Stocks and Sauces
School for International Studies C. Brunell
UNIT TITLE: Stocks and Sauces
Content: Stocks
Essential Parts of Stocks
Types of Stocks
Preparing Stocks
Duration of the Lesson 5 days- Demo and Knowledge Expansion embedded
UNIT GLOBAL CONTEXT: Scientific and Technical Evaluation
KEY CONCEPT: Development
Related Concepts: Form, Adaptation
UNIT INQUIRY QUESTIONS
Factual— What are the four essential parts of a stock and their specific ingredients?
Conceptual— How do you match sauces to the appropriate type of food?
Debatable— Sauces are considered a foundation of French Cuisine. Can you think of some sauces from other
ethnic food styles and cuisines? What are they? How are they used?
FOCUS TASK: Creating dishes using different kinds of sauces.
STANDARTS
NYSCC
RST 9-10.3: Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST9-10-4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as
they are used in a specific scientific or technical context relevant to grades
RST9-10-7: Translate quantitative or technical information expressed in words in a text into visual form (e.g.,
a table or chart) and translate information expressed visually or mathematically (e.g., egg diagram) into
words
WHST 9-10-2: Introduce a topic and organize ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
CDOS: 3a: Universal Foundation Skills: Students will demonstrate mastery of foundation skills and
competencies essential for success in the workplace.
Commencement: Basic Skills: Students use a combination of techniques to read or listen to complex
information and analyze what they hear or read; convey information confidentially and coherently in written
or oral form.
Thinking Skills: Students demonstrate the ability to organize and process information and apply skills in new
ways.
Standard 2: Integrated Learning: Students will demonstrate how academic knowledge and skills are applied
in the workplace and other settings.
OBJECTIVES OF THE LESSON(S)
At the end of this lesson,
students will
UNDERSTAND:
◘ Stock is a flavorful liquid
used as a foundational
ingredient in many foods.
◘ Stock extracts flavor from
browned bones and/or
vegetables.
◘ All stocks have common
ingredients.
◘ There are grand sauces
that are classic.
◘Most sauces are made
using the same
fundamentals.
◘ Sauces should be
matched to foods.
At the end of this lesson,
students will KNOW:
◘ the essential parts of
stock
◘ types of stock and their
specific ingredients.
◘ how to cool, degrease
and store stock.
◘ the grand sauces and
what other sauces are
made from them
◘ the proper ingredients of
the sauces.
◘ how to prepare mother
sauces
◘ hoe to match sauces to
the appropriate type of
food.
At the end of this lesson, students will BE ABLE
TO:
◘ Investigate ingredients of a stock.
◘ Construct chicken stock.
◘ Investigate ingredients of sauces
◘ Construct roux and mother sauces
◘ Create dishes using sauces
◘ Design a presentation about sauces
WORD WALL: Mirepoix, bouquet garni, sachet,stock, white stock, dark stock, glace, court bouillon, concasse,
blanching, sweating, degreasing, sauce, saucier, mother sauces, béchamel, veloute, espagnole, hollandaise,
demi-glace, roux,beurre manie,slurry,liaison, temper, compound butter, coulis, salsa, wringing method, jus-lie,
au-jus,china cap.
PROCEDURE-DAY 1
DAY 1: LEARNING GOAL
I can define what a stock is.
I can list the ingredients used to make a white and dark stock
I can explain the effects of improper stock making techniques
Think and Answer 5 min
1) What is a stock?
2) Identify the stocks that you know. How do you make it?
Knowledge Expansion & Collaborative Inquiry: 38 minutes
Day 1: Students will watch short video clips total 11:00 min. about white stocks.
After the video they write about what they learned from the videos- 7 minutes. (Independent writing)
Then they will answer the questions; we use numbered heads together strategy.
Questions will be prepared by me and be posted on the board. 22 minutes (2 minutes for each question- with
instructor explanation)
Questions:
1-What are the components of mirepoix?
2-Identify the proper stock making sequence
3-what are the ingredients in bouquet garni?
4-How would you proceed if the water gets murky before stock gets to simmer?
5-when do we add the mirepoix?
6-what is the dominant vegetable in mirepoix?
7-What is the amount of water to use when making a stock
8-What is the knife cut size of mirepoix? Why?
9-when do we add the herbs and spices?
10-How would you proceed if the water level falls below the bones?
11-What does the cloudy, greasy stock indicates?
Day 2: Chicken Stock
Learning Goal
I can construct a white chicken stock.
Mise en Place: 5 min:
Uniform, washing hands, sanitizing tables. I will review the steps for the lab .
Students will gather their tools and ingredients to prepare white stock.
Application of Hands and Mind 35 min
Groups prepare: chicken bones, mirepoix, bouquet garni. They start cooking their stock.
I will circulate groups and help as necessary. I will assess members of the group with the rubric. I take notes
for feedback.
Assessment:
Safety & Sanitation; mise en place; equipment; technique and teamwork.
Clean-up:
Groups clean up their kitchens, equipments, stoves. Hang their uniforms.
Day 3: chicken Stock
Learning Goal:
I can construct a white chicken stock following the proper steps.
Mise en Place: 5 min
Uniform, washing hands, sanitizing tables. I will review the steps for the lab.
Students get ready for the kitchen lab and gather their ingredients, tools.
Application of Hands& Mind: 25 min.
Each group strains their stock, prepare an ice bath and place their stock for cooling.
Transfer their stock for storage.-in plastic containers. I will also assess Safety & Sanitation, Mise en Place,
Work Ethic, Application of Knowledge and Technique.
Clean –up: 5 min.
Groups store their finished products in the refrigerator, clean their tools, sanitize tables and change back to
their original clothes.
Inquiry Reflection:
Students complete the first two questions of their Task assessment.
Day 4: Chicken Stock
Learning Goal:
I can construct a white chicken stock following the proper steps.
Mise en Place: 5 min.
Uniform, washing hands, sanitizing tables.
I will review their steps for the lab.
Students get ready for the kitchen lab and gather their ingredients, tools.
Application of Hands& Mind: 25 min.
Each group degreases their stock and places on the kitchen counter for presentation.
Goal: clear white chicken stock.
Groups give feedback to each other’s products. During presentation they will summarize
1-What was the best thing and worst thing about their dish
2-What were the challenges they faced
3-How did their product came out, Why ?
4-How they can improve as a group?
5-Which stock they think has the best taste? Why?
Groups store their stock for future use.
Inquiry Reflection: 10 minutes
Groups finish completing their task assessment.
Clean –up: 5 min.
Groups clean their tools, sanitize tables and change back to their original clothes.
Day 5: Dark StocksLearning Goal:
I can explain the main difference between white and dark stock.
I can identify the ingredients to make dark stock.
Think and Answer: 5 minutes
1) What is a dark stock? Name any dark stock you know of?
2) What makes the stock dark?
Knowledge Expansion-15 minutes
Students will watch short video clips total 8:00 min. about dark stocks.
After the video they write about what they learned from the videos- 7 minutes. (Independent writing)
Collaborative Inquiry: 15 minutes
Then they will create questions as a group about the dark stocks referring to the video and question stems
provided by me for each group questions; they ask their questions to their peers.
We use numbered heads together strategy.
Inquiry Reflection: 10 minutes
Quiz- Stocks
Day 6: Sauces
Learning Goal:
I can explain the purpose of sauces, how to prepare brown and white sauces.
I can define slurry, liaison,beurre manie.
Think and answer-5min
1) What is a roux? How do we prepare it?
2) What type of sauces are you familiar with? How do you prepare them?
Knowledge Expansion & Individual Inquiry: 20 minutes
Students will read an informative article about sauces and answer the questions prepared by the teacher.
Students with a difficulty in reading will receive differentiated questions.
Collaborative Reflection: 20 minutes
We answer the questions using numbered heads together.
Day 7: Sauces- Pasta with bacon and cheese sauce
Learning Goal:
I can create a flavorful dish incorporating a white roux and béchamel sauce.
Mise en Place: 5 minutes
I will introduce the ingredients and tools we will be using for this demonstration.
I will explain the class that I will be demonstrating a classical mac and cheese with incorporating major sauces
and other flavorful ingredients and spices to create a more flavorful version.
Chef/Instructor Demonstration: I will demonstrate how to make bacon and cheese sauce and incorporate it
with a pasta with a student sous chef.
Knowledge covered during demonstration: 35 minutes
White rouxe, béchamel sauce, sweating bacon, importance of spices, purpose of the sauce for this specific
dish, proper pasta cooking technique.
Questions to explore during demonstration:
1- What are the components of a rouxe?
2- Why do we need to sweat the bacon?
3- What is the purpose of adding the bacon? What other ingredient can we use instead of bacon?
4- List some of the spices you can think of that will suit to this dish?
5- Why do we add the milk gradually?
6- How to cook the pasta?
Inquiry Reflection: 5-7 minutes
Students will taste the dish and give feedback using the specific flavor descriptions.
Day 8: Pasta with Bacon and Cheese Sauce
Learning Goal:
I can construct rouxe, béchamel sauce to create a dish.
Mise en Place: 5 min. Students get ready for the kitchen lab and gather their ingredients, tools.
Uniform, washing hands, sanitizing tables. I will review the steps for the lab.
Application of Hands& Mind: 35 min.
Each group prepares their dish. I will inquire with each student and advice, help if necessary. I will also assess
Safety & Sanitation, Mise en Place, Work Ethic, Application of Knowledge and Technique.
Some students are assigned to help other peers once they mastered the technique.
Clean –up: 5 min.
Groups store their finished products in the refrigerator, clean their tools, sanitize tables and change back to
their original clothes.
Day 9:Pasta with Bacon and Cheese Sauce
Learning Goal:
I can plate an attractive dish plate.
I can evaluate a dish using flavor descriptions.
Mise en Place: 5 min. Students get ready for the kitchen lab and gather their ingredients, tools.
Uniform, washing hands, sanitizing tables. I will review their steps or the lab.
Tasting and Presentation: 35 min.
Each group plates their pasta on their kitchens.
Groups taste their own and each other’s pasta and takes notes on the taste and presentation using the task
evaluative form prepared by me.
When all groups completed each group presents their evaluation.
During presentation they will summarize
1-What was the best thing and worst thing about their dish
2-What were the challenges they faced
3-How did their product came out, Why ?
4-How they can improve as a group?
5-Which pasta they think has the best taste? Why?
Some students are assigned to help other peers once they mastered the technique.
Clean –up: 5 min.
Groups throw all the garbage, sanitize tables and change back to their clothes.
Day 10: Sauces- Chicken and Dumplings
Learning Goal:
I can create a flavorful dish incorporating a veloute’ sauce.
Mise en Place: 5 minutes
I will introduce the ingredients and tools we will be using for this demonstration.
I will explain the class that I will be demonstrating a chicken and dumplings incorporating veloute sauce and
other flavorful ingredients and spices to create a flavorful dish.
Chef/Instructor Demonstration: I will demonstrate how to make veloute’ sauce and dumplings and
incorporate it with a boiled chicken with the assistance of a student sous chef.
Knowledge covered during demonstration: 35 minutes
White rouxe, mirepoix, veloute sauce, sweating chopped vegetables, importance of spices, purpose of the
sauce for this specific dish, proper dumpling cooking technique.
Questions to explore during demonstration:
1- What are the components of a veloute’ sauce?
2- Why do we need to sweat vegetables?
3- What is the purpose of adding the dumplings? What other dish can we incorporate instead of dumpling?
4- List some of the spices you can think of that will suit to this dish?
5- Why do we add the heavy cream gradually?
6- How do we temper? Why do we temper
Inquiry Reflection: 5-7 minutes
Students will taste the dish and give feedback using the specific flavor descriptions.
Day 11: Chicken and dumplings
Learning Goal:
I can construct rouxe, veloute’ sauce to create a chicken and dumplings.
Mise en Place: 5 min. Students get ready for the kitchen lab and gather their ingredients, tools.
Uniform, washing hands, sanitizing tables. I will review the steps for the lab.
Application of Hands& Mind: 35 min.
Each group prepares their dish. I will inquire with each student and advice, help if necessary. I will also assess
Safety & Sanitation, Mise en Place, Work Ethic, Application of Knowledge and Technique.
Some students are assigned to help other peers once they mastered the technique.
Clean –up: 5 min.
Groups store their finished products in the refrigerator, clean their tools, sanitize tables and change back to
their original clothes.
Day 12: Chicken and dumplings
Learning Goal:
I can plate an attractive dish plate.
I can evaluate a dish using flavor descriptions.
Mise en Place: 5 min. Students get ready for the kitchen lab and gather their ingredients, tools.
Uniform, washing hands, sanitizing tables. I will review their steps or the lab.
Tasting and Presentation: 35 min.
Each group plates their chicken and dumplings on their kitchens.
Groups taste their own and each other’s dishes and takes notes on the taste and presentation using the task
evaluative form prepared by me.
When all groups completed each group presents their evaluation.
During presentation they will summarize
1-What was the best thing and worst thing about their dish
2-What were the challenges they faced
3-How did their product came out, Why ?
4-How they can improve as a group?
5-Which dish they think has the best taste? Why?
Some students are assigned to help other peers once they mastered the technique.
Clean –up: 5 min.
Groups throw all the garbage, sanitize tables and change back to their clothes.
Formative Assessment: Think and answer, questions to explore, exit summary during demonstration, lab
assessment- content knowledge, technique, reflection
Differentiation: Engaging demonstration, graphic organizer to take notes (for the students who need it),
advanced students assisting developing and novice students, visual class notes, hands-on lab, jobs assignedcooks, washers, dryers, runners.