1. Go to the O: Drive, Common, Facs, Choquette, Knife Skills

Name:______Hour:______Knife Skills Demonstration Directions: 1. Go to the O: drive, “common,” “facs,” “Choquette,” “knife skills.” 2. Watch each of the demonstrations. 3. Take notes and write a description of each knife skill below. 4. Draw a diagram of the different knife parts on the back of your paper.

Knife Skill Description Picture Julienne

Brunoise

Chiffonade

Pico De Gallo

½ avocado, diced ¼ red onion, minced 1 Roma tomato, minced ½ jalapeno pepper, seeded, julienne and brunoise 1 clove garlic, minced 2 tablespoons cilantro, chiffonade ¼ cup sweet corn (optional) ¼ cup pinto beans (optional) ¼ cup black beans (optional) 2 tablespoons lime juice ½ teaspoon salt

Directions: Combine all ingredients in a bowl and mix together with a spoon.

“ Parts of the Knife” Directions: Created by: Jennifer Choquette 1. Draw a large picture of a chefs knife. 2. Label all of the following parts. - Point - Tip - Back - Bolster or Shank - Rivets Name:______Hour:______- Blade - Heel - Handle - Cutting Edge - Tang

“ Types of Knives” Directions: 1. On the chart below, draw a picture of the following types of knives and list a brief description. Type of Knife Diagram Description Chef’s Knife

Slicer

Serrated Slicer

Boning Knife

Paring Knife

Tournee Knife

Fillet Knife

Butcher Knife

Created by: Jennifer Choquette Name:______Hour:______

Lesson Plan for Knife Skills

Stage 1-Desired Results Established Goal: Name:______Hour:______(Comprehensive Standard) 8.0 Integrate knowledge, skills, and practice required for careers in food production and services. Understandings and Essential Questions: Benchmark &/or Competency: (Content and Process Skills) Content: 8.5.1 Evaluate basic knife skills. Process: 0.4.2 Use technology to analyze, manipulate, and interpret information. Essential Questions:

Community Meeting Theme: (Time, Money, Communication) Communication Learner Objectives: Content (Students will know): Evaluate knife skills. Process (Students will be able to): Use technology to analyze and manipulate information.

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Stage 2-Assessment Evidence Planned Assessment (Evidence) including Criteria: Paper and Pencil: Students will complete a worksheet over knife techniques and types of knives using a PowerPoint. They will turn this in for a grade. It will be graded with a key, and students will complete this task with 85 percent accuracy. Classroom Experiences: Application to Real-life Settings:

Debriefing Questions Content: Do you think after today you will be able to complete different cuts stated on a recipe? Why or why not? Process: How did technology help to analyze and comprehend the information over knives? ______

Stage 3-Learning Plan Teacher Resource and Background Information:  Mrs. Choquette’s PowerPoint  Knive Skills Worksheet  Computers  Food to complete the lab  Knife handout Learning Activities: Teaching-Learning Interaction: Set: Show the students the teacher set of knives.

Teacher Input:  State the objective Name:______Hour:______ Teacher will go over the PowerPoint (the recipe, process used to complete the activity, evaluation, and a few tips) Guided Practice:  Students will use a PowerPoint to view videos pertaining to different cuts.  The whole group will fill out the diagram during the short clip.  One student after each video will complete the cut on the vegetable listed on the recipe.  The teacher will evaluate the different cuts completed by the group and ask them questions about each.  They will complete the pico de gallo.  As they eat, they will complete the rest of the worksheet using a handout. Independent Practice:  They will complete the two debriefing questions on the bottom of their worksheet.