Lesson Plan Unit: Kitchen Organization Topic: Purpose of the Work Triangle Framework: 4.4
ELA Framework: R.10.10.2, 10.11.2, 10.12.2
CCSS: WHST 10.10, 11.10, 12.10
(Author: Kim Amaro)
 What concept within the framework is to be developed? What is the specific objective of the
lesson?
4.4 Explain the purpose of the work triangle. Students will be able to identify the components of the
work triangle and identify the advantages and disadvantages of the work triangle based on each
kitchen layout. Students will identify the minimum and maximum recommended number of feet
between all three components of the work triangle.
 What do students probably already know about the content? What prior knowledge needs to be
activated?
Students should know the types of kitchen floor plans based on knowledge gained for Framework 4.3
Identify types of kitchen floor plans.
 What don’t they know?
Students will know that every kitchen includes a sink, range, and refrigerator; however, they will not
know that the placement and distance between each of these components will determine how userfriendly each type of kitchen floor plan is.
 Is there potential for misconception?
Misconception could be a concern because the Food and Nutrition Frameworks state that the
suggested range of the work triangle fall between 8 and 22 feet. However, the textbook used in the
lesson to teach this framework refers to a range of 12 to 22 feet, so students will need to be asked to
disregard the information in the textbook.
 What should students be able to do at the end of the lesson?
Students should be able to correctly identify the three components of the work triangle. Students
should also be able to correctly describe the advantages and disadvantages of each kitchen layout in
regard to the work triangle. For example, a work triangle in a corridor layout could be disrupted if
this were a high traffic area.
 What resources are available to develop the concept?
1. pen or pencil
2. paper
3. Food for Today (Glencoe-McGraw-Hill) pages 316-317
 What questions will focus students’ thinking on the concept and help guide learning?
What are the three components of the work triangle? Why is it important for the number of feet in
the work triangle to fall within a certain range? What is the range for the number of feet in the work
triangle? What are the advantages and disadvantages of each work triangle?
 How will I assess students’ understanding of the essential concepts and major details?
1. The work triangle should not exceed _______________ feet.
a. 8
b. 16
c. 22
d. 26
2. Which of the following is NOT a component of the work triangle _________________?
a. refrigerator
b. garbage disposal
c. sink
d. stove
3. Limited storage and counter space is often a disadvantage of a ___________________ kitchen work
triangle.
a. U-shaped
b. L-shaped
c. corridor
d. one-wall
Description of Lesson
Part of
Strategy
Lesson
Before
During
After
Admit Slips
(in class
version)
Cornell
Notes and
Sketching
My Way
Exit Slip
What Students Will Do
What Teacher Will Do
Students will be asked to draw a
simple diagram of their own kitchen
at home and label the sink, stove,
and refrigerator. Then they will be
asked to write one positive and one
negative aspect about the
functionality of their kitchen.
Students will following along in the
Food for Today textbook as it is
being read aloud. Each section will
require note taking using the
Cornell Notes system. When
discussing the kitchen layouts,
students will use Sketching My Way
to draw each layout, label the work
centers, and draw the work triangle.
Students will list advantages and
disadvantages of each kitchen
layout.
Students will keep their Admit Slips
and expand upon those for an Exit
Slip. Students will be asked to
identify which kitchen layout
describes their kitchen best.
Students will in addition be asked to
reconsider the positive and
negatives aspects of their kitchen
and further develop their Admit Slip
answer.
Teacher will monitor students’
progress as they complete their
admit slips. Teacher will ask a few
students to share with the class
about their kitchen layouts.
Teacher will assign students
sections of reading, as well as guide
students in the Cornell Note-taking
process. Teacher will discuss
advantages and disadvantages of
each, then question for student
comprehension.
Teacher will request students
identify their kitchen layout and
expand upon their Admit Slips.
Teacher will monitor students
editing their now Exit Slips.
Students will be directed to submit
Exit Slips before leaving.
Admit Slips (before)
Purpose:
To help students connect or use important information from recent lessons or summarize information.
Using the Strategy:
1. Write the prompt or task on the board.
2. Set aside 5 minutes at the start of class for students to complete the admit slip, essentially using the admit slip as a bell-ringer. Walk around to
read as students write in order to lead the upcoming discussion.
3. Conduct a short class discussion/sharing of ideas from the slip to begin class.
Cornell Notes (during and after)
Purpose:
To help students develop an organized method for taking notes that focuses on distilling material down to important ideas and summarizing the
material presented in the lesson.
Using the Strategy:
1. Have students draw a vertical like down their note paper about to divide the page into 1/3 on the left and 2/3 on the right.
2. Instruct students to “take notes” during the lesson on the 2/3 side of the paper. Take notes with the students several times (on the overhead or
document camera) before asking them to do this independently. The notes in this section should include main points and important details from the
lesson in abbreviated wording.
3. After the lesson is concluded, review notes and use the 1/3 side of the paper to make brief notes to bring attention to main idea, vocabulary, or
items that are unclear.
4. Have students write a 2-3 sentence summary at the end of the notes to capture the important information from the lesson.
5. Students can cover the right column, use the items in the left column as cues to study and then check the details by looking at the right column.
Sketching My Way (during)
Purpose:
To help students make meaning as they read.
Using the Strategy:
1. Ask students to stop periodically during reading to draw simple pictures or diagrams to illustrate what they understood from the reading.
2. Allow them to share their representations with partners or small groups, or even as a whole class using a “gallery walk” or “carousel” activity.
Exit Slips (after)
Purpose:
To help students connect learning and summarize information.
Using the Strategy:
1. Reserve 2-3 minutes at the end of class for students to write their exit slips.
2. Assign a sentence stem or question to which they should respond. For example, if you have taught them to summarize you can ask for a summary
of the lesson. You can pose a stem such as “One thing I learned about ___ is…”
3. Collect the exit slips as students leave class. Read through the cards to get a view of what students understand. You may wish to select a few
cards with which to begin class the next day. You may want to select cards that typify the responses, offer a unique perspective, or ask a good
question. You may wish to share the cards without identifying student names.