LESSON PLAN - Curriculum



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|LESSON PLAN 6 - HOSPITALITY STUDIES GRADE 12 |

|Date: |Topic: Menu planning |

|Teacher: |Learning Outcome 3 |

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| |The learner is able to understand and apply the principles of planning, organizing/ problem solving and evaluation as |

| |related to self and to practices and systems of food production. |

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| |Assessment Standard 4 |

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| |Plan menus for formal dinners and cocktail function, taking into account nutrition and the specific dietary needs of |

| |consumers ( including those with HIV/AIDS ) , national and international food trends and cultural uniqueness. |

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| |Integration within the LO12.3.3 : |

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| |Integration with other LOs in Hospitality Studies: LO 12.4.3 |

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| |Integration with other subjects: |

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|Pre-knowledge: Learners should name the principles of menu planning. | |

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|Knowledge: Menu planning considering :- | |

|-Dietary requirements | |

|-National and International food trends. | |

|-Cultural uniqueness | |

|- Formal dinners and cocktail functions | |

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|Skills: Menu planning . | |

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|Values: Creativity , awareness of dietary requirements , respect for cultural uniqueness | |

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|Indigenous knowledge systems: Traditional cuisine. | |

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| CONTENT |Teacher activities: |Learner activities |Resources / |Assessment strategies |Time |

| |(Highlight teaching methods) |(Indicate homework) |LTSM |What: (SKVs) | |

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| | | | | |4 Hrs |

| |Activity1: |Activity1: | |Who: | |

|Menu planning considering :- |-Teacher instructs learners to brainstorm on menu |-Learners name the menu principles. | |Teacher | |

|-Dietary requirements |principles ( Equipment ,Staff , food | | |Learners | |

|-Special dietary consideration for disieses. |characteristics , Cooking methods , seasonality , | | | | |

|-National and International food trends ( |budget). | |Textbooks |Form: | |

|American Cuisine, Asian, Chinese& Japanese , | | |Recipe books |Test | |

|Australian , Dutch, English / British, French |Activity2: | |Examples of menus & |Research | |

|, German, Greek & Turkish, Hungarian , Indian,|-The teacher groups learners into three groups to | |food magazine. |Project | |

|Italian, Mexican, Morroccan,Portuguese , |discuss the factors that should be considered when |Activity2: |Equipment |PAT | |

|Russsian, Spanish , Swedish , Thai Cuisine.) |planning menus for :- |-Learners in their groups discuss factors that should be | | | |

| |Group1 :--Vegetarians |considered when planning menus for :- | | | |

| |( Name & explain the different types Vegetarians )| | | | |

| | | | |Tool: | |

| |Group2:-Religious groups |Group1 -Vegetarians | |Observation sheet | |

|-Cultural uniqueness for :- |( Halaal , Kosher, Christian, African & Buddhism) |( Name & explain the different types of Vegetarians ), | |Memo. | |

|- Formal dinners and cocktail functions | | | |Rubric | |

| |Group3:- Diseases |- Group2:Religious groups | |Chefs & Waitron | |

| |-Diabetics | | |Instructions | |

| |-HIV/AIDs | | | | |

| |-Hypertension | | | | |

| |-Cholesterol |Group3: Diseases | | | |

| |-Food allergies and intolerance |-Diabetics | | | |

| |-low glycaemic diet. |-HIV/AIDs | | | |

| |The consolidates the learners responses. |-Hypertension | | | |

| |Activity 3.1:- The teacher introduces the learners |-Cholesterol | | | |

| |to the |-Food allergies and intolerance | | | |

| |Factors that should be considered when planning |-low glycaemic diet. | | | |

| |menus for National and International trends. |Learners give feedback and take notes from teachers consolidation.| | | |

| |3.2. The teacher divides the learners into three |Activity 3.1:- Learners interacts with the teacher’s presentation | | | |

| |groups |and take notes. | | | |

| |to research about the nutrion and specific dietary | | | | |

| |needs of the National and International trends . | | | | |

| |Activity 4.1:-- Cultural uniqueness. |3.2 The different groups of learners choose three National and | | | |

| |-The teacher uses scenario to expose learners to |International trends and research about the following :- nutrition| | | |

| |different cultural groups to show cultural |- Specific dietary needs. | | | |

| |uniqueness. | | | | |

| | |Activity 4.1:- Cultural uniqueness. | | | |

| | |Learners interacts with the teacher’s presentation and take | | | |

| | |notes. | | | |

| |4.2 .1 The teacher gives guidelines to learners on | | | | |

| |how to plan a 4 Course Formal dinner OR Coctail | | | | |

| |party | | | | |

| |taking into consideration :- | | | | |

|CULTURAL UNIQUENESS |- National and International trends as well as | | | | |

|( Khoisan , Malay, Dutch , French, Britain, |- Cultural uniqueness. | | | | |

|German, Indians, Afrikaaners & Traditional | |4.2.1 :-Learners plan a 4 Course Formal dinner OR Cocktail party | | | |

|African ). |4.2.2 GUIDELINES : |taking into consideration the :- | | | |

|Cocktail Functions:- |-The teacher gives learners the |- National and International trends as well as | | | |

|-Number and types of snacks per guest. |Menu , recipes and Criteria for the choice of |- Cultural uniqueness. | | | |

|-Variety of snacks, eg canapés, crudités, |dishes to be analysed. | | | | |

|pates,dips, pastry items, sandwiches, etc |-The teacher gives learners Phase 1 – Planning – | | | | |

|-Make use of commodities as studied in |Instructions for Chefs and Waitrons 15 school days| | | | |

|:-10.3.5.11.3.5,12.3.5 & 12.3.6 |before the function date to prepare . |4.2.2 -Learners plan the 4 Course Formal dinner | | | |

|Ie.Cake s & biscuits ,scones & muffins, yeast | |OR Cocktail party. | |PAT | |

|products. |4.3 Production Phase. |-Learners fill the template on criteria for the choice of dishes. | | | |

|-Teas & coffees |-The teacher monitors and assesses the learners as |- Learners follow PAT Phase 1 – Planning Instructions for the | | | |

| |they prepare the variety of snacks for the |Chefs and Waitron to plan for the function. | | | |

| |cocktail fuction :- | | | | |

| |e.g. canapés, crudités, pates,dips, pastry items, | | | | |

|. |sandwiches, etc | | | | |

| |-Make use of commodities as studied in | | | | |

| |:-10.3.5.11.3.5,12.3.5 & 12.3.6 |4.3 The learners individually prepare tee variety of snacks for | | | |

| |Ie.Cake s & biscuits ,scones & muffins, yeast |the cocktail function that include the following:- | | | |

| |products. | | | | |

| | |canapés, crudités, pates,dips, pastry items, sandwiches, etc | | | |

| |-Teas & coffees. |-Make use of commodities as studied in :-10.3.5.11.3.5,12.3.5 & | | | |

| | |12.3.6 | | | |

| | |Ie.Cake s & biscuits ,scones & muffins, yeast products. | | | |

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| | |-Teas & coffees. | | | |

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|Expanded opportunities (Include enrichment and special needs):- Planning menus for people with different dietary requirements. |

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|Reflection :- Menu planning in relation to the guidelines for menu planning. |

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Date completed: …………………… Teacher’s Signature: ……………………….

HOD’s Signature: ………………….. Date: ……………..

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