Connecticut

Technical High School System

Culinary Arts
Curriculum Implementation
Guide
Written by: David A. Miguel, CEC, CCE, Department Head, Grasso Tech
Consultant: David H. Grzych, Educational Consultant, State of Connecticut
Mod 1:

Goal(s): Practice Personal Hygiene

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

1.1 Work Healthy  Review school’s health policy regarding illnesses and when it
is safe to return to school.
 Demonstrate the proper bandaging and covering of cuts and
wounds.
 Demonstrate how to properly put on latex gloves.

1.2 Proper Hand washing techniques  Demonstrate Proper hand washing techniques as outlined in
Culinary Essentials page 180
 Give handout of proper hand washing techniques
 Written test on proper hand washing techniques.

1.3 Proper Clothing and Grooming
 Discuss health regulations regarding fingernails - length,
polish
 Discuss and demonstrate proper hair restraints as applied in
shop.
 Discuss the Chef’s uniform, its history and importance as to
how it safely applies to the running of a kitchen.
 Discuss the health implications of excessive jewelry and how
it applies to shop appearance.

1.4 Good Work Habits  Discuss work habits not previously mentioned i.e. sitting on
counters, gum chewing, smoking etc…

Resources:
Culinary Essentials, Ch. 8, professional Cooking Ch. 2
Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily Observation Personal Hygiene Rubric
Written Tests
 Goal 1
Personal Hygiene

PERSONAL HYGIENE
Criteria 1 2 3 4 5
Proper Bandaging of Cuts
Application of Latex Gloves
Proper hand washing techniques
Fingernails-length, cleanliness
Hair restraint
Facial Hair
Excessive Jewelry

Notes:
Total Score____________

Scoring:
5=Excellent
4=Above Average
3=Average
2=Below Average
1=Poor
Mod 2:

Goal(s): Work Place Safety

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

2.1 Identify Safety Guidelines for all  Demonstrate how to safely operate all equipment in shop
equipment in shop.  Demonstrate how to safely breakdown all equipment in shop
 Demonstrate how to safely clean all equipment in shop.
 Demonstrate how to safely assemble all equipment in shop

2.2 Explain fire safety measures  Identify fire exits

 Show posted shop evacuation plan
 Identify and locate fire extinguishers and their uses
 Identify and explain the three possible types of kitchen fire
and how to effectively and safely extinguish them.
 Demonstrate how to properly use a fire blanket.

2.3 Describe basic first aid procedures
 Explain first aid to treat various wounds
 Explain how to avoid burns in the kitchen
 Demonstrate how to effectively treat a minor kitchen burn.
 Show how to properly reach school nurse for further
assistance.
 Demonstrate the “Hug of Life”
 Demonstrate how to safely avoid blood borne pathogens.

2.4 Identify potential kitchen dangers
 Demonstrate safe knife handling procedures.
 Discuss safe floor cleaning procedures.
 Discuss horseplay, running and general safe kitchen behavior
and outlined in shop rules
 Discuss proper chemical uses and storage.
 Locate the MSDS folder in shop.
 Demonstrate proper lifting Procedures

Resources:
Student Handbook, Posted Shop Rules, Professional Cooking, Ch. 2, Fire Safety hand outs,
Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily Observation Written tests, Equipment Rubric, Knife Handling
Rubric
 Goal 2
Work Place Safety

Criteria 1 2 3 4 5
Sanitation (Criteria covered in early modules)

Equipment Operation
Equipment Breakdown
Equipment cleaning/Sanitizing
Equipment Reassembly

Notes:

Total Score_______

Scoring
5=Excellent
4=Above Average
3=Average
2=Below Average
1=Inadequate
Mod 3:

Goal(s): Food Handling Safety

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

3.1 Identify Biological, Chemical and
Physical Hazards that apply to food
safety
 Discuss and identify the biological hazards that can occur in
food.
 Discuss and Identify the Physical Hazards that can occur
when preparing food.
 Discuss and Identify the Chemical Hazards that can occur in
food.

3.2 Understand the Food temperature
danger Zone
 Explain the importance of limiting the time food spends in
the Temperature Danger Zone.
 Explain the growth rate of bacteria while in the danger zone.
 Explain the potentially hazardous foods that are affected by
the Danger zone.

3.3 Understand cross Contamination  Explain and discuss the various ways food can be effected by
cross contamination.

3.4 Understand proper manual and  Discuss and demonstrate the set-up of a standard three bay
mechanical washing techniques. sink.
 Demonstrate the usage of the shop’s mechanical washing
system.

Resources:
Professional Cooking, Ch. 2, Cooking Essential, Ch. 8, Handouts from study guides

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily observations Written Tests
Mod 4:

Goal(s): Knife Skills and Nomenclature

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

4.1 Set up Work Area  Demonstrate Cutting Board anchoring
 Discuss refuse bucket and stress importance of a clean,
organized work area
 Demonstrate proper wrapping and labeling techniques

4.2 Proper knife selection  Discuss parts of a knife and their uses
 Identify the various knives found in the student’s knife kits.
 Explain the uses for the knives.
 Demonstrate how to sharpen and steel a knife.

4.3 Basic Cutting Techniques
 Demonstrate how to properly and safely hold a knife for
carrying, handing it over and for cutting
 Demonstrate cleaning and trimming of vegetables used in
daily production.
 Demonstrate how to safely cut vegetables for daily
production.

4.4 Proper Knife Sanitation  Demonstrate how to safely clean a knife.

 Review cross contamination and how a knife can transfer it.

Resources:
Professional cooking, Ch. 7, Cooking Essentials Ch., 10
Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily Observation Written Test, Knife Handling Rubric, Work Station
Set-up Rubric.
 Goal 4
Knife Handling Procedures

Criteria 1 2 3 4 5
Sanitation (Criteria covered in early modules)
Safety (Criteria covered in early modules)
Process and Product Criteria 1 2 3 4 5
Sharpening: 20 degree angle, even sides
Steeling-Trued Edge
Proper Holding of Knife
Vegetable Trimming
Vegetable Cutting, per demonstration

Notes:

Score__________

Scoring:
5=Excellent
4=Above average
3=Satisfactory
2=Below Average
1=Inadequate
 Goal 4 B
Knife Station Set-up

Criteria 1 2 3 4 5
Sanitation (Criteria covered in early modules)
Safety (Criteria covered in early modules)
Process and Product Criteria 1 2 3 4 5
Cutting Board Set-up
Refuse Bucket
Proper wrapping of food
Proper Labeling of Food

Notes:

Score

Scoring:
5=Excellent
4=Above Average
3=Average
2=Below Average
1=Inadequate
Mod 5:

Goal(s): Weights and Measures

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

5.1 Weigh, measure liquids, identify  Demonstrate how to use a spring scale
items by count  Demonstrate how to use a bakers scale
 Demonstrate how to use liquid measuring devises

5.2 Identify Components of a  Explain how to correctly read and follow a standardized
standardized recipe recipe

5.3 Use a standardized recipe  Explain a recipe yield, and it’s importance in production
 Demonstrate proper Mise en Place for a recipe, stressing its
importance
 Explain how to convert a recipe to greater or lesser amounts

Resources:
Cooking Essentials, Ch. 13, Professional Cooking, Ch. 5, Measurement handouts
Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Yield work sheets including kitchen, Measurement Measurement Rubrics, Written tests
 Goal 5
Weights and Measures

Criteria 1 2 3 4 5
Sanitation (Criteria covered in early modules)
Safety (Criteria covered in early modules)
Process and Product Criteria 1 2 3 4 5
Liquid measure identification-gallons, quarts, cups
Liquid Measure Usage
Spring Scale Usage
Bakers Scale Usage

Notes:

Score__________

Scoring:
5=excellent
4=Above Average
3=Average
2=Below Average
1=Inadequate
Mod 6:
Goal(s): Equipment Identification and Usage
Lesson Overview:
Learning Outcomes
6.1 Use of kitchen cooking equipment
6.2 Use of Food processing equipment
6.3 Use of hot and cold food storage
equipment
6.4 Selecting proper small wares
Differentiated Instructional Strategies
 Demonstrate the safe usage of all equipment needed for daily
production
 Explain conventional vs. convection oven cookery
 Demonstrate Range top operation
 Demonstrate fryolator usage
 Demonstrate griddle operation
 Demonstrate steamer operation where applicable
 Review all safety procedures for processing equipment
already covered
 Demonstrate the safe usage for other equipment needed for
daily menu production
 Identify and demonstrate the various attachments for
equipment used in daily production
 Review food temperature danger zone
 Demonstrate how to set up, use and clean all hot food storage
equipment
 Demonstrate and discuss how to safely store food that is
under cold storage
 Demonstrate how to clean cold food storage areas
 Locate all thermometers in both hot and cold food storage
equipment; explain the importance of these devises.
 Show the different pots and pans found in a kitchen and
explain their uses.
 Show the different sized ladles, how to identify them, and the
different uses for each.
 Show the different sized portion scoops and how to identify
them.
 Show the various hand tools, how each works and what each
should be used for.
 Demonstrate how to use and calibrate a pocket thermometer.
 Show the difference between a stiff and balloon whisk, and
explain the appropriate use for each.
Mod 6:

Goal(s): Equipment Identification and Usage

Lesson Overview:

Resources: Professional Cooking, Ch. 3, Cooking Essentials Ch. 10

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily observation Written tests, NOCTI style bench identification test,
Scoring Rubric
 Goal 6
Large Equipment Identification and Usage

Criteria 1 2 3 4 5
Sanitation (Criteria covered in early modules)
Safety (Criteria covered in early modules)
Process and Product Criteria 1 2 3 4 5
Range Top Operation
Oven Operation
Fryolator Operation
Griddle Operation
Steamer operation (where applicable)
Equipment Attachment Identification
Equipment Attachment Usage

Notes:

Score__________

Scoring:
5=Excellent
4=Above Average
3=Average
2=Below average
1=Inadequate
 Goal 6 B
Small Equipment Identification and Usage

Criteria 1 2 3 4 5
Sanitation (Criteria covered in early modules)
Safety (Criteria covered in early modules)
Process and Product Criteria 1 2 3 4 5
Pocket Thermometer Calibration
Pocket Thermometer Usage
Pot and Pan Identification
Ladle Identification
Portion Scoop Identification
Miscellaneous hand Tool
Identification

Notes:

Score_____________

Scoring:
5=Excellent
4=Above Average
3=Average
2=Below Average
1=Inadequate
Mod 7:

Goal(s): Introduction to Quantity Cooking/ Cafeteria Production

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

7.1 Practice Safety, Sanitation and  Review safety and sanitation practices
Personal Hygiene

7.2 Use common tools, machines and  Review Safety Procedures for tools and equipment
equipment safely

7.3 Prepare Convenience Foods  Explain the importance of following directions to insure
proper outcome of convenience food product.
 Explain the importance of proper ingredient selection to
insure desired outcome of prepared foods.
 Demonstrate where to locate and how to safely and properly
thaw frozen prepared food for service.
 Explain the importance of proper food portioning to insure
both cost effectiveness and proper planning.
 Demonstrate how to serve a meal from a service line in the
school’s cafeteria.

7.4 Manage time properly to ensure
maximum efficiency.
7.5 Identify Work Stations
 Explain, then demonstrate the importance of Mise en place
when as it pertains to recipe production
 Review the proper set up of an organized work station.
 Review measuring and scaling procedures.
 Prepare and explain the importance of a production task list.
 Explain and stress the importance of meeting time deadlines
for service on a daily basis.
 Orient the students on each of the stations that are required
for service in the schools cafeteria
 Demonstrate the Mise en place needed to efficiently staff
each station.
 Demonstrate the proper and safe service of food and
beverages.

Resources:
Professional cooking, Ch. 7, various convenience food recipes
Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily Production General Mise en Place rubric

Goal 7
Quantity Cooking Mise En Place
 Criteria 1 2 3 4 5
Sanitation (Criteria covered in early modules)
Safety (Criteria covered in early modules)
Process and Product Criteria 1 2 3 4 5
Proper Thawing techniques
Proper Station Set Up
Accurate Measurements
Accurate Portioning
Following Recipe Directions

Notes:

Score___________

Scoring
5=Excellent
4=Above Average
3=Average
2=below Average
1=Inadequate
Mod 8:

Goal(s): Careers in the Food Service Industry

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

8.1 Identify food production and service
opportunities
 Explain the various careers available in the food service
industry.
 Have students research via the internet or newspaper want
ads and find 5 different positions locally available for
employment.
 Have students select 1 position in the food service industry
and write a Collins type 3 writing procedure as to why they
feel this would be of interest to them.

8.2 Define the Classical Kitchen Brigade  Explain and define the various positions of a classic brigade
and modern kitchen line system system.
 Explain and define the positions of a modern kitchen line
system.

8.3 Identify roles of a foodservice  Explain the role of a Chef and Manager in a restaurant.
manager  Explain the experience and education necessary for these
management opportunities.
 Have students, via internet or newspaper want ads, find a
restaurant management opportunity and list the skills
necessary to qualify for that job.
 Turn the above list into a Collins type three writing exercise.

8.4 Identify Trends in the Foodservice  Explain the current trends that are available in the
Industry foodservice industry.
 Via the internet and local newspaper food section, have
students list what trends are currently available in the local
area.
 Have students do a Collins Type three writing on a restaurant
that practices a current food trend.

Resources:
Culinary Essentials, Ch. 1, Professional Cooking, Ch. 1, handouts
Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Written Tests, Collins Writing Assignments
Mod 9:

Goal(s): Professionalism in the Foodservice Industry

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

9.1 Understand and Properly wear a
Chef’s Uniform
 Explain the Various parts of a Chef’s Uniform.
 Demonstrate how to wear the various components of a Chef’s
uniform.
 Using a Collins writing format of your choice, have students
explain why a properly worn uniform is essential to work in a
kitchen.

9.2 Understand the importance of
Listening and Communication skills.
 Discuss the importance of communication and listening and
the consequences of poor communication.
 Discuss the importance of respect for supervisors, fellow
workers and for yourself and your work.
 Using a type three writing assignment, have students write on
the importance of proper communication skills.

9.3 Understand the importance of  Discuss the importance of team work and how it affects the
teamwork and how it affects the daily production of the cafeteria.
running of a kitchen.

Resources:
Culinary Essential, Ch. 2, Profession Cooking, Ch. 1, handouts
Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily Observation Written Tests, Collins Writing
 Connecticut
Technical High School System

Culinary Arts

Curriculum Implementation
Guide Grade 10
Mod 1:

Goal(s): Mise en Place

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

1.1 Practice Organizational Principles
 Demonstrate how to properly set up a breading station.
 Discuss and demonstrate planning for advanced kitchen
preparation.
 Discuss and demonstrate basic food preparation techniques
such as proper trimming, cooking procedures and safe
holding of prepared foods.
 Discuss and demonstrate marinations, both wet and dry, as
well as the functions they provide to the food.

1.2 Understand the types of meal service
 Discuss the types of meal service used in the restaurant
industry.
 Discuss and plan mise en place for both extended and set
meal service.
 Demonstrate set up for both of these services.

1.3 Perform basic cutting techniques  Demonstrate safe knife handling

 Discuss the importance in cutting uniformity.
 Demonstrate the Classical Vegetable cuts

1.4 Keep knives sharp for all preparation
activities
 Demonstrate the proper technique for sharpening a knife
using a three sided sharpening stone.
 Discuss the difference between a sharpening stone and a
steel.
 Demonstrate the proper technique for using a sharpening
steel

Resources: Professional Cooking Chapter 7, Culinary Essentials, Chapter 3.1

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily Preparation Written tests
Scoring Rubrics
 Assessment: Standard Breading Procedure

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be
judged on the following criteria

Sanitation
Safety

Process and Product Criteria 1 2 3 4 5

Flour seasoned
Egg Wash
Crumb Mixture
Station Set up
Finished Product

Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor
 Assessment: Knife Sharpening

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be
judged on the following criteria

Sanitation
Safety

Process and Product Criteria 1 2 3 4 5

Station Set Up
Proper Oil Selection
Knife at 20 degree angle
Proper Steeling
Finished Product

Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor
Mod 2:
Goal(s): Basic Cooking Methods
Lesson Overview:
Learning Outcomes
2.1 Understand the effects of heat on
food.
2.2 Prepare foods using moist heat
cooking methods.
2.3 Prepare food using dry heat cooking
methods both with and without fat.
Resources: Professional Cooking Chapter 5
Culinary Essentials Chapter 15
Extension Activity:
Informal Assessment(s)
Daily Observation
Differentiated Instructional Strategies
 Describe the various methods of heat transfer to food:
Conduction; Convection and Radiation
 Explain and demonstrate the effects that heat has on:
proteins; starches; sugars; fibers.
 Explain and demonstrate how to control the effects that heat
has on food.
 Explain what foods should be used for the various types of
moist cooking methods.
 Demonstrate the various methods used in moist cooking.
( Steaming, boiling, simmering, poaching and braising)
 Evaluate a properly cooked food using the various moist heat
cooking methods.
 Explain the difference in temperatures required in cooking
with fat.
 Demonstrate Sautéing, Pan Frying and Deep Frying.
 Explain and discuss the different temperatures required for
dry heat cooking.
 Demonstrate the methods for Baking, Roasting, Broiling and
Grilling.
 Evaluate a properly cooked food using the various dry heat
cooking methods.
Formal Assessment(s)
Written Observation
Scoring Rubrics
 Assessment: Moist Heat Cooking Methods

Method___________________________

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be
judged on the following criteria

Sanitation
Safety

Process and Product Criteria 1 2 3 4 5

Proper Cooking Medium
Proper Depth
Proper Temperature
Finished Product

Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor
 Assessment: Dry Heat Cooking Methods With or Without Oil

Method__________________

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be
judged on the following criteria

Sanitation
Safety

Process and Product Criteria 1 2 3 4 5

Proper equipment selection
Proper temperature

Proper oil amount

Finished Product

Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor
Mod 3:
Goal(s): Sandwich Preparation
Lesson Overview:
Learning Outcomes
3.1 Describe the different types of Hot
and Cold Sandwiches offered on a
daily menu.
3.2 Explain the guidelines for assembling
and cooking both hot and cold
sandwiches.
3.3 Prepare Hot and Cold Sandwiches for
Service
Resources: Culinary Essentials, Ch. 19
Professional; Cooking Ch. 20
Extension Activity:
Informal Assessment(s)
Daily Observation
Differentiated Instructional Strategies
 Discuss the different varieties of fillings for hot and cold
sandwich preparation.
 Discuss the variety of breads used in hot and cold
sandwich preparation.
 Discuss and demonstrate different sandwich making
techniques
 Explain the importance of portion control as it applies to
sandwich preparation.
 Review the procedure for using a portion control scale.
 Demonstrate how to set up Mise en Place for sandwich
service
 Demonstrate how to assemble a cold sandwich.
 Demonstrate how to assemble and cook a variety of hot
sandwiches.
 Discuss the function and importance of various sandwich
spreads and toppings; Mayonnaise, Mustards, Relishes and
Vinaigrettes.
 Discuss the importance of appropriate sides for both hot and
cold sandwiches
 Discuss and demonstrate the importance for both appropriate
and functional garnishes for hot and cold sandwiches.
 Compose menu item, for sale in the school’s cafeteria that
will apply the theories discussed for hot and cold sandwich
preparation.
 Oversee both hot and cold sandwich station set-ups for
service in the school’s cafeteria.
 Oversee and evaluate appropriate sides and garnishes for
sandwich service.
Formal Assessment(s)
Written Tests
Scoring Rubrics
 NOCTI style identification test

Assessment: Hot /Cold Sandwich Preparation

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be
judged on the following criteria

Sanitation
Safety

Process and Product Criteria 1 2 3 4 5

Proper portioning
Proper spread ( where applicable)
Proper assembly
Appropriate temperature
Appropriate Garnish

Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor
Mod 4:
Goal(s): Introduction to Salads
Lesson Overview:
Learning Outcomes
4.1 Identify the various greens used in
salad preparation.
4.2 Discuss the proper preparation and
storage of salad ingredients.
4.3 Identify the Components to a Salad
4.4 Identify the Various types of Salads
4.5 Discuss Vegetables used in salad
preparation
4.6 Discuss Dressings used in salad
preparation
Resources: Professional Cooking, Ch. 19, Culinary Essentials Ch. 18
Extension Activity:
Informal Assessment(s)
Daily observation
Differentiated Instructional Strategies
 Discuss and sample the various greens that are used to
prepare a variety of salads.
 Discuss the different uses for these greens.
 Show the difference between a green of good and poor
quality.
 Discuss and demonstrate the proper cutting and cleaning
techniques for salad greens.
 Discuss the proper storage techniques of salad greens for
both immediate service and future usage.
 Identify and discuss the four components to any given salad:
Base, Body, Dressing and Garnish
 Discuss the importance of each component.
 Discuss the various types of salads used in the food service
industry: appetizer; accompaniment; entrée; separate course;
dessert.
 Demonstrate one salad from each type and discuss the
appropriate service time for each salad.
 Discuss the various vegetables used in salad preparation,
both as body and garnish.
 Demonstrate how to properly cut and store vegetables for
salad preparation.
 Discuss the various types of oils and vinegars used in
dressing preparation.
 Discuss and demonstrate how to prepare a vinaigrette
dressing using the proper ratio of oil to vinegar.
 Discuss and demonstrate how to prepare an emulsified
dressing.
 Discuss and demonstrate the procedure for making a boiled
dressing.
Formal Assessment(s)
Written tests
Scoring Rubric
 NOCTI style identification tests

Assessment: Salad Preparation

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be
judged on the following criteria

Sanitation
Safety

Process and Product Criteria 1 2 3 4 5

Vegetable Cuts
Properly Cleaned Greens
Presentation
Properly dressed /seasoned
Properly Garnished

Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor
 Assessment: Salad Dressings

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be
judged on the following criteria

Sanitation
Safety

Process and Product Criteria 1 2 3 4 5

Oil: Vinegar Ratio
Appropriate flavoring
Appropriate Garnishes (where applicable)
Proper Emulsification (where applicable)

Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor
Mod 5:
Goal(s): Frozen and Convenience Foods
Lesson Overview:
Learning Outcomes
5.1 Understand why frozen and
convenience foods are used in the
food service industry.
5.2 Practice the proper receiving and
storage procedures for convenience
foods.
5.3 Understand the importance of the
proper defrosting methods for frozen
and convenience foods.
5.4 Understand the characteristics of
various frozen and convenience
foods.
5.5 Proper cooking of convenience foods.
5.6 Attractively plate and serve Frozen
and convenience foods.
Resources: Professional Cooking Ch.7
Extension Activity:
Informal Assessment(s)
Daily Production
Differentiated Instructional Strategies
 List the advantages of using frozen and convenience foods.
 List some of the disadvantages of using frozen and
convenience foods.
 Discuss the quality levels of frozen and convenience foods
and ensure that the manufacturers specs are maintained
through the proper receiving and storage of these foods.
 Discuss the various foods shelf life, how they can be best
preserved and used in a timely manner.
 Review the manufacturer’s directions for the proper thawing
of frozen and convenience foods.
 Discuss what the pit falls are if these foods are improperly
handled.
 Explain the difference between fully, partially or not
prepared at all.
 Stress the importance of following manufacturers cooking
instructions to ensure that the best quality product is being
used.
 Discuss the proper cooking methods that apply to the
convenience foods demonstrated.
 Demonstrate the proper equipment usage to cook/reheat
frozen or convenience foods
 Demonstrate attractive plating for frozen and convenience
foods.
 Prepare a garnish that compliments the food.
Formal Assessment(s)
Written Tests
 Assessment: Frozen/Convenience Food Cookery

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be
judged on the following criteria

Sanitation
Safety

Process and Product Criteria 1 2 3 4 5

Equipment Selection
Cooking Technique
Appropriate Plating
Garnish

Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor
Mod 6:
Goal(s): Vegetable Identification
Lesson Overview:
Learning Outcomes
6.1 Identify the difference in
characteristics, frozen, fresh, canned
and dried vegetables-
6.2 The proper storage of fresh, canned,
frozen and dried vegetables.
6.3 Properly cut and trim a variety of
fresh vegetables.
6.4 Properly cook, season and garnish a
variety of fresh, canned, frozen and
dries vegetables.
Resources: Professional cooking, Ch. 16 & 17
Culinary Essentials, Ch. 26
Extension Activity:
Informal Assessment(s)
Daily Production
Differentiated Instructional Strategies
 Show and sample a variety of fresh vegetables that are
used in service.
 Show and sample a variety of frozen vegetables used in
service.
 Show a variety of canned vegetables used in service.
 Show and sample a variety of dried in vegetables used in
service.
 Compare the difference in quality between these
vegetables.
 Discuss the proper storage temperatures for fresh, frozen,
canned and dried vegetables.
 Discuss the height requirements necessary for safe storage in
refrigerated, frozen and dried storage areas.
 Demonstrate the proper trimming and cutting techniques for
a variety of fresh vegetables, stressing the importance of
accuracy and consistency.
 Demonstrate appropriate classical vegetable cuts for each
vegetable.
 Demonstrate how to cook fresh green vegetables.
 Demonstrate how to cook root and white vegetables.
 Demonstrate how to cook frozen vegetables.
 Demonstrate how to reconstitute dried fruit or vegetables.
Formal Assessment(s)
Written Tests
Scoring Rubrics
NOCTI style identification tests
 Assessment: Vegetable Cookery

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be
judged on the following criteria

Sanitation
Safety

Process and Product Criteria 1 2 3 4 5

Appropriate Sized Cuts
Appropriate Cooking Method
Cooked Texture
Seasoning
Flavoring

Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor
Mod 7:

Goal(s): Stocks

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

7.1 Preparation of White Stock
 Discuss the importance of bone blanching
 Demonstrate Mirepoix as cut for stock
 Demonstrate a sachet bag
 Discuss and demonstrate the importance of skimming a
stock
 Discuss simmering times relate to each variety of stock
 Demonstrate how to strain, safely cool and store a stock

7.2 Preparation of Brown Stock
 Demonstrate the proper browning of bones, mirepoix and
tomato product.
 Demonstrate pan deglazing to capture fond.
 Review simmering, skimming, cooling and storage
techniques.

7.3 Preparation of Vegetable Stock  Discuss what vegetables are used in a vegetable stock.
 Demonstrate vegetable cuts as applied to vegetable stock.
 Discuss simmering time of a vegetable stock.
 Review straining, cooling and storage techniques.

7.4 Preparation of Glazes and  Discuss the reduction process as applied to stock
Reductions  Stress the importance of a well balanced stock before
reduction, as any imperfections will be exaggerated
 Demonstrate a fully reduced meat, chicken or fish stock.
 Cool and properly store finished glaze

7.5 Prepare Stocks from convenience  Compare and recognize the quality of several soup bases.
bases  Explain how to read an ingredient label, with the primary
ingredient in the product listed first.
 Demonstrate and sample a properly reconstituted base.

Resources: Professional cooking Ch.8, Culinary Essentials Ch. 20

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Production as needed Written test
Scoring Rubric
 Assessment: Stocks

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be
judged on the following criteria

Sanitation
Safety

Process and Product Criteria 1 2 3 4 5

Mirepoix Cuts
Water Volume
Sachet Bag
Cooking Temperature
Color
Flavor
Storage

Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor
Mod 8:
Goal(s): Thickening Agents
Lesson Overview:
Learning Outcomes
8.1 Prepare a Roux
8.2 Prepare a Slurry for thickening
purposes using Corn Starch and
other starches.
8.3 Prepare a Liaison for use in
thickening liquid.
8.4 Prepare a Buerre Manie
Resources: Professional Cooking Ch. 8
Culinary Essentials Ch.20
Extension Activity:
Informal Assessment(s)
Daily Production
Differentiated Instructional Strategies
 Discuss proper fat selection when preparing roux.
 Discuss and demonstrate the proper ratio of flour: fat and
prepare a roux
 Discuss and demonstrate the different types of roux, white,
blond and brown, stressing the cooking time required and
uses for each.
 Demonstrate how to properly incorporate a roux into a
liquid.
 Discuss and demonstrate how to dissolve starch into a cool
liquid.
 Demonstrate how to incorporate a slurry into a liquid.
 Discuss the different variety of thickening slurries, and the
quality difference between them.
 Demonstrate and discuss how to form a liaison from egg
yolks and cream.
 Demonstrate and discuss the importance of proper tempering
techniques.
 Demonstrate a sauce thickened with a liaison.
 Demonstrate a how to hand mix a Buerre Manie.
 Discuss the proper times when a Buerre Manie use is
appropriate.
 Demonstrate how to properly thicken a liquid with Buerre
Manie.
Formal Assessment(s)
Written Tests
Scoring Rubric
 Assessment: Thickening Agents-Roux

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be
judged on the following criteria

Sanitation
Safety

Process and Product Criteria 1 2 3 4 5

Fat: flour ratio
Cooking Time/Temperature
Color

Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor
 Assessment: Thickening Agents-Slurry

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be
judged on the following criteria

Sanitation
Safety

Process and Product Criteria 1 2 3 4 5

Water Temperature
Starch: Water Ratio

Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor
Mod 9:

Goal(s): Mother Sauces

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

9.1 Name the five Mother Sauces and
their ingredients
 Discuss the three roux based mother sauces, Bechamel,
Veloute and Espagnole.
 Demonstrate how to incorporate an appropriate roux into the
liquids that make up the three roux based mother sauces.
 Explain how the starch is thickening the sauce, and the
simmering time required to bring the sauce to maturity.
 Demonstrate how to strain and properly cool a sauce and
store for future use.
 Demonstrate a properly made tomato sauce.
 Discuss and demonstrate how to make a Hollandaise sauce.

9.2 Identify the characteristics of the
five mother sauces.
 Compare the viscosity of a light, medium and heavy sauce,
and the amount of roux required per quart of liquid for each
one.
 Compare at least two varieties of tomato sauce.
 Compare a properly emulsified Hollandaise against one that
has been broken.
 Demonstrate how to effectively re-emulsify a broken
hollandaise.

9.3 Describe the uses for the five Mother
Sauces.
 Sample properly made Mother Sauces, evaluating flavor and
texture.
 Discuss the foods that each of the Mother Sauces
compliment, sampling a sauce and food combination for
each sauce.

Resources: Professional cooking Ch. 8

Culinary Essentials Ch. 20

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily Production Written Test
Scoring Rubric
 Assessment: Mother Sauces-Roux Based

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be
judged on the following criteria

Sanitation
Safety

Process and Product Criteria 1 2 3 4 5

Roux to Liquid Ratio
Roux Application
Consistency
Color
Flavor

Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor
Mod 10:
Goal(s): Soup Preparation
Lesson Overview:
Learning Outcomes
10.1 Students will identify the Various
Classifications of soups.
10.2 Students will compare soups
prepared with soup bases and
natural stock.
10.3 Students will prepare attractive
garnishes for a variety of soup.
10.4 Students will safely store soups for
future service.
Resources: Professional Cooking Ch. 9
Culinary Essentials Ch. 21
Extension Activity:
Informal Assessment(s)
Daily Production
Differentiated Instructional Strategies
 Discuss, demonstrate and sample a clear soup.
 Discuss, demonstrate and sample a thick soup.
 Discuss, demonstrate and sample a specialty Soup.
 Discuss, demonstrate and sample a Vegetarian or Low Fat
soup
 Prepare two soups, one with natural stock, and one with a
convenience base.
 Compare the quality of the two soups.
 Compare the cost of preparation between the two soups.
 Discuss and demonstrate appropriate garnishes for the
various varieties of soups.
 Discuss the importance of consistent knife cuts when
preparing a non-pureed soup.
 Review sanitation techniques as they apply to cooling food
for future use.
 Demonstrate how to properly cool and store soup for service.
Formal Assessment(s)
Written Tests
Scoring Rubrics
 Assessment: Soup Preparation

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be
judged on the following criteria

Sanitation
Safety

Process and Product Criteria 1 2 3 4 5

Consistency
Color
Flavor
Garnish (where applicable)
Temperature
Storage

Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor
Mod 11:
Goal(s): Pasta, Rice and Other Starches
Lesson Overview:
Learning Outcomes
11.1 Students will identify the various
shapes of pastas and explain their
uses.
11.2 Students will properly prepare pasta
for service.
11.3 The students will identify the
common types of rice, grains and
legumes.
11.4 Student will prepare, using various
cooking methods both grains and
legumes.
Resources: Professional Cooking Ch. 18
Culinary Essentials Ch. 25
Extension Activity:
Informal Assessment(s)
Daily Production
Differentiated Instructional Strategies
 Assemble a wide variety of pasta shapes in a NOCTI style
product identification format.
 Identify the surface area and shape of each pasta and explain
the uses and/or sauces for these pastas.
 Demonstrate how to cook pasta al dente.
 Demonstrate how to shock pasta and hold for future use.
 Sample and evaluate how each pasta matches its appropriate
sauce.
 Assemble a wide variety of rice, grains and legumes in a
NOCTI style product identification format.
 Discuss the various starch contents and flavor profile of each
grain and legume displayed.
 Demonstrate how to prepare boiled/steamed rice
 Demonstrate how to prepare rice using the pilaf method.
 Demonstrate how to cook rice using the risotto method.
 Demonstrate how to cook grains for soup or salads.
 Demonstrate how to properly reconstitute and cook legumes
for service.
Formal Assessment(s)
Written Tests
Scoring Rubric
NOCTI style identification tests
 Assessment: Pasta, Grain and Rice Cookery

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be
judged on the following criteria

Sanitation
Safety

Process and Product Criteria 1 2 3 4 5

Cooking Technique
Texture
Flavor
Storage

Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor
Mod 12:
Goal(s): Receiving and Storage
Lesson Overview:
Learning Outcomes
12.1 Students will inspect frozen,
refrigerated and dry goods upon
delivery.
12.2 Upon receipt, students will store all
foods in their appropriate areas.
12.3 Students will rotate all stock using
the FIFO method.
Resources: Professional Cooking Ch. 2
Culinary Essentials Ch. 8& 9
Extension Activity:
Informal Assessment(s)
Daily Practice
Differentiated Instructional Strategies
 Discuss the proper receiving techniques for food item upon
delivery.
 Inspect all delivered items for count, quality and condition
upon receipt.
 Inspect refrigerated and frozen foods for proper temperature.
 Sign invoice.
 Identify the three storage areas in the shop.
 Identify the foods that are stored in each area.
 Explain the FIFO method of stock rotation.
 Physically show the students how the FIFO method is
practiced.
Formal Assessment(s)
Written test
 Connecticut
Technical High School System

Culinary Arts

Curriculum Implementation
Guide
Grade 11
Mod 1:
Goal(s): Dining Room Protocol
Lesson Overview:
Learning Outcomes
1.1 Prepare Dining Room for Service
1.2 Provide Competent Customer Service
1.3 Serve the Customer
1.4 Explore different methods of dining
room service.
Mod 1:
Goal(s): Dining Room Protocol
Differentiated Instructional Strategies
 Lecture and demonstration on setting a side station, filling
salt and pepper shakers, appropriate condiment stocking,
sugar caddies, cleaning silver and glassware.
 Demonstration on a table set up for both staff and public
rooms.
 Display various tableware and explain the uses for each item.
 Demonstrate napkin folding into various shapes.
 Lecture on the various roles both public and staff dining
rooms.
 Lecture on time management and dining room organization
as it pertains to the running of a dining room.
 Explain the different forms of both verbal and nonverbal
communication.
 Instructor will reemphasize the importance of personal
hygiene, with a new emphasis on being in the public eye.
 List the traits of an employee/student with a positive attitude.
 Instructor, through demonstrations will explain the proper
procedure for taking a customer’s order.
 Instructor, through demonstrations will explain the proper
procedure for turning orders into the kitchen.
 Instructor, through demonstrations will explain the proper
procedure for serving food and beverages to the customer.
 Instructor, through demonstrations will explain the proper
procedure for proper hand and tray service.
 Instructor, through demonstrations will explain the proper
procedure clearing and resetting a table.
 Explain various types of meal service including American,
Family Style, Classical French and Russian.
 Explain various types of dining establishments including Fine
Dining Establishments, Theme Restaurants, Casual
Establishments, Quick Service Restaurants, and Catering
Services.
Lesson Overview:

Resources: Culinary Essentials, Chapters 3 & 4

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily dining room service in public and staff dining Written tests and selected Lab manual activities
rooms chapters 3&4.
Mod 2:
Goal(s): The Restaurant Environment/ Brigade System
Lesson Overview:
Learning Outcomes
2.1 Demonstrate the ability to operate
basic kitchen restaurant equipment.
2.2 Identification of the positions found
on a traditional brigade system
2.3 Station Organization
Resources: Culinary Essentials, Ch. 9
Extension Activity:
Informal Assessment(s)
Daily observations
Differentiated Instructional Strategies
 Demonstrate how to fill and operate a mechanical
dishwashing system.
 Demonstrate how to fill and safely operate a fryer for
blanching and frying purposes.
 Demonstrate how to safely use and operate a steamer and
steam kettle.
 Review how to use a range top at various levels of heat.
 Demonstrate how to use a broiler unit.
 Demonstrate how to adjust an oven for baking/roasting at
various temperatures.
 Demonstrate how to safely use a commercial microwave
oven.
 Demonstrate how to safely use a commercial food processor.
 Instructor will demonstrate how to safely use, clean and
reassemble a commercial slicer.
 Demonstrate how to safely use, clean and reassemble a
Buffalo chopper and its various attachments.
 Demonstrate how to safely use and clean a commercial
mixing machine.
 Identify the positions of a traditional brigade system and the
responsibilities of each.
 Orient students on the various stations found in the school’s
kitchen, stressing safety and sanitation procedures.
 Explain the importance of each station’s mise en place and
the effect it will have for smoother service.
 Review the proper holding procedures for both hot and cold
food.
 Review the proper procedures for proper storage for both
service and leftover foods.
Formal Assessment(s)
Written tests, scoring rubrics
 Assessment: Module Number: Equipment Set-up
Module Title:

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be
judged on the following criteria

Process and Product Criteria 1 2 3 4 5

Slicer
Buffalo Chopper
Buffalo Chopper Attachments
Burre Mixer
Cuisinart
Fryolator
Mixing Machine
Dough Sheeter

Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor
Mod 3:

Goal(s): The Recipe and Cooking Methods

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

3.1 List the various cooking methods
 Review cooking methods for both dry and moist heat cooking
methods.
 Demonstrate the following cooking methods: poaching,
simmering, boiling, steaming, braising, roasting, baking,
broiling, grilling, griddling, sautéing, pan-frying and deep
frying.

3.2 Identifying the various equipment  Display equipment needed for each of the above cooking
necessary needed to perform the methods, explained the reasoning for the design of each.
discussed cooking methods.

3.3 Production of food utilized by all of  Evaluate the foods prepared by the various cooking methods
the cooking methods. using a scoring rubric, giving feed back as needed.

3.4 Parts of a Recipe  Identify the following parts of a recipe: Product name, Yield,
Portion size, Ingredient quantity, Preparation Procedures,
Cooking Temperatures, and Cooking Time.
 Explain why each of the above is an important part of a
recipe.
3.5 Recipe Conversions  Explain how to increase and decrease recipe yield without
altering the recipe ratios.

 Explain the difference between flavorings and seasoning.

3.6 Flavoring and Seasoning
 Display several flavorings that are often used in recipes i.e.:
wine, extracts, juices, garlic, scallions, ginger etc.
 Display several fresh and dried herbs that are commonly
used in kitchens to include, but not limited to Parsley, Basil,
Thyme, Oregano, Rosemary, Sage, and Tarragon.
 Discuss and compare the difference between fresh and
dried herbs.

Resources: Professional Cooking Ch. 4, 5, Culinary Essentials Ch. 13, Ch. 15, Ch. 16 Culinary Essentials Lab
Manual
Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily observations Written tests, scoring rubric, Culinary Essentials lab
manual activities 46-49, 55

Mod 4:
Goal(s): Soup and Sauce Production

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

4.1 List the steps necessary for scratch
production of Soups and Sauces
 Review each step necessary to produce soups and sauces
from scratch.
 Instructor will review appropriate knife cut necessary for
soup and sauce production.
 Review thickening agents and how they work.

4.2 Soup and Sauce mise en place and
production
 Review mise en place for soup in each of the three previously
mentioned categories.
 Review mise en place for the 5 Mother sauces
 Demonstrate the steps necessary for soup/sauce production.
 Demonstrate how to hold soup/sauce for service.
 Safely cool and store prepared soup/sauce for future use.

4.3 Soup Garnishing  Explain the different garnishes of soups; garnishes in the
soup, toppings and soup accompaniments.
 Explain which soups are garnished with which types of
garnishes and why.
 Show examples of accompaniment garnishes and cite an
example of which soups they would best be served with.

4.4 Proper service of soups
 Set up a soup station as would be used for service in the
school’s restaurant, with emphasis on holding temperature.
 Assemble all of the equipment necessary to serve soup
including ladles, soup baines, cups, saucers and spoons.
 Provide an appropriate garnish for the demonstration soup
and demonstrate the proper service and garnishing of the
soup.

Resources: Professional cooking, Ch. 9, Culinary Essentials Ch. 21

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily soup production Written tests, NOCTI style bench tests with rubric,
Lab activity # 74

Mod 5:

Goal(s): Introduction to Garde Manger, Salads and Cold Appetizers

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

5.1 History of Garde Manger  Discuss the history of the Garde Manger station.

5.2 Duties of the Garde Manger Station
 Describe the workings and positions of a basic Garde Manger
station.
 Demonstrate a cold plated appetizer/ entrée to be served in
the school’s restaurant.
 Orient the students on the set up of a cold/salad station as it
pertains to the school’s restaurant.

5.3 Preparation of Basic Forcemeats
 Display equipment and ingredients necessary to prepare a
basic forcemeat.
 Demonstrate the proper grinding technique for preparing a
basic forcemeat.
 Complete the forcemeat by seasoning, sampling, shaping and
cooking the forcemeat.

5.4 Preparation of Hot and Cold Hors  Discuss how and when hors d’oeuvres should be served.
d’oeuvres  Explain the main types of hors d’oeuvres.
 Demonstrate the preparation techniques for preparing the
main types of hors d’oeuvres.

5.5 Preparation of Edible and Non-  List the classical garnishes that are used in food preparation.
Edible Garnishes  Demonstrate the plating of three classical garnishes as they
apply to various dishes.
 Display the equipment necessary for simple garnish
preparation.
 Demonstrate various edible garnished to be used on both
plated foods and buffet tables.

Resources: Cooking Essentials, Ch. 18, Cooking Essentials Lab Manual, Ch. 18,
Professional Cooking, Ch. 22,

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily production Written tests
Scoring Rubric
Mod 6:
Goal(s): Understanding Meats
Lesson Overview:
Learning Outcomes
6.1 Understand the Composition of Meat
6.2 Understand the Structure of Meat
6.3 Identify the Basic Meat Cuts
6.4 Understand the USDA Inspection and
Grading Systems.
Differentiated Instructional Strategies
 Explain both the Composition and Nutritional breakdown of
meat.
 Describe the different Nutrients that are found in meats.
 Explain the affect that aging has on meat, both wet and dry
aging.
 Display several basic cuts of meat, that require different
cooking methods, and point out the characteristics of each,
and the cooking methods best used for each cut.
 Display several basic cuts of meat to show the muscle fiber
composition of each.
 Display the connective tissues of meat, both Collagen and
Elastin, and explain how each must be treated prior to
cooking.
 Prepare a handout from the text of the meats bone, helping
students understand the animal’s primal cuts.
 Explain the different market forms of meat, from primal cuts
to portion controlled.
 List the primal cuts of Beef, Veal, Pork and Lamb.
 List the major fabricated cuts from Beef, Veal, Pork and
Lamb.
 Prepare a handout from the text showing the Primal cuts of
meat; Chuck, Rib, Loin and Round, and the major fabricated
cuts from each.
 Explain the difference between inspection, Quality Grading
and Yield Grading.
 Explain the difference between Prime, Choice, Select, and
select quality grades.
 Explain the difference of the different Yield grades.
 Prepare a handout from the text showing a USDA inspection,
quality and yield grading stamps.
Mod 6:

Goal(s): Understanding Meats

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

6.5 Understanding Meat Purchasing
Specifications
 Explain the significance of IMPS ( Institutional Meat
Purchasing Specifications)
 List the different factors necessary to purchase the proper cut
of meat desired; menu items, cooking methods, price, quality
and value.
 List the Specifications given to purveyors when effectively
ordering meats; item name, grade, weight range, state of
refrigeration, fat limitations.

Resources: Culinary Essentials Ch. 24, Professional cooking Ch. 10,

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Culinary Essentials Lab Manual activity 83 Written Tests
Mod 7:

Goal(s): Understanding Poultry

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

7.1 Understand the structure and
composition of poultry
7.2 Identify the various classes of poultry
7.3 Understand the poultry inspection and 
grading process.
 Explain the difference between a bird of Grade A
7.4 Proper Poultry Storage
7.5 Poultry Cooking Methods
 Demonstrate how to disjoint a whole chicken.
 Cut a chicken into halves, quarters and eighths.
 Explain the difference between white and dark meat as it
pertains to poultry.
 Identify six categories of poultry; Chicken, Duck, Turkey,
Guinea Hen, Goose and Squab
 Identify the classes of chicken by weight and age; Cornish
Hen, Fryer/Broiler, Roaster, Capon/ Stewing Hen
 Explain what the appropriate uses of the above classes of
poultry are.
Explain the difference between USDA inspection and
grading.
specifications vs. birds of lesser quality.
 Prepare a handout from the text showing USDA inspection
and grading stamps.
 Review Sanitation/Cross Contamination/ Practices
 Discuss the shelf life of poultry for both refrigeration and
freezer.
 Discuss the possible food borne illnesses associated with
poultry.
 Discuss various cooking methods as applied to poultry.
 Discuss cooking methods as it applies to specific cuts of
poultry.
 Assign a student a recipe with both moist and dry heat
cooking methods.
 Prepare a “Mystery Basket” for each student as a preparation
exercise for the NOCTI exam.

Resources: Culinary Essentials Ch. 23, Professional Cooking Ch. 12, Culinary Essentials Lab manual

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily Production Written Tests, Culinary Essentials Lab Manual
Exercise # 80, 81, 82, Mystery Basket bench test.
Mod 8:

Goal(s): Understanding Seafood and Shellfish

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

8.1 Understand the structure and
composition of fish and shellfish
 Explain the difference between flat fish and round fish. Use
Culinary Essentials p. 486 as a visual for the skeletal
structure of both of these fish.
 Explain the market forms of fish; whole, drawn, dressed,
fillets, steaks and butter flied. Use Culinary Essentials p.488
as a visual of these market forms.
 Discuss the fat content of fish. Cite several examples of both
lean and fat fish, and the cooking styles that best suit each.
 Describe and cite examples for the following shellfish;
univalve, bivalve, cephalopod, mollusks and crustaceans.

8.2 Identify a variety of fish and  Using p. 487 of the Culinary Essentials text or pages 364-369
shellfish of Professional Cooking, identify different species of fish,
classifying each a fresh or salt water fish.
 Using Culinary Essentials Ch. 4, and Professional Cooking
Ch. 14, identify common varieties of shellfish.

8.3 Receiving and Storage of Fish and
Shellfish
 Discuss the criteria necessary for receiving fresh fish.
 Explain the importance of Shellfish Tags, what they indicate
and how long they should be kept.
 Describe the proper method and temperature necessary to
properly store both fish and shellfish.

8.4 Prepare fish and shellfish for cooking
or serving
 Demonstrate how to portion filleted fish.
 Demonstrate at least one cooking method for a lean fish and a
fat fish.
 Demonstrate how to peel and clean shrimp for service.
 Demonstrate a cooking method for each of the following
shellfish; univalve, bivalve, cephalopod, mollusks and
crustaceans.
 Demonstrate how to properly open a clam and oyster for
service on the half shell.

Resources: Culinary Essentials chapter 22, Professional Cooking chapter 14, Culinary Essentials Lab manual
Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily production Written Tests, Lab manual activities 76-79
Mod 9:

Goal(s): Dairy, Egg and Cheese Identification

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

9.1 Dairy Identification
 Explain the different types of milk available for use in
cooking.
 Explain what pasteurization is and why it is used.
 List the forms of milks used; Raw, Pasteurized, Certified,
Homogenized, Fortified, Flavored and Dried.
 List the fat contents of milks and creams.

9.2 Dairy Usage  List the different ways of cooking with milk.
 Explain when we use certain milks/ creams in recipes.
 Explain how, when we use dried milk, it can reduce fat in
certain recipes.

9.3 Cheese Identification  Describe the cheese making process.

 List the different categories of cheese.
 List the different milks used in cheese production.
 List 2 cheeses from each of the main categories of cheese.

9.4 Using Cheese  Demonstrate how to safely cut cheese from a block.
 Demonstrate how to slice cheese on a slicing machine.
 Demonstrate how to grate cheese.
 Demonstrate how to shred cheese.
 Explain the various market forms of cheese.

9.5 The Egg’s Function  Explain the composition of an egg.

 List the various functions that an egg serves in cooking;
leavening, coating, clarifying, emulsifying, crystallizing, and
binding.

9.6 Egg Cookery  Demonstrate the following methods for cooking eggs; Hard
boiled, soft boiled, poached, sunny side up, over easy, over
medium, over hard, scrambled and omelets.

9.7 Egg Grading and Inspection  List the different grades of eggs
 List the different sizes of eggs.
 Explain how eggs are inspected.
 Explain how to safely store all forms of eggs.

Mod 9:
Goal(s): Dairy, Egg and Cheese Identification

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

9.8 The Egg’s Composition  Explain what an egg is composed of.
 Explain the importance and nutrition break down of each
major component.

Resources: Professional Cooking, Ch. 21

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily production Written tests, Culinary Essentials lab manual activity
60
Mod 10:

Goal(s): Fresh Vegetable Cookery

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

10.1 Identify the Classifications of
Vegetables
 List the different classes of vegetables; squash, roots and
tubers, seeds and pods, cabbage, stems/stalks/shoots, onion
family, fruit-vegetables, leafy greens.
 Cite at least two examples from each of these categories.
 Explain how vegetables are graded and sized.
 Explain purchasing and ripening techniques for vegetables.
 Explain how these groups are used in a kitchen.

10.2 Vegetable Cooking Methods
 Match vegetables and the cooking methods that best suit
them.
 Demonstrate how to cook vegetables from each vegetable
classification, putting an emphasis on texture, flavor, color
and nutrient retention.

10.3 Cutting Vegetables  Describe which knife cuts best suit the vegetables when
matched with the various cooking methods.
 Emphasize that knife cute are an important factor in the
proper cooking of vegetables.

10.4 Vegetable Storage  Demonstrate how to properly store all raw vegetables.
 Note that some vegetables need cold temperatures to
maintain quality and others need cool temperatures.
 Demonstrate how to properly store prepped raw vegetables,
focusing on texture, quality and nutritional retention.
 Demonstrate how to properly store cooked vegetables.

Resources: Culinary Essential Ch. 26, Professional Cooking Ch16, Culinary Essentials lab manual.

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily production, NOCTI style identification tests Written tests, lab manual activities 92, 93, 94
Mod 11:

Goal(s): The Bakeshop

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

11.1 Bakery Equipment  Demonstrate or review the safe usage, cleaning and assembly
of all bakery equipment.
 Review how to properly use a baker’s scale.
 Demonstrate or review the usage of all bakery smallwares,
including, but not limited to; pastry bags and tips, bench and
bowl scrapers, rolling pins, dough dockers, pastry brushes,
pans and molds, focusing on choosing the proper tool for
specific jobs.

11.2 Bakery Ingredients: Flour Varieties
 List the different types of flour available.
 Explain the difference between hard and soft wheat.
 Explain the wheat processing procedure and list the products
produced.
 Define gluten, how it is produced and discuss the importance
of gluten in bread baking.

11.3 Sweeteners  List the varieties of sweeteners available.

 Have available for student tasting: white sugar, brown sugar,
confectioner’s sugar, molasses, honey, maple syrup, and corn
syrup.
 In addition to flavor, explain what other functions sweeteners
serve in baking.
11.4 Eggs  Review egg sizes and its components.
 List the forms of eggs available, and which are used in the
bakeshop, focusing on cost and ease of usage.
 List the functions of eggs in a bakeshop; structure,
emulsification, aeration, flavor, and color.

11.5 Leavening Agents  Define leavening as it relates to baking.

 List the five main leavening agents used in the bakeshop; air,
steam, baking soda and powder and yeast.
 List the market forms of yeast available.

11.2 Fats  Explain the function of fats in a recipe.

 List and describe the different forms of fat available;
shortening, emulsified shortening, butter, margarine, oils and
lard.
 Explain what fats are appropriate in certain recipes and why.
Mod 11:
Goal(s): The Bakeshop
Lesson Overview:
Learning Outcomes
11.6 Liquids
11.7 Salt, Flavorings and Spices.
11.8 Applying Bakeshop Formulas
11.9 Yeast Dough Production
Differentiated Instructional Strategies
 Explain the function of liquids in a recipe.
 List the liquids used in baking, including; water, milk and
cream.
 Explain what staling is and how liquids can add shelf life to a
bakery product.
 Review liquid measurement procedures.
 Explain salt’s function in a bakery.
 Have available several of the commonly used spices in the
bakery. Have students examine, smell and taste the spices.
 List and describe the market forms of chocolate;
Unsweetened, Semi-Sweet, White, Milk, Cocoa Powder,
Dutch Process Cocoa.
 Have available several extracts for student examination
 Discuss the differences between a bakeshop formula and a
cooking recipe.
 Explain the procedure for increasing and decreasing
formulas.
 Discuss the possible outcomes for inaccurate calculations.
 List and define the following terms that will make following
a bakeshop formula easier: beating, blending, creaming, cut-
in, folding, kneading, liaison, sifting, stirring and whipping.
 Demonstrate the following mixing methods: straight,
creaming, two stage, sponge and mention variations of each.
 Review the functions of the bakery ingredients that consist in
yeast dough.
 Describe the mixing methods used in yeast dough production;
Straight, Modified Straight and Sponge.
 List the steps necessary to produce bread from a mixed
dough: mixing, kneading, proofing (fermenting), punching,
scaling (dividing) bench resting, shaping, and final proofing,
washing/slashing/docking, baking, and cooling/storing.
 Demonstrate the straight dough method.
Mod 11:

Goal(s): The Bakeshop

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

11.10 Icings and Buttercreams  List and describe the following icings; Simple Buttercream,
French Buttercream and Italian Buttercream.
 Demonstrate how to make a simple buttercream.
 Demonstrate how to color a simple buttercream using food
coloring.
 Demonstrate how to ice a two layer cake with a buttercream.
Include a simple border, rosettes and inscribing.
11.11 Meringues  List and describe the following Meringues; Common, Swiss
and Italian.
 Demonstrate a common meringue.
11.12 Pie Doughs  Discuss the difference between mealy and flaky pie dough.
 Demonstrate how to properly prepare a 3-2-1 pie dough.
 Demonstrate how to scale dough.
 Demonstrate how to roll and shape a pie dough for a two and
one crusted pie.
11.13 Pie Fillings  Discuss the various types of pie fillings; fruit fillings, Cream
fillings, custard fillings and Chiffon fillings.
 Demonstrate how to blind bake a pie crust for a filling.
 Demonstrate how make a French style pastry cream.
 Prepare a pie using a French pastry cream.
 Bake a two crusted pie using a fruit filling.
 Prepare a pie using a sweet or savory custard.

11.14 Pate Choux Paste  Demonstrate how to prepare a basic Pate Choux paste.
 Pipe a Choux paste into éclair and cream puff shapes.
11.15 Plated Desserts  Demonstrate how to plate a cake, pie and other desserts for
service in the school’s restaurant.

Resources: Culinary Essentials Chapters 27, 28, 29, 30,/ Professional Cooking chapters 27-32, Culinary
Essentials lab manual.

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily production Written Tests, Culinary Essentials lab activities 95,
96, 97, 98, 110, 102, 106, 107, 109, 110,111
 Connecticut
Technical High School System

Culinary Arts

Curriculum Implementation
Guide Grade 12
Mod 1:
Goal(s): Explore Culinary Arts Education
Lesson Overview:
Learning Outcomes
1.1 Explore Culinary Arts Institutions
1.2 Demonstrations by Culinary art
institutions.
1.3 Attend local college fairs.
1.4 Speak to guidance counselors.
Resources: School Guidance Department, Various Culinary Arts Higher Educational Facilities
Extension Activity:
Informal Assessment(s)
Differentiated Instructional Strategies
 Tour higher education institutions that focus on Culinary Arts
(Connecticut Culinary Institute, Center for Culinary Arts
offer free transportation, tour and lunch, Johnson and Wales
offers tours and lunch, CIA a tour. Note the system’s policy
for in and out of state field trips.
 Compare the pros and cons of each facility and how each
may best serve the individual student’s needs/abilities.
 Arrange for various culinary schools to come to school and
demonstrate their abilities for students.
 Explain, along with the demonstrators, the admission
requirements, costs and degrees/certificates that each
institution has to offer.
 In conjunction with guidance department, have interested
students attend local college fairs.
 Explore some of the various occupations (traditional and non-
traditional) that are available in the food service industry.
 Have interested students make an appointment with their
guidance counselors to start the college application process.
 Have interested students inquire about the financial aid
process, filling out federal forms to find out eligibility.
 Research various scholarships, local and national, that can
help fund students education.
Formal Assessment(s)
None
Mod 2:

Goal(s): Applying Garde Manger

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

2.1 Understand the workings of a Garde
Manger Station.
 Demonstrate the set up for a standard salad station for
restaurant service.
 Demonstrate the set up for a standard appetizer station for
restaurant service.
 Demonstrate the set up for a standard dessert station for
restaurant service.

2.2 Food Garnishing  Identify the specialty tools used in food garnishing.
 Demonstrate the tools used in food garnishing.
 Demonstrate basic food garnishes, including, but limited to:
Apple Birds, Scallion Flowers, Vegetable Flowers, and
Radish Roses.

2.3 Advanced Salads  Review the types of salads, their components and assembly.
 Review the different types of dressings.
 Explain the characteristics of a composed salad.
 Demonstrate a basic composed salad.
 Run a composed salad as either an entrée or a smaller version
as a course in the public and/or staff dining rooms.

2.4 Cold Food Platters
 Demonstrate how assemble a cold food platter for buffet
service in the school’s restaurant.
 Discuss the importance of edible garnishes in a cold food
platter.
 Discuss the importance of cold sauces and relishes as
accoutrements on a cold food platter.

Resources: Culinary Essentials Ch. 18, Professional Cooking, Ch. 19, Culinary Essentials Lab Manual

Extension Activity:
Informal Assessment(s) Formal Assessment(s)
Daily Production Written tests. Culinary Essentials lab Manual
activities 62-64

Mod 3:
Goal(s): Buffet Service

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

3.1 Buffet Set-Up and Equipment
 Demonstrate how set up, fill and safely use a chafing dish.
 Explain and diagram how food should flow for buffet service.
 Identify the various platters, mirrors and trays used for
school’s buffet service.
 Identify the serving utensils used in buffet service and
explain which foods they are best paired with.
 Properly plan a buffet, ensuring proper space on the buffet
table.

3.2 Table Setting and Draping
 Demonstrate how properly drape a table for buffet service.
 Where applicable, demonstrate how to apply table skirting to
a buffet table.
 Discuss where to set utensils before, during and after service.
 Discuss appropriate garnishes for a buffet service.

3.3 Buffet service  Demonstrate an effective buffet service to be used in the

school’s restaurant.

Resources:

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Buffet production Written test
Mod 4:

Goal(s): Restaurant Management

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

4.1 The qualities of effective management  Explain the following management qualities; Time and
Resource Management, Communication, Leadership.

4.2 Understand the importance of
communication in the restaurant
business.
 Explain the importance of communication, on all levels of a
working kitchen.
 Actively demonstrate an open door policy of management
with the students.
 Explain the importance of an open line of communication
that should exist between management, co-workers and
customers.
 Troubleshoot any problems in service; explain where the
problems lie, and how to avoid any repeat problems of the
same nature. Open communication is essential in this task.

4.3 Understand the concept of time
management.
 Explain time management and its importance to the
restaurant business.
 Demonstrate how to create a station/kitchen list, prioritizing
the work load.
 Explain the importance of station organization and the effect
it has on time management.
 Explain the cost of doing business from a labor standpoint,
and how effective time management has an impact on the
bottom line of a restaurant’s profit and loss statement.

4.4 Leadership Skills  Actively demonstrate leadership in the kitchen. Stress the
importance of leading by example.
 Explain how an effective manager should coach, direct,
delegate, and support the staff.
 Discuss several motivation techniques, and explain how
effective motivation techniques will not only improve moral,
but also improve the overall running of the restaurant.

4.5 Management Structure
 Identify the various positions of management. Compare the
“management” positions in the school’s kitchen and explain
the importance of each.
 Stress the above qualities for effective management and the
effect that the students have on the running of the school’s
restaurant.

Mod 4:
Goal(s): Restaurant Management

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

4.6 Inventory Control  Explain how to establish a par stock, stressing ordering and
preparation.
 Demonstrate how to create a supply order using an
established par stock.
 Demonstrate how to create a food preparation list using an
established par stock.
 Demonstrate how to take a monthly inventory for cost control
purposes.
 Explain the importance of accurate inventory taking, and the
role that it plays in cost control.
 Review with the students a monthly profit and loss statement
that has been generated by the school’s business office.

Resources: Culinary Essentials, Ch. 5, Culinary Essentials Lab Manual

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Written tests, Culinary Essentials Lab Manual
activities 22, 23, 24,
Mod 5:

Goal(s): Introduction to Nutrition

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

5.1 The Six categories of Nutrition
 Define the six categories of Nutrition; Carbohydrates,
Proteins, Fats, Vitamins, Minerals and Water.
 Cite two examples of each Nutrient found in the foods that
we eat and serve.
 Understand alternate sources of these nutrients and how they
can be incorporated into a daily menu.

5.2 Foods and Nutrients  Match foods that we serve in the school’s restaurant with the
six nutrients studied in this module.

5.3 USDA Food Guidelines
 Explain the categories and portion sizes recommended by the
USDA’s new “MY Pyramid”. Compare it to the previously
recommended USDA food pyramid. Cite the modifications
and explain why these were made.
 Analyze a menu served in our dining room and compare it
with the USDA “MY Pyramid”.
 Explore changes that will bring menu items into alignment
with the USDA guidelines.

5.4 Food Additives  Discuss what food additives are commonly found in the
foods that we serve.
 Explain the function of several food additives.
 Discuss what food additives can and should be avoided. Cite
reasons why.

Resources: Culinary essentials Ch. 11, Profession Cooking Ch. 6, Culinary Essentials Lab Manual, the new
USDA “My Pyramid” handout found online at the USDA’s web site

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Written Tests, Culinary Essentials Lab Manual
activities 39, 40, 41
Mod 6:

Goal(s): Menu Development

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

6.1 The Menu’s Role  Explain the influences of menu development: target
customers, prices, food types, the facility’s equipment,
worker skills and current food trends.
 Analyze a menu served in the school’s restaurant and point
out the factors that were considered when planning this
menu.

6.2 Menu Types  List and explain the types of menus that are found in
restaurants; Static and Cycle Menus, Ala carte and Table
d’Hote and Prix Fixe.
 Identify the school restaurant’s menus that were served
during the previous cycle and assign a menu category for
each.

6.3 Meal Services  Name menu items that are commonly found on breakfast,
lunch and dinner menus.
 Create menus that contain items from a typical breakfast,
lunch and dinner menu.

6.4 Menu Planning Principles
 Analyze a typical menu served in the school’s restaurant and
see if it contains the following principles; Variety, Balance,
Menu Truthfulness, Nutrition and Flexibility.
 Cite at least three plates that incorporate the above five
principles.

6.5 Menu Categories  Explain the following menu categories; Appetizers, Soups,
salads, Cold Entrees, Hot Entrees, Sandwiches,
Accompaniments, Desserts, Cheeses and Beverages.
 Write a menu, not necessarily for use in the school’s
restaurant, that contain one dish from each category.

Resources: Culinary Essential, Ch. 12, Professional Cooking, Ch. 5, Culinary Essentials Lab Manual

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Written tests, Culinary Essentials activities 42, 43, 44

Mod 7:
Goal(s): NOCTI Strategies
Lesson Overview:
Learning Outcomes
7.1 Written Test Taking Strategies
7.2 Identification Bench Tests
7.3 Performance Bench Tests
Resources:
Extension Activity:
Informal Assessment(s)
Differentiated Instructional Strategies
 Issue the system developed multiple choice test.
 Issue a correct version of the test and reissue the test.
 Research practice NOCTI tests on-line and issue the practice
tests to the students.
 Using simulated NOCTI style ingredient and equipment have
students take a food and equipment identification bench test.
 Repeat these tests, timing the students, and shortening the
time allowed with each ensuing test.
 Using a blank scoring rubric, create criteria for the students
test.
 Simulate a NOCTI style performance bench test.
 Repeat these tests, timing the students, and shortening the
time allowed with each ensuing test.
 Using a blank scoring rubric, create criteria for the students
test.
Formal Assessment(s)
Written, identification and performance tests
Mod 8

Goal(s): Senior Practical Exam

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

8.1 Senior Practical Exam
 Review menu planning strategies, teamwork and
management skills.
 Team students in pairs.
 Prepare a mystery basket to consist of protein (chicken to be
found on NOCTI), starch, fresh vegetable, garnish, salad
vegetables. All items in this basket are to be used completely.
 Community ingredients to include, but not limited to the
following: cooking fats, flour, soup ingredients, seasonings,
flavorings, butter/margarine, and any other stocked
ingredients that you fell necessary for this exercise.
 Give students the above guidelines and ingredients and allow
them group time to design a menu.
 Have students execute the designed menu serving four
portions of each, soup, salad and entrée plate in a time to be
predetermined by the instructor.

Resources:

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Senior practical exam
 Generic Scoring Rubric

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be
judged on the following criteria

Process and Product Criteria 1 2 3 4 5

Total Score_____

Scoring
5=Excellent
4= Above Average
3= Average
2= Below Average
1=Poor