Lesson Plan
Unit: 2
Topic: Basic Menus & Recipes
ELA Framework: W4.10.5, W4.11.5, W4.11.6
CCSS: WHST 10.10, 11.10, 12.10
Author: Cody Dare
Framework: Culinary Arts 2.1
 What concept within the framework is to be developed? What is the specific objective of
the lesson?
o Learn specific terms related to nutrition, menu planning, and recipes.
o Define terms related to nutrition, menu planning, and recipes.
 What do students probably already know about the content? What prior knowledge needs
to be activated?
o Students should have basic knowledge of some of the terms, but not all.
o Every student should have some concept of menus. Whether it be menus at fast food or
casual dining restaurants.
 What don’t they know?
o Different types of menus (static menu, cycle menu, market menu, and hybrid menu)
o Dietary Guidelines (for Americans and NAS)
o RDA (Recommended Daily Allowance)
 Is there potential for misconception?
o
o
o
o
Nutrient vs. Nutrition
Fat-Soluble vitamin vs. Water-Soluble vitamins
Low-sodium diet vs. Low-fat diet
Vitamins vs. Minerals
 What should students be able to do at the end of the lesson?
o Describe the different types of menus
o Explain the difference in fat-soluble vitamins and water-soluble vitamins
o List examples of carbohydrates, cholesterol, fiber, heart healthy food, mineral,
preservatives, protein, and vitamins. Be able to explain their use.
 What resources are available to develop the concept?
o Chapter 4, in the On Cooking textbook works well with this lesson
 What questions will focus students’ thinking on the concept and help guide learning?
o What is the food guide pyramid?
o What are the different food groups?
o What types of restaurants have you been to? Do you remember the menu you used?
o When and what do you eat? (Meal Pattern)
 How will I assess students’ understanding of the essential concepts and major details?
o Vocabulary quiz on key terms of the chapter on the next day. List the different menu types.
Draw and label a food guide pyramid.
Description of Lesson
Part of
Lesson
Before
Strategy
Admit Slip
Cornell
Notes
Linguistic
Vocabulary
What Students Will Do
What Teacher Will Do
Students will be able to write a
definition, from prior knowledge or
daily experience, to one of the
words listed on the board.
Teacher will have the list of terms
on the board.
Using the graphic organizer
students will write what they think
the definition for the words are and
draw a picture representing the
meaning to them.
Teacher will allow the students time
to define and draw a picture of their
representation of the word.
Either/ Or
During
How well
do I know
these
words?
Lecture
Group
Discussion
On their own, students will put the
words into the column that
represents their understanding.
Then, students will get into groups
of two and share their ideas on the
meaning of the words.
Students will listen and take notes
as the teacher presents further
detail of the vocabulary words.
The class will discuss the deeper
meaning of the vocabulary words
and their daily meanings.
Students will have to answer a
question based on class learning
during the last five minutes of class
on exit slips.
After
Teacher will give the students time
to put the words in to the column
that fits their understanding.
Exit Slips
At home, students will define the
vocabulary words, in preparation
for an assessment the following day.
Teacher will explain and provide
models of the different type of
menus, different food types, diets,
and dietary guidelines.
Teacher will be prepared to offer
the definition and daily use of any of
the vocabulary words that are
misunderstood.
Teachers should have the exit slip
ready.
Explain the difference between:
 Fat-soluble and watersoluble vitamins
 Vitamins and Minerals
 Fixed menu and Cycle menu
 Low-fat diet and low-sodium
diet
Teacher will be at the door to collect
exit slips.