21St Century Instructional Guide for Career Technical Education s5

21st Century Instructional Guide for Career Technical Education ProStart 2B Hospitality Service Human Services Cluster Hospitality Education and Training

Title: ProStart 2B WVEIS Code 1956

Standard: Soups, Stocks, and Sauces HS.S.PS2B.1 Students will:  demonstrate knowledge of soups, stocks, and sauces.  demonstrate preparation of soups, stocks and sauces. Essential What are preparation methods of soups, stocks, and sauces? Questions: Objective Number: Objective: Learning Plan & Notes to Instructor: HS.O.PS2B.1.1 differentiate the basic ingredients for broth, consommé, Discuss with students the various ingredients to each of the puree, clear, and cream soups types of soups. Have students separate into 5 groups and make a poster to highlight each of the key terms for the soups. Be sure they understand the process in which to make the soup. When covering cream soups, be sure to cover the specialty soups. HS.O.PS2B.1.2 demonstrate the correct preparation methods for soups. Have students work together in groups to prepare various elements of the soup i.e sachet depices or bouquet garni, roux, oignon brule. Have the students write out instructions for each step of the preparation process. Be sure to cover raft, skimming, clarify, and degrease. HS.O.PS2B.1.3 prepare several kinds of soup. Divide students into groups that will each prepare the 5 types of soup. Each student needs experience in preparation of each type. Monitor kitchen activities to ensure student accuracy. Create a rubric to assess quality, flavor, presentation, and kitchen preparation/clean up. HS.O.PS2B.1.4 identify the four essential parts of stock. Discuss with students the parts of stock including:  mirepoix  aromatics  major flavoring ingredient and  liquid Have students use word wall words to retain words and their definitions.

1 HS.O.PS2B.1.5 classify the basic types of stock and their ingredients Have students discuss each of the types of stock, their ingredients, and their preparation methods. Place each type of stock on the top of a large sheet of paper and label its components at the bottom. HS.O.PS2B.1.6 discuss three methods for preparing bones for stocks. Identify blanching, browning, and sweating as the three methods for bone preparation. Discuss with students in detail how to complete each one of these processes. HS.O.PS2B.1.7 prepare several types of stock Divide students into groups that will each prepare the types of stock. Each student needs experience in preparation of each type. Monitor kitchen activities to ensure student accuracy. Create a rubric to assess quality, flavor, presentation and kitchen preparation/clean up. HS.O.PS2B.1.8 discuss how to properly cool stock Discuss with students the various ways to properly cool stock. Be sure to check with your local health department as to their policy for cooling. Use ServSafe as a guideline for cooling techniques. HS.O.PS2B.1.9 discuss the proper ingredients for sauces. Review with students various sauces used in the kitchen including: demi-glace, compound butters, coulis, salsa, jus, au jus. Be sure to review the thickeners for each of the sauces inclusing; slurry, roux, beurre manie, and liaison. HS.O.PS2B.1.10 identify factors to be considered when matching sauces Use a list of selected recipes to match various sauces with food to appropriate foods. products. Have students be prepared to explain their reasoning for matching the sauce with the food. Prepare food items and prepare sauces to compliment them. HS.O.PS2B.1.11 produce each of the 5 grand sauces and their Define each of the 5 grand sauces. derivatives. Prepare each of them individually and then develop derivatives to use in recipes. Divide students into groups that will each prepare the types of sauce. Each student needs experience in preparation of each type. Monitor kitchen activities to ensure student accuracy. Create a rubric to assess quality, flavor, presentation, and kitchen preparation/clean up.

Standard Number: Menus, Menu Planning, and Marketing HS.S.PS2B.2 Students will: 2  plan an effective menu.  demonstrate knowledge of effective marketing procedures in a foodservice operation.

Essential Why is menu planning and menu presentation vital to successful foodservice establishments? Questions: Objective Number: Objective: Learning Plan & Notes to Instructor: HS.O.PS2B.2.1 contrast menu types Divide students into groups and have each of them select a menu type. Have them prepare a chart/poster to display the advantages/disadvantages of each menu type. Present them to the class. HS.O.PS2B.2.2 explain why a menu is essential to the overall success Gather menus from various locations to evaluate. of a foodservice operation Ask students to evaluate menus on presentation, color, price, food variations, etc. Discuss with students the process that an owner/operator would have gone through to pick menu specifications. Describe various restaurant atmospheres and have students describe the type of menu they would expect to see. Identify the factors that might influence the menu HS.O.PS2B.2.3 analyze basic marketing concepts. Define advertising and publicity. Discuss the differences in each of them and how they might help/hinder your restaurant. Define marketing. Discuss the reasons for marketing a restaurant. Research sample marketing plans to look at frequently used ideas. HS.O.PS2B.2.4 discuss local market segmentation in a foodservice Define local market segmentation. operation. Have students use the internet to define and understand the implications of the segmentation. Have students research local demographics to decide what type of restaurant might function in your local area. HS.O.PS2B.2.5 prepare a functional menu Create a menu for a foodservice operation incorporating: menu influences, menu type, menu style and design, menu format, types of meals to be served, menu categories, and menu pricing considerations. Establish criteria to build a menu for a specific type of restaurant. All elements listed are to be included. HS.O.PS2B.2.6 using sales information, discuss how menu items are Check with a local business to see if they have a form of selling business plan that you would be able to use as a reference. Use the data that they have collected to understand the changing industry and how to modify your menu to be 3 successful. Standard Number: Meat, Poultry and Seafood HS.S.PS2B.3 Students will:  demonstrate how to prepare meats, poultry, and seafood.  demonstrate knowledge of meat, poultry, and seafood preparation. Essential Are meats, seafood, or poultry more popular on menus? Questions: Objective Number: Objective: Learning Plan & Notes to Instructor: HS.S.PS2B.3.1 explain the federal grading systems for meat, poultry, Sort students into groups representing each one of these meat fish, and shellfish. types. Have them use the internet to research the grading systems for each and design a PowerPoint presentation for each of the other students to see. Establish criteria for grading the presentation such as information citing, depth of information, and presentation skills. Use a rubric to grade. HS.S.PS2B.3.2 discuss the characteristics of various types of meat, Have students illustrate the characteristics that separate each poultry, fish, and shellfish of the groups from one another. Discuss the key terms used for each meat product. HS.S.PS2B.3.3 describe the proper procedures for purchasing, storing Discuss with students procedures for purchasing, storing and and fabricating meats, poultry, fish and shellfish. fabricating each of the food products. Use a large easel sheet to display each of the findings so they are visible while in the kitchen. HS.S.PS2B.3.4 identify key terms relating to meat, poultry, pork, veal, Discuss all key terms related to these products. lamb, and seafood Use word wall words, hangman, pop-up review and others to help retain information. HS.S.PS2B.3.5 demonstrate preparation of meats, poultry, and seafood Divide students into groups that will each prepare the types of using a variety of cooking methods. meat. Each student needs experience in preparation of each type. Monitor kitchen activities to ensure student accuracy. Create a rubric to assess quality, flavor, presentation and kitchen preparation/clean up. Standard: Communication with Customers HS.S.PS2B.4 Students will:

 demonstrate the techniques of how to communicate well with customers.  demonstrate the knowledge of how to communicate well with customers. Essential How is communication vital to successful foodservice establishments? Questions: Objective Number: Objective: Learning Plan & Notes to Instructor: HS.O.PS2B.4.1 implement proper procedures for responding to Discuss guidelines for response. 4 customer complaints. Have students talk about customer service issues they have had in the past. As a class, work toward a suitable solution for the issue. Then have the student reveal how the issue was dealt with initially. Let further discussion reveal proper and improper ways to manage customer complaints. Give students improper scenarios that they need to role play correctly. HS.O.PS2B.4.2 discuss guidelines for communicating effectively with Have students interview a manager at their workplace to find crises. out the plan for communication in a crises i.e. food bourne illness outbreak, fire, bomb, irate customer. Bring the ideas back to the classroom to share. All businesses will have a policy on how to address issues. Have the students use all ideas to compile the most effective communication plan in each of the above listed events. HS.O.PS2B.4.3 discuss innovative ways to secure customers. Have each student develop an advertisement for a school lunch ProStart restaurant. Display them around the classroom and vote on the most innovative idea. HS.O.PS2B.4.4 demonstrate communication techniques Use various communication games to demonstrate effective/ineffective communication i.e. telephone, blind leading blind, a nonspeaking group kitchen activity. Discuss with students the importance of communication In the foodservice industry.

HS.O.PS2B.4.5 demonstrate effective listening skills Discuss SLANT. Describe how listening skills can affect a job and its performance. HS.O.PS2B.4.6 use effective speaking skills. Play “Fluffy Bunny” (one by one put jumbo marshmallows in your mouth without swallowing. Say “Fluffy Bunny” after each addition. continue on to see how hard it is to say and understand each time). Use this to help students understand the importance of speaking clearly HS.O.PS2B.4.7 use effective writing skills in a foodservice operation. Prepare a customer comment letter, a business letter for complaint to your supplier, and a customer thank you letter in the proper format to illustrate knowledge of proper writing skills. HS.O.PS2B.4.8 demonstrate the proper telephone skills in a foodservice Discuss proper telephone skills in a foodservice operation. operation. Indicate its importance and practice proper communication for answering the telephone, setting up an interview, canceling an appointment, calling off for the day, and calling a customer to resolve a complaint. 5 HS.O.PS2B.4.9 articulate suggestive selling techniques. Choose a menu item to be sold. Using a verb bank of descriptive culinary words, prepare a “prompt” to try to sell this product to your customer. Standard: Lodging Operations HS.S.PS2B.5 Students will demonstrate knowledge of the characteristics, activities, opportunities and types of lodging operations. . Essential How are lodging operations and foodservice establishments related? Questions: Objective Number: Objective: Learning Plan & Notes to Instructor: HS.O.PS2B.5.1 prepare a chart of job opportunities including education, List all duties across the top of a sheet of paper. Have a duties, skill sets, qualifications needed for various jobs selected group of jobs in the lodging industry. in the lodging industry. Research and complete the chart to describe each of the requirements for the jobs. HS.O.PS2B.5.2 differentiate between leisure and business travelers. Complete a Venn Diagram to compare and contrast business and leisure travelers. Match each type of traveler to the type of hotel they might wish to stay in. HS.O.PS2B.5.3 determine services offered by lodging operations. Have students work together to form a complete list of the services aka amenities offered by various operations. HS.O.PS2B.5.4 discuss the elements that differentiate one lodging Separate students into groups and have them create a poster to establishment from another describe each type of lodging establishment and the benefits that it offers to its customers.

HS.O.PS2B.5.5 analyze the various factors that influence commercial Using the internet, have students find a local hotel/motel and lodging establishment ratings by get its ratings from both AAA and Mobil Travel Guide. Present national organizations. findings to the class. HS.O.PS2B.5.6 contrast the duties associated with front-of-the house Create a Venn Diagram to compare/contrast duties of each and back-of-the house employees of the employees. Have students write an essay to describe whether front of the house or back of the house fits them better. Have them describe character traits that make them fit better to the area. HS.O.PS2B.5.7 interpret an organizational chart listing all positions and Using a list of positions for a large lodging company, create a departments of a large lodging property. flowchart to show chain of command. Be sure to discuss with the students the purpose of chain of command and the definition of each position and its responsibility. HS.O.PS2B.5.8 when given a set of numbers, calculate room rates using Establish the basic definitions for each of the terms included in the Hubbart formula the Hubbart formula. Use the formula to determine the rack rate for a room at an establishment. Discuss with the students the importance of making special rates for groups or events while making sure to make a profit. HS.O.PS2B.5.9 discuss the use of forecasting and overbooking of Define forecasting and the purpose of overbooking. 6 reservations. Describe why these elements are used in the lodging industry. Standard Number: Tourism Industry HS.S.PS2B.6 Students will demonstrate knowledge of characteristics, components, and opportunities of the tourism industry. Essential How does hospitality education relate to the tourism industry? Questions: Objective Number: Objective: Learning Plan & Notes to Instructor: HS.O.PS2B.6.1 explore the role of tourism in the hospitality industry Define tourism. Have students brainstorm various ways that money is spent on vacation. Have them chose a destination and draw a map as to where they spent money on vacation. Be sure to include shopping, food, transportation, lodging, and entertainment. HS.O.PS2B.6.2 categorize the types of businesses that make up the Have the students sort into the areas of tourism. Have them tourism industry. decide what businesses go into certain areas of tourism. Some businesses will go into more than one area. HS.O.PS2B.6.3 relate the economic impact of local events on the local Bring in a guest speaker from a local business to discuss what economy. a concert or activity can do for the area. HS.O.PS2B.6.4 discuss career opportunities offered by travel and Have students compile a list of jobs that are offered by this tourism. area of the hospitality industry. Have them search the internet to check for qualifications for any local positions in the travel and tourism field. HS.O.PS2B.6.5 discuss required customer service skills in the travel Practice various customer service skills as stated in the industry. lodging industry standard i.e. listening, speaking, telephone skills, writing. HS.O.PS2B.6.6 categorize the services of state, national, and theme Separate students into three groups and present the parks. services of each of the parks listed to the rest of the class.

21st Century Skills Learning Skills & Technology Tools Teaching Strategies Evidence of Success Culminating Activity 21C.O.9-12.1.LS1. Student recognizes information Research, use of technology, Finished Product Information and needed for problem solving, can project based Observation Communication efficiently browse, search and Analysis of data Skills: navigate online to access relevant information, evaluates information based on credibility, social, economic, political and/or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media 21C.O.9-12.2.LS1 Student engages in a critical thinking Problem solving Student presentation Thinking and process that supports synthesis and Analysis of data Observation Reasoning Skills: conducts evaluation using complex Evaluation of case studies criteria.

7 21C.O.9-12.3.LS1 Student remains composed and Group and individual Performance based Personal, and focused, even under stress, willingly presentations Workplace, Skills: aligns his/her personal goals to the goals of others when appropriate, approaches conflict from win-win perspective, and derives personal satisfaction from achieving group goals.

B.01-B.11, .17-.28 Understands the personal Students will process Student display Entrepreneurship traits/behaviors associated with leadership, personal appropriate leadership, Skills: successful entrepreneurial management, communication, communication, and performance. and interpersonal skills as they interpersonal D.01-D.06, .08, . Understand concepts, strategies, and engage in collaborative work, traits/behaviors in 014, .17, .21-.30, systems needed to interact effectively decision-making processes, personal applications with others. operate multimedia equipment, and collaboration with E.01-.16 Understand concepts and procedures and draw career conclusions. others. Students needed for basic computer operations successfully use basic H.04-06, .14-.18 Understand concepts and strategies computer operations to needed for career exploration, complete task and development, and growth. projects. Students draw conclusions regarding educational requirements, job duties, and salary expectation in their area of interest.

Culminating Assessment: End of Chapter and unit exams Obtain industry certification Certificate of Completion End-Of-Course Test Workplace skills checklist NRA certification tests

Related Websites: Links and Other Resources http://www.nraef.org/prostart/ www. fccla inc.org/ www. skillsusa .org/ 8 www.foodreference.com/ www. food reference.com/html/recipecontests.html www. food network.com www.khake.com www.epicurious.com www.restaurant.org/business/sites_ food .cfm www.topsecretrecipes.com www.whfoods.com www.menupages.com www.my pyramid .gov www.entrepreneur.com/ starting a business / business ideas/ start upkits/article73384.html www. nutrition .gov/ www. nutrition data.com/ www.hsph.harvard.edu/ nutrition source/ www.ilr.cornell.edu/library/research/subjectguides/ workplacediversity .html www.uen.org/

Pathways to Success http://careertech.k12.wv.us/pathwaystosuccess/

U.S. Department of Labor in the 21st Century http://www.dol.gov/

Advanced Distributed Learning www.adlnet.org

America's Career InfoNet www.acinet.org

America's Job Bank www.ajb.org

America's Service Locator www.servicelocator.org

CareerOneStop www.careeronestop.org

Employment & Training Administration www.doleta.gov

9 The Job Accommodation Network (JAN) http://www.jan.wvu.edu

Monthly Labor Review Online: Labor Force Archives http://www.bls.gov/opub/mlr/indexL.htm#Labor force

Occupational Information Network www.doleta.gov/programs/onet

Office of Disability Employment Policy www.dol.gov/odep

Career Voyages http://www.careervoyages.gov/index.cfm

Workforce West Virginia https://www.workforcewv.org/

West Virginia Earn A Degree Graduate Early (EDGE) http://www.wvtechprep.wvnet.edu/edge.htm

West Virginia Career and Technical Education http://careertech.k12.wv.us/

CTE Teachers: See CTE Directory Contacts: WV HEAT Coordinator: Kathryn L. Mace [email protected] OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick OCTI Executive Director: Gene Coulson