Culinary Arts III Course Syllabus Amanda Del Gandio 2020-2021

Culinary Arts IIICourse SyllabusAmanda Del Gandio2020-2021Course Description: Culinary Arts II is an advanced course intended to further equip students with the skills andknowledge needed to peruse a variety of careers in the culinary field. Upon completion of the course, students willbe proficient in components of commercial kitchen safety and sanitation, dining room service, food preparation andpresentation skills and equipment, and advanced cooking principles. Students will gain experience in commercialfood production and service operations, while preparing for further training at the postsecondary level. Artifacts willbe created for inclusion a portfolio, which will continue throughout the full sequence of courses. Standards in thiscourse are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects andTennessee State Standards in Mathematics.Course Objective: The students will demonstrate understanding of the underlying concepts through successfullycompleting activities, labs, and projects related to the course. Activities/projects will require students to draw uponbasic academic skills in math, English, science, and reading. Students will engage in activities, experiences, andassessments that will require them to evaluate, synthesize, analyze, and demonstrate knowledge.Class Rules: Be Respectfulo Listen and stay seated when someone is talking.o Respect the rights and property of others. Be Responsibleo Bring all needed materials to class.o Be in your seat and ready to work when the bell rings. On lab days come to class ready to start.o Absolutely NO HORSEPLAY!! Be Readyo Follow directions and ask questions as needed.o Obey all school rules. (See student Handbook)If a student breaks a rule, the following consequences will occur: First time student breaks a rule:Teacher warning Second time student breaks a rule:Parental contact Third time student breaks a rule:Office ReferralThis class is based on many labs with high skills that move quickly. Safety and sanitation is a major concern in lab.If students do not follow safety guidelines and continue to be disruptive he or she will be sent immediately adiscipline refferal.Safety Guidelines:Proper safety attire is required. When in labs students must wear appropriate attire including closed shoes or shoeswith holes in them, an apron must be worn, and no loose or baggy clothing will be permitted. Hair must be off thecollar (tied back). Male students must be clean-shaven.Attendance:Excellent attendance is a must for this class. Students will fall behind in skills that build on other lab skills if theymiss labs each week. Students must preform and move quickly as they are graded on the skills they are learning. If you are absent it is your responsibility to get your missed work. Check the pink agenda by the turn in boxfor the days assignments. As per school policy you have the number of days absent to turn in any missing work. Any work not turnedin on time will result in a grade point deduction. If you are absent on a test or quiz day, please see the instructor to schedule a time for make-up.

Demonstrations:When “DEMO” is called during production time, all students are to stop what they are doing and go to the demoarea. You will be responsible for information given during demonstrations and be tested on that material.Grading System:Student assessment will be achieved by a point system, with points assigned to each assignment, test or activitydivided by the points accumulated.Grades are taken from the following types of work: Tests Quizzes Homework and class assignments Worksheets Collages/Posters Class participation Labs – absencefrom lab must be made up with a written assignment to bedetermined by teacher Lab ParticipationResearch papersProject Based LearningLab work will include in-class labs as well as extra-curricular labs. A schedule will be provided for you inadvance. You will be expected to make the necessary arrangements to participate.Possible extra credit/bonus points may be earned throughout the year and will be added onto the total pointsaccumulated.Lab Grade:I will be noticing the following items in each student’s lab grades:1. Mise en place (everything in its place)2. Sanitation, not only at the workstations but during clean up3. Teamwork4. Lab participation5. Final ProductCourse Standards:Safety and Sanitation1) Analyze the concepts and principles of the Hazards Analysis and Critical Control Points (HACCP) programapproach to food safety from the Food and Drug Administration (FDA) and U.S. Department of Agriculture(USDA) in relation to meats and seafood. (TN Reading 2, 3, 7)2) Compile, practice, and critique safety and sanitation procedures related to handling, preparing, storing, andserving food from industry-approved technical manuals and government published fact sheets. Identify, review, anddemonstrate common laboratory safety procedures, including but not limited to prevention and control proceduresand personal hygiene expectations. (TN Reading 3)Dining Room Service3) Drawing on examples from culinary blogs and websites, compare and contrast a range of service styles (i.e.buffet, American service, Russian service, and French service) used in modern-day dining rooms. (TN Reading 6, 9)

4) Demonstrate the ability to properly preset a dining area according to one of the commonly used place settings(i.e., American, a la cart, and banquet). (TN Reading 3)Food PreparationFor each of the following food types, prepare a “cheat sheet” to include as part of a food preparation index in thestudent portfolio. The index will address forms, preparation methods, classification and grading processes, receivingand storage practices, and a sample standardized recipe and photograph of the prepared dish. For each entry, drawon relevant culinary research and guidelines from regulatory agencies and organizations to support informationincluded in the index.Eggs5) Synthesize research from the National Dairy Council to determine the composition of milk. (TN Reading 2, 4, 7;TN Writing 4)6) Identify the three most common milk products (i.e. evaporated milk, sweetened condensed milk, and dried milkpowder) used in the foodservice industry. Compare and contrast the different concentrations and compositions ofeach. (TN Reading 1, 9)7) Research the history and use of cultured dairy products from early civilizations to the present. Outline theprocesses used in culturing, noting the different types of bacteria that are added to the milk to create each product.Compare the taste, ingredients, and cost of different cultured dairy products. (TN Reading 2, 4, 9; TN Writing 4, 7)8) Compare and contrast the chemical properties of butter and margarine, citing evidence pertaining to molecularstructure, nutritional facts, and nutritional facts, and nutritional claims. (TN Reading 3, 9; TN Writing 2, 7)9) Research the cheese making process, describing how various stages of the process impact the flavor, shape, andcolor of cheese. Compare and contrast the roles of coagulation, bacteria, curds, and whey in different cheese types(i.e., fresh, soft, medium, firm, hard, blue, processed, and stretched cheese). (TN Reading 3, 9; TN Writing 7)10) Referring to research from sources such as the America Egg Board or the Incredible Egg website, summarize theanatomy of eggs, and categorize the forms, grades, and sizes in which eggs may be purchased. Evaluate the storageprocedures and principles, especially noting the temperature, time and storage considerations an egg’s porous shell.(TN Reading 2, 4, 5; TN Writing 6)Meat & Poultry11) Identify major species and breeds of livestock and poultry utilized for meat production. Describe thecomposition of the meat (i.e., muscle, connective tissues, fat, and bones) and its impact on the quality analysis of themeat, including, but not limited to, marbling. (TN Reading 1, 5; TN Writing 2, 9)12) Analyze the United States Department of Agriculture (USDA) inspection and grading procedures for meat.Summarize how meats are graded, classified, and inspected. Examine how meat carcasses are cut into primal andsubprimal cuts of meat, outlining the importance of uniform portioning. (TN Reading 2, 4, 9; TN Writing 4, 8)13) Summarize how poultry is classified by bird type, size, and age in the foodservice industry. (TN Reading 1; TNWriting 2; TN Math N-Q)14) Compare and contrast the differences in mechanical and chemical tenderizers used in meat preparation. Discusshow the cut of meat influences the type of tenderizer and cooking method used when preparing. (TN Reading 7, 9)Bakeshope Basics15) Identify, describe, and effectively demonstrate the use of hand tools and smallwares used in the bakeshop of thecommercial kitchen. (TN Reading 1, 4, 9; TN Writing 2, 4, 9)

16) Compare and contrast the variety of mixing methods used in commercial kitchens. Demonstrate and practicethese methods determined by the nature of the ingredients and desired product. Mixing method include, but are notlimited to:a) beatb) blendc) creamingd) cut-ine) foldf) kneadg) whip (TN Reading 3, 7)17) Summarize from recipes and other culinary resources the differences in baking ingredients used in commercialkitchens, and describe the physical properties of each:a) flourb) sweetenersc) shorteningd) leavening agentse) chocolate (TN Reading 2, 4; TN Writing 1)Bakeshop PreparationQuick versus Yeast Breads18) Summarize the differences in yeast breads, quick breads, and traditional batters, noting the differences inleaveners, preparation/mixing methods, and baking methods. (TN Reading 2, 5; TN Writing 2)19) Compile a collection of recipes from multiple sources that illustrate the diversity of bread products incommercial kitchens. (TN Reading 3)Cookies20) Summarize and practice the two main mixing methods (one-stage and creaming) of cookies from samplerecipes, noting the multiple steps involved. Analyze the forming techniques of cookies (i.e., drop, rolled,spritz/pressed, sheet, icebox, and bar), and describe how each contributes to the overall appearance, flavor andtexture, citing evidence from culinary textbooks and research gathered in the kitchen laboratory. (TN Reading 1, 2;TN Writing 2, 4, 9)21) Compile a collection of cookie recipes from multiple sources. Develop an original recipe, taking intoconsideration the ingredient proportions, flavor profile, and presentation of the final product. (TN Reading 7; TNWriting 5)Pies and Tarts22) Differentiate the distinguishing qualities of pies and tarts. Research different pie crust recipes and the 3-2-1dough method, making note of the multistep procedures and pay close attention to the ingredients, temperature andmixing methods, and rolling and forming steps. (TN Reading 1, 3; TN Writing 9)23) Summarize the different types and characteristics of pie fillings (i.e., fruit, liquid, cream, and chiffon filling),citing examples from recipes and cookbooks. Examples of thickeners include:a) Cornstarch in fruit piesb) Arrowroot in fruit piesc) Eggs in liquid pies (TN Reading 1, 9; TN Writing 2)24) Choose a fruit tart recipe from an outline collection approved by the instructor. Using the recipe, makemodifications to create an original multistep fruit tart recipe that follows proper safety guidelines. Outlinerecommendations to select a fruit for garnishing. Support recommendations by explaining the process of oxidationand the importance of acidulation when using certain fruits. (TN Reading 7,9; TN Writing 1, 4, 9)