Department of College and Career Readiness Culinary Science III, 10-cr. Curriculum 10.0 Credits
Unit Two
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Culinary Science III
Course Description
Culinary Science III provides students enrichment and extension in two specific elements: cuisine and baking/pastry.
Baking & Pastry – This course provides learners with a comprehensive understanding of the ingredients, techniques, and procedures used in creating baked goods and pastries. Students progress through becoming proficient in the use of baking tools and equipment to utilizing baking ingredients to create cakes, pastries, breads and chocolate confections. Students also practice time management, acquire culinary math skills, and practice food safety and sanitation practices. Furthermore students will expand their knowledge of the fundamental skills in culinary and use those skills in conjunction with the basics they will be learning in the course to bring together the complete experience of working in a restaurant/commercial kitchen. Students will understand the concept of taste and how methods of cooking can affect color, flavor and textures. Menu implementation will play a bigger role and menu layout, marketing, concept development, product utilization, target customers and trends will be a part of this course.
Cuisine – Cuisine is a course in which students will expand their knowledge of the fundamental skills in culinary and use those skills in conjunction with the basics they will be learning in the course to bring together the complete experience of working in a restaurant/commercial kitchen. Students will understand the concept of taste and how methods of cooking can affect color, flavor and textures. Menu implementation will play a bigger role and menu layout, marketing, concept development, product utilization, target customers and trends will be a part of this course.
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Culinary Science III
Pacing Guide
Unit Topic Suggested Timing
Baking & Pastry: Unit 1 Introduction to Baking Techniques and Methods (Cakes and Yeast Doughs I) Pastries I approx. 9 weeks and Chocolate Confections
Baking & Pastry: Unit 2 approx. 9 weeks Cakes and Pastries (Specialty Cakes and Advanced Pastries) & Yeast Doughs II
Cuisine: Unit 3 approx. 9 weeks Costing & Cooking, Table Service & Banquets Cuisine: Unit 4 approx. 9 weeks Developing Taste, Charcuterie & Final Review
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Educational Technology Standards
8.1.12.A.4, 8.1.5.C.1, 8.1.8.D.4, 8.1.8.E.1
➢ Technology Operations and Concepts • Construct a spreadsheet workbook with multiple worksheets, rename tabs to reflect the data on the worksheet, and use mathematical or logical functions, charts and data from all worksheets to convey the results. • Example of use within unit: Students will create a spread sheet that will automatically calculate scale for a recipe and cost.
➢ Creativity and Innovation • Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps. • Example of use within unit: Students will communicate with students from other cutlers to discuss issues such as food shortage etc.
➢ Digital Citizenship • Assess the credibility and accuracy of digital content. • Example of use within unit: Students will use digital credible resources to guide safe food handling
➢ Research and Information Fluency • Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem. • Example of use within unit: Students use a variety of search tools and filters to find cost effective ways to feed large groups of people.
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Career Ready Practices
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. • Example of use within unit: Develop an original recipes and or modifications to existing recipes to suit different dietary needs.
CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. • Example of use within unit: Research the evolution of epicurean society, technology, and economy.
CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.
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Career Ready Practices • Example of use within unit: Students will research the effect of new and different types of ovens on cook time, texture, and taste.
CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings. Example of use within unit: Student teams work together to create a menu that reflects the foods of a particular region
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WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use:
• Specialized or technical language reflective of the content areas at grade level • A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified 6- Reaching grade level • Oral or written communication in English comparable to proficient English peers • Specialized or technical language of the content areas • A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or 5- Bridging reports • Oral or written language approaching comparability to that of proficient English peers when presented with grade level material.
• Specific and some technical language of the content areas • A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs • Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support 4- Expanding
• General and some specific language of the content areas • Expanded sentences in oral interaction or written paragraphs • Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support 3- Developing
• General language related to the content area • Phrases or short sentences • Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support 2- Beginning
• Pictorial or graphic representation of the language of the content areas • Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or 1- Entering statements with sensory, graphic or interactive support
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Culturally Relevant Pedagogy Examples
• Relationships: Learn about your students’ individual cultures. Adapt your teaching to the way your students learn Develop a connection with challenging students Communicate and work with parents/guardians on a regular basis (email distribution, newsletter, phone calls, notes, meetings, etc.)
• Curriculum: Incorporate student- centered stories, vocabulary and examples. Incorporate relatable aspects of students’ lives Create lessons that connect the content to your students’ culture and daily lives. Incorporate instructional materials that relate to a variety of cultures
• Instructional Delivery: Establish an interactive dialogue to engage all students Continuously interact with students and provide frequent feedback Use frequent questioning as a means to keep students involved Intentionally address visual, tactile, and auditory learners Present relatable real world problems
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Differentiated Instruction Strategies to Accommodate Students Based on Individual Needs
Time/General Processing Comprehension Recall
• Extra time for assigned • Extra Response time • Precise step-by-step • Teacher-made checklist tasks directions • Have students verbalize • Use visual graphic • Adjust length of assignment steps • Short manageable tasks organizers
• Timeline with due dates for • Repeat, clarify or reword • Brief and concrete • Reference resources to reports and projects directions directions promote independence
• Communication system • Mini-breaks between tasks • Provide immediate • Visual and verbal reminders between home and school feedback • Provide a warning for • Graphic organizers • Provide lecture transitions • Small group instruction notes/outline • Reading partners • Emphasize multi-sensory learning
Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization
• Computer/whiteboard • Extended time • Consistent daily structured • Individual daily planner routine • Tape recorder • Study guides • Display a written agenda • Simple and clear classroom • Spell-checker • Shortened tests rules • Note-taking assistance
• Audio-taped books • Read directions aloud • Frequent feedback • Color code materials
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Differentiated Instruction Strategies to Accommodate Students Based on Content-Specific Needs
• Extra time for assigned tasks
• Adjust length of assignment
• Timeline with due dates for reports and projects
• Communication system between home and school
• Small group instruction
• Assistive Technology
• Translation Software
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Enrichment Strategies Used to Accommodate Based on Students Individual Needs:
• Adaption of Material and Requirements
• Evaluate Vocabulary
• Elevated Text Complexity
• Additional Projects
• Independent Student Options
• Projects completed individual or with Partners
• Self Selection of Research
• Tiered/Multilevel Activities
• Guided Practice
• Independent Book and Magazine Studies
• Open- Ended Activities
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Assessments Suggested Formative/Summative Classroom Assessments
• Daily cooperative learning/performance assessments • Daily assessment of proper cleanliness, organization, sanitation procedures and handling of tools and equipment • Daily practical application assessments, Weekly Practical application assessments • Charts , Graphic Organizers • Research assignments • Teacher-created Unit Assessments, Chapter Assessments, Quizzes • Small Group and Individual Projects • Teacher –created Essays, Short Answer
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Interdisciplinary Connections
English Language Arts Math • Close reading of professional culinary related content. • Calculate how a restaurant money within the commercial (NJSLSA.R1) industry. (N.Q.A.1) • Write professional level food review. (NJSLSA.W2) • Use proportions to understand recipe scaling. (N.Q.A.2)
Social Studies Fine & Performing Arts • Research the history of the restaurant industry. (6.1.12) • Compare graphics used in menus and food blogs. (1.2.12) • Research the social impact and economic impact of the food • Critique design food blogs. (1.4.12) industry. (6.3.12) Science World Language • Research latest developments in the culinary industry • Translate restaurant industry-content (7.1.ILA) technology (HS-ETS1-4) • Create a translated index of culinary industry vocabulary • Investigate applicable-careers in STEM fields within the (7.1.ILA) culinary industry. (9.2.12)
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New Jersey Student Learning Standards 9.3– Career and Technical Education
Career Cluster: Hospitality & Tourism (HT)
• 9.3.HT.6 Describe career opportunities and means to attain those opportunities in each of the Hospitality &Tourism Career Pathways • 9.3.HT- RFB.2 Demonstrate safety and sanitation procedures in food and beverage service facilities. • 9.3.HT- RFB.4 Demonstrate leadership qualities and collaboration with others. • 9.3.HT- RFB.7 Utilize technical resources for food services and beverage operations to update or enhance present practice. • 9.3.HT- RFB.8 Implement standard operating procedures related to food and beverage production and guest service. • 9.3.HT- RFB.9 Describe career opportunities and qualifications I the restaurant and food service industry. • 9.3.HT- RFB. 10 Apply listening, reading, writing and speaking skills to enhance operations and customer service in food and beverage service facilities. • 9.3. HT-TT.2 Apply unit conversion skills to compute cost factors.
Key Ideas and Details:
• HSS.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Research to Build and Present Knowledge:
• HSS.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Make inferences and justify conclusions from sample surveys, experiments, and observational studies: 16 | P a g e
• HSS. IC. B.3 Recognize the purposes of and differences among sample surveys, experiments and observational studies; explain how randomization relates to each.
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Course: Culinary Science III Unit: 2 – Baking & Pastry: Unit Overview: Students will extend their knowledge of American style cakes to include European Specialty Cakes and style specialty cakes and advanced pastries. Students will create intricate and multi-faceted cakes with Advanced Pastries, Yeast sophisticated embellishments and plated desserts with 3-4 separate components. They will also extend Dough II their knowledge of bread making to include advanced yeast and laminated doughs. Students will explore the process of creating American and European style breads utilizing starters and pre-ferments Grade Level: 9-12 New Jersey Student Learning Standards (NJSLS): 9.3 HT-RFB.2, 9.3 HT-RFB.4, 9.3 HT- RFB.7, 9.3 HT-RFB .8, 9.3 HT-RFB .10, 9.3 HT- TT. 2, RL 11-12.1, W 11-12.7, HSS. IC. B.3
Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) Practical Application Create entremets and • What is an • Leveled cake Practical Application Lessons 63 & 64 – miroirs entremet ? layers Create miroir glazed Miroir, Charlotte | • What are miroirs? NJSLS: 9.3 HT-RFB.2, • Smooth, shiny cakes Dessert-o-licious 9.3 HT-RFB.4, 9.3 HT- • What are RFB.7, 9.3 HT-RFB .8, Bavarians and opaque miroir Compose and apply www.dessertolicious.c Charlottes? 9.3 HT-RFB .10, 9.3 HT- finishes multi-colored layers to a om/blog/2011/05/lesso TT. 2, RL 11-12.1, W 11- • How are molded cake ns-63-64-miroir- 12.7, HSS. IC. B.3 Bavarians and • Cake layers charlotte/ Charlottes completely Utilize acetate as a created? medium for creating Cake Decorating, encompassed in multi-colored layers Module 4,The Institute mousse of Culinary Education • Even layers of Accurately read a candy thermometer mousse created Peer Pair to gather, 18 | P a g e
Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) organize and scale mise en place.
Craft gum paste flowers Practical Application What is Petal Dust? ➢ How is realism created with gum • Flower buds Create roses, calla lilies, CakePlayGround.com NJSLS: 9.3 HT-RFB.2, paste? properly formed Sweet pea and, 9.3 HT-RFB.4, 9.3 HT- magnolia How to Make a Gum ➢ What is petal dust and sized. RFB.7, 9.3 HT-RFB .8, and how is it • Flower buds flowers. Paste Rose 9.3 HT-RFB .10, 9.3 HT- CakePlayGround.com used? properly adhered TT. 2, RL 11-12.1, W 11- Adhere flowers to tiered ➢ How is gum paste to stems 12.7, HSS. IC. B.3 kept pliable during • Petals thinly rolled Cakes. How to Make Easy it used? and realistic Flower Blossoms in Utilize petal dust to add Gum ➢ How does gum • Veining applied to paste leaves and petals realism to gum paste paste differ from • Flower “throats” flowers www.designmeacake.c butter cream? finished with petal om Viewing and Discussion ➢ How is dust. “movement” of The Kings of Pastry: created with gum Part 1
Create European ➢ What are tortes, . • Tortes properly Practical Application How to Make Easy and how are they scaled, mixed and Practical Application Flower Blossoms in created? assembled Small Cooperative Gum 19 | P a g e
Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) specialty cakes ➢ What are plated • Timed execution groupings to create paste NJSLS: 9.3 HT-RFB.2, desserts? of plated desserts that plated desserts www.designmeacake.c ➢ What is consist of om 9.3 HT-RFB.4, 9.3 HT- RFB.7, 9.3 HT-RFB .8, presentation? 3-4 elements Preparation of the 9.3 HT-RFB .10, 9.3 HT- ➢ What are the uses • Each element following: sachertorte, Specialty Gateaux, TT. 2, RL 11-12.1, W 11- for edible gold paper? thoroughly completed dobos torte, tiramisu, Cakes 12.7, HSS. IC. B.3 and aesthetically various plated deserted and Torten arranged with 3-4 components pp. 450-454: Gisselin, according to visual Viewing and Discussion Wayne instructions. of The Kings of Pastry: Part How to Make a Torte . 2 www.womensforum.co Mini Lessons: m how-to-make-a- torte/html
How to make Sachertorte www.newidea.com Create two-tiered ➢ How are tiers • Cake tiers Practical Application Icing and Assembling specialty cakes. stacked? secured and Peer- Pair to Execute a ➢ How are even balanced using the design for a specialty Tiered Buttercream NJSLS: 9.3 HT-RFB.2, layers created dowels cake Cake: 9.3 HT-RFB.4, 9.3 HT- and filled? • Cake tiers evenly Utilize dowels to provide globalsugarart.com RFB.7, 9.3 HT-RFB .8, ➢ How are sliced . structure for cake tiers 9.3 HT-RFB .10, 9.3 HT- decorative • Cake tiers evenly TT. 2, RL 11-12.1, W 11- embellishments measured. Measure and cut cake How to Make a 12.7, HSS. IC. B.3 applied? layers for evenness Wedding 20 | P a g e
Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) Cake: Apply a base coating to www.gretchensbakery. layers cake tiers to com secure fondant How to Make Tiered Cakes: www.make- fabulouscake.com
Utilize marzipan as a • What is • Realism achieved Practical Application Decorating, Garrett, marzipan? Toba medium to create in the creation of human decorative elements • How is realism Utilize marzipan to achieved when creating characters. Create realistic How to Make Marzipan NJSLS: 9.3 HT-RFB.2, fruits & vegetables? representations of Figures: • Realism achieved 9.3 HT-RFB.4, 9.3 HT- • How can characters , animals, thecherryshare.com RFB.7, 9.3 HT-RFB .8, marzipan in the creation of fruits and vegetables. 9.3 HT-RFB .10, 9.3 HT- How to Form Marzipan be used to create animals,fruits and TT. 2, RL 11-12.1, W 11- “lifelike” Apply finished marzipan Animals: 12.7, HSS. IC. B.3 characters? vegetables. figures to embellish www.cakesuppliesplus cakes .com • Texture and tone Create marzipan using achieved through almond paste the proper application of Mini-Lessons: cornstarch. Using candy-making tools.
Appling texture and tone to create realism. 21 | P a g e
Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) Color applied Practical Applications Fondant Tools and Finish specialty cakes • How is fondant • Ingredients: using fondant made? evenly to fondant Measure, roll and Color fondant using gel/ www.makingthatcake.c • How is fondant • NJSLS: 9.3 HT-RFB.2, paste colors om applied to a cake? cover cakes in fondant. 9.3 HT-RFB.4, 9.3 HT- • Smooth and trim RFB.7, 9.3 HT-RFB .8, • When should Heat fondant to a usable How to Store and fondant be used? fondant,once it has been 9.3 HT-RFB .10, 9.3 HT- applied to cakes. temperature Prepare Fondant: TT. 2, RL 11-12.1, W 11- www.cakebossbaking. 12.7, HSS. IC. B.3 Design a finished com specialty cake for either a birthday, wedding or How to Use a Fondant holiday. Mold: www.wilton.com
Apply knowledge of • What factors Monitoring and Feeding Bread and Other Yeast working with yeast and assist/ inhibit the • Consistency and a “starter” dough Raised Doughs, fermentation, to create potency Appearance of Module 2-Course 3, yeast dough. of yeast? starter dough Kneading dough The Institute of Culinary Education NJSLS: 9.3 HT-RFB.2, • What changes • Kneading Forming dough into a 9.3 HT-RFB.4, 9.3 HT- occur place Techniques variety of shapes and ProofingYeast and RFB.7, 9.3 HT-RFB .8, during the sizes Kneading Dough 9.3 HT-RFB .10, 9.3 HT- fermentation • Dough Formation www.virtuousbread.com TT. 2, RL 11-12.1, W 11- process? Methods Utilizing baker’s 12.7, HSS. IC. B.3 • How does the percentages to Dan Lepard's 22 | P a g e
Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) presence or increase/decrease Australian Baking absence of steam quantities Bible: bread video affect the ability of recipe | Life and a dough to form a www.theguardian.com crust?
Practical Application Identify and Create ➢ What are the • Loaves and rolls Guided Practice in Basic Steps of Baking classic bread shapes classic bread properly formed and doughs. shaping loaves, Bread shapes? • Baguettes, baguettes and boules www.cia.com ➢ What are the brioche, boule, names and ciabatta, bagels Mini-lessons on Shaping Bread Dough NJSLS: 9.3 HT-RFB.2, origins of classic and bialys kneading and turning www.udemy.com/redis dough. cover 9.3 HT-RFB.4, 9.3 HT- bread shapes? shaped.
RFB.7, 9.3 HT-RFB .8, ➢ How do French • Empanada and 9.3 HT-RFB .10, 9.3 HT- Preparation of the Bread dough-Shaping shapes differ from Purse Dumpling TT. 2, RL 11-12.1, W 11- following: French and a boule Italian ones? 12.7, HSS. IC. B.3 forms properly Italian loaves. weekend bakery.com executed
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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) Practical Application Create organic starters ➢ What foods can • Comparison / Guided Practice in How to Make for bread be used to create Discussion of the effects of different shaping loaves, SourdoughStarter from NJSLS: 9.3 HT-RFB.2, a starter? baguettes and boules Scratch foods on the 9.3 HT-RFB.4, 9.3 HT- ➢ How are starters www.katiecooksand RFB.7, 9.3 HT-RFB .8, perpetuated? growth of a starter Mini-lessons on crafts.com 9.3 HT-RFB .10, 9.3 HT- ➢ Why is it • Starters continue kneading and turning TT. 2, RL 11-12.1, W 11- important to to thrive and grow dough. What, How & Why of a 12.7, HSS. IC. B.3 Sourdough Starter perpetuate a by doubling in size Preparation of the www.gnowfglins.com starter? following: French and • Daily monitoring Italian loaves. How to Make and recording of SourdoughStarter starters for growth www.stellaculinary.co m
Doughs doubled Practical Application Basic Steps of Baking Utilize advanced ➢ What is a ➢ Bread fermentation techniques sponge? in size/volume ➢ Finished product Folding over,Resting, www.cia.com NJSLS: 9.3 HT-RFB.2, ➢ How are pre- and is porous and off 9.3 HT-RFB.4, 9.3 HT- ferments used? Dividing dough Techniques for Baking white in color RFB.7, 9.3 HT-RFB .8, ➢ What are the Brad with Master Baker 9.3 HT-RFB .10, 9.3 HT- common types of ➢ Crust is even in Pre-shaping/Shaping Lionel Vatinet TT. 2, RL 11-12.1, W 11- pre-ferments? color and texture Bench-resting,Proofing www.LaFarmBakery.co 12.7, HSS. IC. B.3 with an open and scoring of dough. m 24 | P a g e
Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) crumb section ➢ Interior is light Evaluation/discussion of Cultivate Your Own and airy finished products for the Wild Yeast Starter following interior and www.thekingsroost exterior qualities:shape, .com color,crust, slice, aroma, crumb taste and total impression of finished
Practical Application Bakery Work Utilize authentic bread ➢ What tools are • Even, chewy,supple Mini-Lessons on VincentTalleu.co bakers tools to create used to create lean doughs texture achieved kneading and folding breads? • Characteristically over dough Bread Baking ➢ What is a couche, “crusty” outer Technique NJSLS: 9.3 HT-RFB.2, lame, baton and coating www.kvalifood.com 9.3 HT-RFB.4, 9.3 HT- how is each one • Outside surface Preparation of the RFB.7, 9.3 HT-RFB .8, used? evenly following: Basic Steps of Baking Pizza dough, baguettes, Bread 9.3 HT-RFB .10, 9.3 HT- ➢ What are the charred/baked dinner rolls www.cia.com TT. 2, RL 11-12.1, W 11- proper methods • Daily cleaning, 12.7, HSS. IC. B.3 handling and for storing and storage of tools Mini cleaning bread Demonstration/Lesson: making tools? Types of Flours ➢ What is the “straight dough”
mixing method?”
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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) ➢ What are the 3 stages of mixing dough? Even distribution Create various Laminate dough ➢ What is meant by ➢ decorative shapes and Brioche the term of butter throughout the symmetry using a variety marksinclair.com “laminated?” of doughs. surface of the ➢ What is meant by Danish Pastries/Bake NJSLS: 9.3 HT-RFB.2, the term dough Accurately scale and with Anna Olson 9.3 HT-RFB.4, 9.3 HT- “ turn?” ➢ Dough is soft and measure length and www.ohyumwithannaol RFB.7, 9.3 HT-RFB .8, ➢ What is an pliable width of dough to son.com 9.3 HT-RFB .10, 9.3 HT- ➢ Several layers ensure portioning is TT. 2, RL 11-12.1, W 11- envelope / book incorporated into consistent 12.7, HSS. IC. B.3 turn? dough, as a result Puff Pastry ➢ What are the Prepare laminated www.aashpazi.com/zab each turn detremphe, doughs: croissants, andoned.puffpastry beurrage, and ➢ Detremphe, danish dough, puff paton? beurrage, and pastry and brioche. paton executed successfully
Practical Application: Basic Steps of Baking Calculate baker’s ➢ How are baker’s • Calculating percentages percentages baker’s Complete several Bread: calculated? percentages to mathematical exercises www.cia.com NJSLS: 9.3 HT-RFB.2, create smaller or that determine baker’s 9.3 HT-RFB.4, 9.3 HT- ➢ How is the weight of flour larger quantities percentages. RFB.7, 9.3 HT-RFB .8, of a given recipe What is the Baker’s 9.3 HT-RFB .10, 9.3 HT- determined? 26 | P a g e
Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) TT. 2, RL 11-12.1, W 11- ➢ How is the weight • Determining the Complete several Percentage: 12.7, HSS. IC. B.3 of all other weight of various mathematical exercises www.stellaculinary.co ingredients that calculate the weight m ingredients in a calculated? recipe of all ingredients. • Adjusting the weight of various Prepare yeast and BakingMath Part 2 ingredients in a leavened breads. www.thefreshloaf.com
recipe to create Peer pair to create bread smaller or larger recipes and formulas quantities
Required 10-Credit Extension & Enrichment Choose At Least One Activity Per Unit
• Community Service project • School-Based Enterprise • Structured Learning Experience • Independent Study
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Unit Vocabulary Baker’s Percentage jaconde Tiramisu levain baguette maillard reaction banneton marzipan batard miroir bavarian opera cake bench proofing oven spring biga pain bone tool pannettone brioche panning charlotte petal dust chocolate plastique plated desserts croissant poolish deflation pre-fermentation dividing retarding dowel rounding edible glue shaping entremet sponge cake fermentation torte floral tape tylose floral wire veining fondant washing gateau yeast gelatin gelatinization gelee gelee gum paste
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Suggested Unit Projects Choose At Least One Research the origin of a European style pastry, and write a brief Peer-Pair to design and execute a 2-tiered Specialty Cake description.
Required Certification Exams
ServSafe: Food Handler TIPS (Training for Alcohol Intervention Procedures)
Suggested Structured Learning Experiences
Culinary Institute of America IHOP 1946 Campus Drive 301 Main Street #180 Hyde Park, NY 12538 Paterson, NJ 07505
Community Food Bank of New Jersey Passaic County Community College 31 Evans Terminal Rd, 1 College Boulevard Hillside, NJ 07205 Paterson, NJ 07505
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