CTE COURSE TITLE: Culinary Arts
GRADE LEVEL: 9-12
MCCS READING Standards for Literacy in Technical Subjects
Key Ideas and Details
Sample Tasks for CTE Course
1. Cite specific textual evidence to support analysis of science and
technical texts, attending to important distinctions the author makes
and to any gaps or inconsistencies in the account.
Assign students specific diets for research. Have students report general information
for assigned diets citing textural evidence supporting information.
Example: researching a lacto and vegan vegetarian diets noting the differences and
similarities while using formal citations.
Assign students a specific reading. Ask students to outline complex concepts or
pertinent information gathered from the reading. Students will write a summery
paraphrasing the information in simpler and accurate terms.
Example: Have students read information concerning proteins and fats: summarize the
essential parts of proteins and fats in a healthful diet.
Assign students a specific reading describing a procedure that will be used in a project.
Demonstrate the steps that will be taken to complete the project. Include all steps in its
entirety. Students will perform the tasks necessary to complete the finished project.
Have students evaluate their performance and the success of the project. Have
students summarize the procedure and outcome of the final product.
Example: Describe and demonstrate the production of fresh mozzarella cheese. Use
the end product in a recipe.
2. Determine the central ideas or conclusions of a text; summarize
complex concepts, processes, or information presented in a text by
paraphrasing them in simpler but still accurate terms.
3. Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks;
analyze the specific results based on explanations in the text.
Craft and Structure
4. Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or
technical context relevant to grades 11–12 texts and topics.
5. Analyze how the text structures information or ideas into
categories or hierarchies, demonstrating understanding of the
information or ideas.
6. Analyze the author’s purpose in providing an explanation,
describing a procedure, or discussing an experiment in a text,
identifying important issues that remain unresolved.
Introduce in classroom discussion preparation terminology used in culinary arts.
Students will read and write notes, facts and main ideas from the text. Summarize and
write sentences using the preparation terms.
Example: After reading, discussing and summarizing the preparation terms, have
students develop a recipe using the prep. terms in appropriate context. Have students
demonstrate the terms by preparing a recipe.
After reading assigned text find the word region of each word. Use an online or hard
copy dictionary to find out the country of region or origin for the text vocabulary.
Example: build a vocabulary list while reading “Diversity at the table.” Research the
origin of the word.
Assign students a specific reading in which the author identifies a specific use of
ingredients with different outcomes. Discuss the procedure and use of ingredients and
reactions of the ingredients in the products. Preform a scenario using the information.
Chart the outcome.
Example: Baking Scenario- make a specific cookie recipe that calls for shortening, but
there is none in the pantry. Using the information in the text, test the different types of
fats available (butter, margarine, oil) in each recipe. Record the outcome.
CTE COURSE TITLE: Culinary Arts
GRADE LEVEL: 9-12
MCCS READING Standards for Literacy in Technical Subjects
Integration of Knowledge and Ideas
Sample Tasks for CTE Course
7. Integrate and evaluate multiple sources of information presented
in diverse formats and media (e.g., quantitative data, video,
multimedia, Montana tribal resources) in order to address a question
or solve a problem.
Present student with a catering project that must address eating disorders. Students
must use three different resources to formulate a detailed menu of how they will
accommodate the eating disorders within the catering project.
Example: Students must develop a menu for catering project accommodating normal,
gluten free and no dairy diets.
Read information about the purpose of ingredients used in culinary arts. Outline the
use of each of the ingredients and the reaction each would have on a recipe. Find three
resources where ingredients have caused different effects on products.
Example: Using a common spaghetti sauce recipe, record the different effects specific
ingredients have on the flavor and consistency of the sauce.
Students will research information on a Culinary Topic. Students will need to use a
combination of resources to support their findings. Students will use the information in
a final project.
Example: Research the history of breads. Develop information concerning sour dough,
yeast, quick breads, and American Indian fry bread. Demonstrate and give examples of
the differences and similarities of each.
8. Evaluate the hypotheses, data, analysis, and conclusions in a
science or technical text, verifying the data when possible and
corroborating or challenging conclusions with other sources of
information, including those from American Indians.
9. Synthesize information from a range of sources (e.g., texts,
experiments, simulations, and knowledge derived from Montana
American Indian cultures) into a coherent understanding of a process,
phenomenon, or concept, resolving conflicting information when
possible.
Range of Reading and Level of Text Complexity
10. By the end of grade 12, read and comprehend science/technical
texts in the grades 11-CCR text complexity band independently and
proficiently.
At the end of the 12th grade students will be able to:
 Read and discuss a reading assignment.
 Use resources to support ideas and findings in a research project.
 Demonstrate specific techniques used in Culinary Arts preparation.
 Discuss and describe the purpose of specific ingredients and its reaction in a
recipe.
 Demonstrate proficiency in the use of equipment within the culinary kitchen.
CTE COURSE TITLE:
GRADE LEVEL: Culinary Arts 9-12
MCCS WRITING Standards for Literacy in Technical Subjects
Text Types and Purposes
Sample Tasks for CTE Course
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences the claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form that
anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections
of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the
argument presented.
2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information so that
each new element builds on that which precedes it to create a unified whole;
include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic; convey a
knowledgeable stance in a style that responds to the discipline and context as well
as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the
information or explanation provided (e.g., articulating implications or the
significance of the topic).
Example: Students will research and write a persuasive essay
contrasting vegan and lacto vegetarian diets. Students will use 3
resources with citations to support their findings. State advantages and
disadvantages of each diet. Include statistics of successful lacto and
vegan vegetarian diets.
Example Write an informative essay giving information of how the
USDA has reshaped the national nutritional information by eliminating
the “Basic Seven” from the 1940”s to the “four food groups” developed
in the early 1950’s in to the “food guide pyramid” of the 1990’s to the
current program called “My plate” developed in 2011.
CTE COURSE TITLE:
GRADE LEVEL: Culinary Arts 9-12
MCCS WRITING Standards for Literacy in Technical Subjects
Sample Tasks for CTE Course
3. (See note; not applicable as a separate requirement)
Note: Students’ narrative skills continue to grow in these grades. The Standards require that
students be able to incorporate narrative elements effectively into arguments and
informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science and
technical subjects, students must be able to write precise enough descriptions of the step-by-step
procedures they use in their investigations or technical work that others can replicate them and
(possibly) reach the same results
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
Example: Write an expository paragraph about a food or meal of your
choice. Then write a descriptive paragraph about the same meal.
5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
Example: Write and develop a menu plan for a catering project. The
6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
Example: Using current technology students will develop a publication
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a
standard format for citation.
meal must consist of a four course meal for 150 people in a semiconfined area. Students will research safe foods to be served as well as
the type of service that will be used. Appropriate food must be used for
planned service. Students must develop a diagram of the layout of food
service.
(pamphlet, informational document) informing the public about the
ongoing arguments and factual information concerning current
nutritional trends and topics.
Example: Divide the class into 6 groups. Each group will choose one of
the six key nutrients for a short informational project. Students answer
questions concerning the nutrients function, food sources, amount
needed by the body, effect on the body that is lacking the nutrient or if
the nutrient is consumed in excess.
Example: Through the above research projects, gather information
using multiple sources to present information incorporating general
complex information. Create a flow of information and reflection to
inspire the reader. Avoid plagiarism and provide citation for each
source.
CTE COURSE TITLE:
GRADE LEVEL: Culinary Arts 9-12
MCCS WRITING Standards for Literacy in Technical Subjects
9. Draw evidence from informational texts to support analysis, reflection, and
research.
Range of Writing
10. Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
Sample Tasks for CTE Course
Introduce a nutritional or food novel of your choice. Ask students to
read and analyze the information while reflecting on the information
they have learned in class.
Example: Ask students to read “The Big Fat Surprise” by Nina Teicholz.
Using the information learned in class about dietary fat, analyze the
information presented in the book. Contrast and discuss the evidence
in your findings in a well laid out paper drawing your own conclusions
and reflections about the subject.
Students will journal each day during class. The writing will include how
daily food consumption, or lack of it, has impacted their day/life. They
will need to include changes they are willing to make and/or set goals
that will help them to improve their practices concerning dietary food
choices.