worksheet will all sixteen terms to fill-in. They will complete this during this share-out activity as other groups present their findings, and will fill in their term as well. This gives students a completed list of the terms and their definitions. 2. Share-out student learning and findings. Students will be asked one by one to come to the front of the class and present their findings. Students will orally define the term given and explain how the term is used in the foodservice industry. The students will then be asked to present a recipe that utilizes the term at least once. ||
 * Closure:**
 * **Differentiated Instruction** || The special educator or general educator can work one-on-one with struggling learners. Instructor(s) will monitor students by checking in with each student as they are researching. Instructor(s) will note ideas and new learning. Instructor(s) will provide struggling learners with a worksheet that aligns with course text with queues that helps the student determine what information to pull form the reading, (where to look in the text and what to look for), that will help them define new vocabulary. Instructor(s) may also pair struggling learners with a group (instructor-selected) for further support.

Additional Materials: Foam Board/graphic visual, teacher-selected partner support, graphic organizer (presented with a different layout). ||
 * **Assessment** || The worksheet serves as individual formative assessment of lesson’s objectives. The worksheet will be collected upon completion, graded, and handed back promptly. The in-class share-out serves as a group assessment. The in-class share-out and the worksheet assess the student’s ability to identify the meaning of unfamiliar Culinary Arts vocabulary (domain-specific words at the college/career-readiness level) by using general print and electronic resources. ||