TFJ2O Chef Biography Assignment
Name: _____________________
Due Date:
Please write a report on a well known chef, preferably Canadian, but not essential. You must advise me first on who
you are going to be writing about. The report will include the following information about the chef you have chosen.
The assignment will be completed on the computer in power point and emailed to me for grading.
Title Page - This includes the name of the chef, the due date of the project, your name, my name, and the
class - TFJ2O with your period specified. Show some creativity.
Time line - starting with place of birth, schools attended or where he/she apprenticed, where they work
now or what they are doing now. Include publications of cookbooks or TV Shows in your time line as these
are significant moments in the career of a chef. Do not concentrate too much on their youth concentrate
more on their career.
Search in Google images for some examples of time lines or in the insert tab go to illustrations group click on smart
art, and then click on process. This will provide you also with some versions of timelines to use.
Two Recipes – The report needs to include two recipes attributed to that chef with ingredients and method. Provide
a paragraph on each recipe describing what you like about the recipe and why you have picked it. Then pick an
ingredient and a culinary term that you are unfamiliar with in each of the recipes, research it and describe it in a
paragraph. If you know all of the ingredients still pick one and provide some research.
Describe the attributes that have made this chef a success (125 words = about 1/2 page) you may write this portion in
essay form or as an interview.
In a paragraph tell me why you picked this chef with regard to male/female, Canadian or international, type of food
they make, and anything you feel is important for me to know why you made your choice.
Please list all websites and reference materials used including cookbooks or biographies of the chef you have chosen.
Some resources are: topchefs.chef2chef.net
biography.com
www.foodnetwork.com
Your project will be marked using the following checklist, please ensure all areas listed have the proper information
provided.
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Title Page – your name, chef’s name, my name, course code and period
Time Line – birth, career schooling, significant professional days including TV, books, and businesses.
There will be a total of 10 individual points (dates) on the timeline.
Two (2) Recipes; including title, ingredients, and method
Paragraph for each Recipe detailing why you would try or changes you would make.
A description for each unfamiliar Item in each recipe. Describing what the ingredient is, how it is made or
grows, where it is from, what it is used for, is it healthy or unhealthy and why..
A definition of 2 culinary terms, one from each recipe.
Attributes that makes this chef successful.
Why did you choose this person?
Websites or Books used for your research
Spelling/Grammar will be checked so use spell check and proof read your report
Creativity; this assignment is being emailed to me so BE CREATIVE. Lots of pictures and colour.
My email is; steve.griffin@wcdsb.ca
Chef Bio
Name:
Ontario Catholic Graduate Expectations
A collaborative contributor who finds meaning, dignity and vocation in work which respects
the right of all and contributes to the common good.
A1, A2, A3, B1, B2, B3, D2, D3
A2.2, A2.3, A3.1, A3.2, B1.1, B1.2, B2.1, B3.2, B3.3, D3.1
Overall Expectations
Specific Expectations
Categories
50 – 59%
60 – 69%
70 – 79%
80 – 100%
Level
Awareness
Application
Comprehension
Mentor
Knowledge and Understanding- Subject- specific content acquired in each course (knowledge), and the comprehension of its meaning and
significance (understanding). The student will:
Understanding of content;
Demonstrates limited Demonstrates some Demonstrates
Demonstrates
procedures, technological
understanding of
understanding of
considerable
thorough
concepts, processes, industry
content
content
understanding of
understanding of
standards
content
content
Thinking/ Inquiry- The use of critical and creative thinking skills and/ or processes. The Student will:
Use of planning skills; identifying Uses planning skills
Uses planning skills
Uses planning skills
Uses planning skills
the problem, selecting strategies with limited
with some
with considerable
with thorough
and resources, and time
effectiveness
effectiveness
effectiveness
effectiveness
management skills
Use of processing skills;
Uses processing skills
Uses processing
Uses processing skills
Uses processing
analyzing and interpreting
with limited
skills with some
with considerable
skills with thorough
information, reasoning,
effectiveness
effectiveness
effectiveness
effectiveness
generating and evaluating
solutions, and forming
conclusions.
Use of critical/ creative thinking
Uses critical/creative
Uses
Uses critical/creative
Uses
processes; problem-solving,
thinking processes
critical/creative
thinking processes
critical/creative
design, and decision-making
skills with limited
thinking processes
skills with
thinking processes
process
effectiveness
skills with some
considerable
skills with thorough
effectiveness
effectiveness
effectiveness
Communication – The conveying of meaning through various forms. The Student will:
Expression and organization of
Expresses and
Expresses and
Expresses and
Expresses and
ideas and information (clear
organizes ideas and
organizes ideas and organizes ideas and
organizes ideas and
expression, logical organization)
information with
information with
information with
information with a
in oral, visual and written forms
limited effectiveness
some effectiveness
considerable
high degree of
effectiveness
effectiveness
Application – The use of knowledge and skills to make connections within and between various contexts. The Student will:
Transfer of knowledge and skills
Transfers knowledge
Transfers
Transfers knowledge
Transfers
(concepts, processes, use of
and skills to new
knowledge and
and skills to new
knowledge and skills
equipment and technology) to
contexts with limited
skills to new
contexts with
to new contexts
new contexts
effectiveness
contexts with some
considerable
with a high degree
effectiveness
effectiveness
of effectiveness
Making connections within and
Makes connections
Makes connections
Makes connections
Makes connections
between various contexts
within and between
within and between within and between
within and between
(between disciplines; between
various contexts with
various contexts
various contexts with
various contexts
technology, the environment,
limited effectiveness
with some
considerable
with a high degree
and society; between school and
effectiveness
effectiveness
of effectiveness
future opportunities)
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