21st Century Instructional Guide for Career Technical Education
ProStart 2B
Human Services Cluster
Hospitality Education and Training
Title:
ProStart 2B (1020)
Standard Number:
HS.S.PS2B.1
Soups, Stocks, and Sauces
Students will
 demonstrate knowledge of soups, stocks, and sauces.
 demonstrate preparation of soups, stocks and sauces.
Essential Questions: What are preparation methods of soups, stocks, and sauces?
Objectives:
Students will
Learning Plan & Notes to Instructor:
HS.O.PS2B.1.1
differentiate the basic ingredients for broth,
Discuss with students the various ingredients to
consommé, puree, clear, and cream soups
each of the types of soups.
Have students separate into 5 groups and make a
poster to highlight each of the key terms for the
soups.
Be sure they understand the process in which to
make the soup. When covering cream soups, be
sure to cover the specialty soups.
HS.O.PS2B.1.2
demonstrate the correct preparation methods for Have students work together in groups to prepare
soups.
various elements of the soup i.e sachet depices or
bouquet garni, roux, oignon brule.
Have the students write out instructions for each
step of the preparation process.
Be sure to cover raft, skimming, clarify, and
degrease.
HS.O.PS2B.1.3
prepare several kinds of soup.
Divide students into groups that will each prepare
the 5 types of soup.
Each student needs experience in preparation of
each type. Monitor kitchen activities to ensure
student accuracy.
Create a rubric to assess quality, flavor,
presentation, and kitchen preparation/clean up.
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HS.O.PS2B.1.4
identify the four essential parts of stock.
HS.O.PS2B.1.5
classify the basic types of stock and their
ingredients
HS.O.PS2B.1.6
discuss three methods for preparing bones for
stocks.
HS.O.PS2B.1.7
prepare several types of stock
HS.O.PS2B.1.8
discuss how to properly cool stock
HS.O.PS2B.1.9
discuss the proper ingredients for sauces.
HS.O.PS2B.1.10
identify factors to be considered when matching
sauces to appropriate foods.
Discuss with students the parts of stock including:
 mirepoix
 aromatics
 major flavoring ingredient and
 liquid
Have students use word wall words to retain words
and their definitions.
Have students discuss each of the types of stock,
their ingredients, and their preparation methods.
Place each type of stock on the top of a large
sheet of paper and label its components at the
bottom.
Identify blanching, browning, and sweating as the
three methods for bone preparation. Discuss with
students in detail how to complete each one of
these processes.
Divide students into groups that will each prepare
the types of stock. Each student needs experience
in preparation of each type. Monitor kitchen
activities to ensure student accuracy.
Create a rubric to assess quality, flavor,
presentation and kitchen preparation/clean up.
Discuss with students the various ways to properly
cool stock. Be sure to check with your local health
department as to their policy for cooling.
Use ServSafe as a guideline for cooling
techniques.
Review with students various sauces used in the
kitchen including: demi-glace, compound butters,
coulis, salsa, jus, au jus.
Be sure to review the thickeners for each of the
sauces inclusing; slurry, roux, beurre manie, and
liaison.
Use a list of selected recipes to match various
sauces with food products.
Have students be prepared to explain their
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reasoning for matching the sauce with the food.
Prepare food items and prepare sauces to
compliment them.
Define each of the 5 grand sauces.
Prepare each of them individually and then
develop derivatives to use in recipes.
Divide students into groups that will each prepare
the types of sauce. Each student needs
experience in preparation of each type.
Monitor kitchen activities to ensure student
accuracy.
Create a rubric to assess quality, flavor,
presentation, and kitchen preparation/clean up.
HS.O.PS2B.1.11
produce each of the 5 grand sauces and their
derivatives.
Standard Number:
HS.S.PS2B.2
Menus, Menu Planning, and Marketing
Students will
 plan an effective menu.
 demonstrate knowledge of effective marketing procedures in a foodservice operation.
Why is menu planning and menu presentation vital to successful foodservice establishments?
Students will
Learning Plan & Notes to Instructor:
contrast menu types
Divide students into groups and have each of them
select a menu type.
Have them prepare a chart/poster to display the
advantages/disadvantages of each menu type.
Present them to the class.
explain why a menu is essential to the overall
Gather menus from various locations to evaluate.
success of a foodservice operation
Ask students to evaluate menus on presentation,
color, price, food variations, etc.
Discuss with students the process that an
owner/operator would have gone through to pick
menu specifications.
Describe various restaurant atmospheres and have
students describe the type of menu they would
expect to see.
Identify the factors that might influence the menu
analyze basic marketing concepts.
Define advertising and publicity.
Discuss the differences in each of them and how
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Essential Questions:
Objectives:
HS.O.PS2B.2.1
HS.O.PS2B.2.2
HS.O.PS2B.2.3
they might help/hinder your restaurant.
Define marketing. Discuss the reasons for
marketing a restaurant.
Research sample marketing plans to look at
frequently used ideas.
Define local market segmentation.
Have students use the internet to define and
understand the implications of the segmentation.
Have students research local demographics to
decide what type of restaurant might function in
your local area.
Create a menu for a foodservice operation
incorporating: menu influences, menu type, menu
style and design, menu format, types of meals to
be served, menu categories, and menu pricing
considerations.
Establish criteria to build a menu for a specific type
of restaurant.
All elements listed are to be included.
Check with a local business to see if they have a
form of business plan that you would be able to
use as a reference.
Use the data that they have collected to
understand the changing industry and how to
modify your menu to be successful.
HS.O.PS2B.2.4
discuss local market segmentation in a
foodservice operation.
HS.O.PS2B.2.5
prepare a functional menu
HS.O.PS2B.2.6
using sales information, discuss how menu
items are selling
Standard Number:
HS.S.PS2B.3
Meat, Poultry and Seafood
Students will
 demonstrate how to prepare meats, poultry, and seafood.
 demonstrate knowledge of meat, poultry, and seafood preparation.
Are meats, seafood, or poultry more popular on menus?
Students will
Learning Plan & Notes to Instructor:
explain the federal grading systems for meat,
Sort students into groups representing each one of
poultry, fish, and shellfish.
these meat types.
Have them use the internet to research the grading
systems for each and design a PowerPoint
presentation for each of the other students to see.
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Essential Questions:
Objectives:
HS.S.PS2B.3.1
Establish criteria for grading the presentation such
as information citing, depth of information, and
presentation skills. Use a rubric to grade.
Have students illustrate the characteristics that
separate each of the groups from one another.
Discuss the key terms used for each meat product.
Discuss with students procedures for purchasing,
storing and fabricating each of the food products.
Use a large easel sheet to display each of the
findings so they are visible while in the kitchen.
Discuss all key terms related to these products.
Use word wall words, hangman, pop-up review and
others to help retain information.
Divide students into groups that will each prepare
the types of meat.
Each student needs experience in preparation of
each type.
Monitor kitchen activities to ensure student
accuracy.
Create a rubric to assess quality, flavor,
presentation and kitchen preparation/clean up.
HS.S.PS2B.3.2
discuss the characteristics of various types of
meat, poultry, fish, and shellfish
HS.S.PS2B.3.3
describe the proper procedures for purchasing,
storing and fabricating meats, poultry, fish and
shellfish.
HS.S.PS2B.3.4
identify key terms relating to meat, poultry, pork,
veal, lamb, and seafood
HS.S.PS2B.3.5
demonstrate preparation of meats, poultry, and
seafood using a variety of cooking methods.
Standard Number:
HS.S.PS2B.4
Communication with Customers
Students will
 demonstrate the techniques of how to communicate well with customers.
 demonstrate the knowledge of how to communicate well with customers.
How is communication vital to successful foodservice establishments?
Students will
Learning Plan & Notes to Instructor:
implement proper procedures for responding to
Discuss guidelines for response.
customer complaints.
Have students talk about customer service issues
they have had in the past.
As a class, work toward a suitable solution for the
issue.
Then have the student reveal how the issue was
dealt with initially.
Let further discussion reveal proper and improper
ways to manage customer complaints.
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Essential Questions:
Objectives:
HS.O.PS2B.4.1
HS.O.PS2B.4.2
discuss guidelines for communicating effectively
with crises.
HS.O.PS2B.4.3
discuss innovative ways to secure customers.
HS.O.PS2B.4.4
demonstrate communication techniques
HS.O.PS2B.4.5
demonstrate effective listening skills
HS.O.PS2B.4.6
use effective speaking skills.
HS.O.PS2B.4.7
use effective writing skills in a foodservice
operation.
HS.O.PS2B.4.8
demonstrate the proper telephone skills in a
Give students improper scenarios that they need to
role play correctly.
Have students interview a manager at their
workplace to find out the plan for communication in
a crises i.e. food bourne illness outbreak, fire,
bomb, irate customer.
Bring the ideas back to the classroom to share.
All businesses will have a policy on how to address
issues. Have the students use all ideas to compile
the most effective communication plan in each of
the above listed events.
Have each student develop an advertisement for a
school lunch ProStart restaurant.
Display them around the classroom and vote on
the most innovative idea.
Use various communication games to demonstrate
effective/ineffective communication i.e. telephone,
blind leading blind, a nonspeaking group kitchen
activity.
Discuss with students the importance of
communication In the foodservice industry.
Discuss SLANT.
Describe how listening skills can affect a job and
its performance.
Play “Fluffy Bunny” (one by one put jumbo
marshmallows in your mouth without swallowing.
Say “Fluffy Bunny” after each addition. Continue on
to see how hard it is to say and understand each
time).
Use this to help students understand the
importance of speaking clearly
Prepare a customer comment letter, a business
letter for complaint to your supplier, and a
customer thank you letter in the proper format to
illustrate knowledge of proper writing skills.
Discuss proper telephone skills in a foodservice
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foodservice operation.
HS.O.PS2B.4.9
Standard Number:
HS.S.PS2B.5
articulate suggestive selling techniques.
operation. Indicate its importance and practice
proper communication for answering the
telephone, setting up an interview, canceling an
appointment, calling off for the day, and calling a
customer to resolve a complaint.
Choose a menu item to be sold.
Using a verb bank of descriptive culinary words,
prepare a “prompt” to try to sell this product to your
customer.
Lodging Operations
Students will demonstrate knowledge of the characteristics, activities, opportunities and types of
lodging operations. .
Essential Questions: How are lodging operations and foodservice establishments related?
Objectives:
Students will
Learning Plan & Notes to Instructor:
HS.O.PS2B.5.1
prepare a chart of job opportunities including
List all duties across the top of a sheet of paper.
education, duties, skill sets, qualifications
Have a selected group of jobs in the lodging
needed for various jobs in the lodging industry.
industry.
Research and complete the chart to describe each
of the requirements for the jobs.
HS.O.PS2B.5.2
differentiate between leisure and business
Complete a Venn Diagram to compare and
travelers.
contrast business and leisure travelers.
Match each type of traveler to the type of hotel
they might wish to stay in.
HS.O.PS2B.5.3
determine services offered by lodging
Have students work together to form a complete
operations.
list of the services aka amenities offered by various
operations.
HS.O.PS2B.5.4
discuss the elements that differentiate one
Separate students into groups and have them
lodging establishment from another
create a poster to describe each type of lodging
establishment and the benefits that it offers to its
customers.
HS.O.PS2B.5.5
analyze the various factors that influence
Using the internet, have students find a local
commercial lodging establishment ratings by
hotel/motel and get its ratings from both AAA and
national organizations.
Mobil Travel Guide. Present findings to the class.
HS.O.PS2B.5.6
contrast the duties associated with front-of-the
Create a Venn Diagram to compare/contrast duties
house and back-of-the house employees
of each of the employees.
Have students write an essay to describe whether
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HS.O.PS2B.5.7
interpret an organizational chart listing all
positions and departments of a large lodging
property.
HS.O.PS2B.5.8
when given a set of numbers, calculate room
rates using the Hubbart formula
HS.O.PS2B.5.9
discuss the use of forecasting and overbooking
of reservations.
Standard Number:
HS.S.PS2B.6
front of the house or back of the house fits them
better.
Have them describe character traits that make
them fit better to the area.
Using a list of positions for a large lodging
company, create a flowchart to show chain of
command.
Be sure to discuss with the students the purpose of
chain of command and the definition of each
position and its responsibility.
Establish the basic definitions for each of the terms
included in the Hubbart formula. Use the formula
to determine the rack rate for a room at an
establishment.
Discuss with the students the importance of
making special rates for groups or events while
making sure to make a profit.
Define forecasting and the purpose of overbooking.
Describe why these elements are used in the
lodging industry.
Tourism Industry
Students will demonstrate knowledge of characteristics, components, and opportunities of the tourism
industry.
Essential Questions: How does hospitality education relate to the tourism industry?
Objectives:
Students will
Learning Plan & Notes to Instructor:
HS.O.PS2B.6.1
explore the role of tourism in the hospitality
Define tourism. Have students brainstorm various
industry
ways that money is spent on vacation. Have them
chose a destination and draw a map as to where
they spent money on vacation. Be sure to include
shopping, food, transportation, lodging, and
entertainment.
HS.O.PS2B.6.2
categorize the types of businesses that make up Have the students sort into the areas of tourism.
the tourism industry.
Have them decide what businesses go into certain
areas of tourism. Some businesses will go into
more than one area.
HS.O.PS2B.6.3
relate the economic impact of local events on
Bring in a guest speaker from a local business to
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the local economy.
HS.O.PS2B.6.4
HS.O.PS2B.6.5
HS.O.PS2B.6.6
21st Century Skills
Information and
Communication
Skills:
Thinking and
Reasoning Skills:
discuss what a concert or activity can do for the
area.
discuss career opportunities offered by travel
Have students compile a list of jobs that are
and tourism.
offered by this area of the hospitality industry.
Have them search the internet to check for
qualifications for any local positions in the travel
and tourism field.
discuss required customer service skills in the
Practice various customer service skills as stated
travel industry.
in the lodging industry standard i.e. listening,
speaking, telephone skills, writing.
categorize the services of state, national, and
Separate students into three groups and present
theme parks.
the services of each of the parks listed to the rest
of the class.
Learning Skills & Technology Tools
Teaching Strategies
Evidence of
Culminating Activity
Success
21C.O.9Student recognizes information
Research, use of
Finished Product
12.1.LS1.
needed for problem solving, can
technology, project
Observation
efficiently browse, search and
based
navigate online to access relevant
Analysis of data
information, evaluates information
based on credibility, social,
economic, political and/or ethical
issues, and presents findings
clearly and persuasively using a
range of technology tools and
media
21C.O.9Student engages in a critical
Problem solving
Student presentation
12.2.LS1
thinking process that supports
Analysis of data
Observation
synthesis and conducts evaluation
Evaluation of case
using complex criteria.
studies
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Personal, and
Workplace, Skills:
21st Century Skills
Entrepreneurship
Skills:
21C.O.912.3.LS1
Student remains composed and
focused, even under stress,
willingly aligns his/her personal
goals to the goals of others when
appropriate, approaches conflict
from win-win perspective, and
derives personal satisfaction from
achieving group goals.
Learning Skills & Technology Tools
B.01-B.11, .17.28
D.01-D.06, .08,
.014, .17, .21.30,
E.01-.16
H.04-06, .14.18
Understands the personal
traits/behaviors associated with
successful entrepreneurial
performance.
Understand concepts, strategies,
and systems needed to interact
effectively with others.
Understand concepts and
procedures needed for basic
computer operations
Understand concepts and
strategies needed for career
exploration, development, and
growth.
Group and individual
presentations
Performance based
Teaching Strategies
Culminating Activity
Students will process
leadership, personal
management,
communication, and
interpersonal skills as
they engage in
collaborative work,
decision-making
processes, operate
multimedia
equipment, and draw
career conclusions.
Evidence of
Success
Student display
appropriate
leadership,
communication, and
interpersonal
traits/behaviors in
personal applications
and collaboration
with others.
Students
successfully use
basic computer
operations to
complete task and
projects. Students
draw conclusions
regarding
educational
requirements, job
duties, and salary
expectation in their
area of interest.
Culminating Assessment:
Culminating
End of Chapter and unit exams
Obtain industry certification Certificate of Completion
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Assessment:
WV OCTI Assessment
Workplace skills checklist
NRA certification tests
Links and Other Resources:
Related Websites:
Links and Other
Resources:
Organizations
http://careertech.k12.wv.us/pathwaystosuccess/ Pathways to Success
http://careertech.k12.wv.us/West Virginia Career and Technical Education
www.wvheat.org West Virginia HEAT
http://www.wvhta.com/ West Virginia Hospitality and Travel Association
http://www.nraef.org/prostart/
www.fcclainc.org/
www.skillsusa.org/
http://prostart.restaurant.org/ ProStart National Home Page
www.acfchefs.org/ American Culinary Federation
http://www.wvfarm2u.org/ Collaborative for 21st Century Appalachia
http://goprostart.com/
Career and Workplace
http://www.readwritethink.org/lessons/lesson_view.asp?id=1110
www.ilr.cornell.edu/library/research/subjectguides/workplacediversity.html
http://www.hotel-online.com/Trends/EI/EI_ServiceChallenge.html
http://www.dol.gov/ U.S. Department of Labor in the 21st Century
www.acinet.org America's Career InfoNet
www.ajb.orgAmerica's Job Bank
www.servicelocator.orgAmerica's Service Locator
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www.careeronestop.org CareerOneStop
www.doleta.govEmployment & Training Administration
http://www.jan.wvu.edu The Job Accommodation Network (JAN)
http://www.bls.gov/opub/mlr/indexL.htm#Labor forceMonthly Labor Review Online: Labor Force
Archives
www.doleta.gov/programs/onetOccupational Information Network
www.dol.gov/odep Office of Disability Employment Policy
http://www.careervoyages.gov/index.cfm Career Voyages
https://www.workforcewv.org/ Workforce West Virginia
Scholarships
https://www.nraef.org/scholarships/
http://www.wvhta.com/ West Virginia Hospitality and Travel Association
http://www.wvtechprep.wvnet.edu/edge.htm West Virginia Earn A Degree Graduate Early (EDGE)
www.nraef.org/prostart/National Restaurant Association Solutions (Educational Foundation)
Professional Community
http://www.fohboh.com/
Workplace Safety
http://www.servsafe.com/
http://www.croetweb.com/links.cfm?subtopicID=424 Hospitality - Hotel, Restaurant and Kitchen
Safety
Entrepreneurship
www.entrepreneur.com/startingabusiness/businessideas/startupkits/article73384.html
http://www.wvfarm2u.org/ Collaborative for 21st Century Appalachia
Sustainable Agriculture and Locally Grown Products
12
http://www.wvfarm2u.org/
http://www.farmtotablenm.org/
Culinary Reference
www.foodreference.com/
www.foodreference.com/html/recipecontests.html
www.foodnetwork.com
www.khake.com
www.epicurious.com
www.restaurant.org/business/sites_food.cfm
www.topsecretrecipes.com
www.whfoods.com
www.menupages.com
Curriculum and Lesson Planning
http://www.cafemeetingplace.com/
http://www.hotel-online.com/Trends/EI/EI_ServiceChallenge.html
http://www.doe.in.gov/octe/facs/nutritionwell.html#resources Indiana CTE Resources
http://missouricareereducation.org/curr/cmd/facsG/NutriWell/index.html Missouri Resources
http://www.intel.com/education/tools/index.htm Intel Thinking Tools
www.uen.org/ Utah Education Network
Global Concerns
http://www.gamesforchange.org/channels/poverty Select for environmental and global nutrition
concerns
http://dnafordinner.blogspot.com/ Genetically engineered foods
http://home.earthlink.net/~spcemonk/webquest.html
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Nutrition
http://www.proquestk12.com/bulletins/08MAR/TM_PQPlatinum.shtml Food obsessions
http://www.nutritiondata.com/
http://www.ces.purdue.edu/nutrition/ Nutrition database
http://www.learntobehealthy.org/teens/index.aspx
www.mypyramid.gov
www.nutrition.gov/
www.nutritiondata.com/
www.hsph.harvard.edu/nutritionsource/
http://www.sugar.org/media/publications.asp?id=265
Councils
www.wvbeef.org
www.beefitswhatsfordinner.com/
www.beef.org/
http://www.nationaldairycouncil.org/nationaldairycouncil/Templates/LandingPage.htm
www.eatchicken.com/
www.poultryegg.org
www.theotherwhitemeat.com/
www.nppc.org/
Contacts:
Contacts:
CTE Teachers: See CTE Directory
WV HEAT Coordinator: Donna Wilkes dwilkes@access.k12.wv.us
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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