Lesson Plan

Subject: Module: Title: Day and date: Time: Staff:

Hospitality and Unit: poultry Prepare a chicken for 25/5/2012 09.30 DMU
catering sauté Lesson 45 min

Learning Objective/s: To be able to :

Explore the safe working practices and personal hygiene procedures that should be applied to working in a food production situation
Describe the preparation methods of cutting a chicken for sauté
Describe the characteristics of different types of poultry cuts
Success Criteria:
By the end of the lesson all students will have have By the end of the lesson most students will Some students would be able to reflect, review and
a basic understanding the importance of safe have applied their knowledge, skills and to evaluate their abilities to be able to work in safe
working practices and personal hygiene understanding they developed from the and hygienic manner to prepare a chicken for sauté
procedures that should be applied to working in a demonstrations to know what would happen if (French cut), be able to clearly identify method and
food production situation. they didn’t work in safe and hygienic manner to the different pieces of the chicken.
By the end of the lesson all students will be able to prepare a chicken for sauté (French cut),
describe the method and the number pieces of the explain what the methods are and the different
prepared chicken pieces of the prepared chicken.

Additional info: Attachments:

· Students may go on to taking C&G Diploma in Professional Cookery Students can develop
this skills for evidence of competency that could lead to an assessment, Lesson plan
Strategies for SEN learners Resources, as appropriate
Grouping of students before lesson to allow peer support handout given at start of demonstration
Strategies for GT learners
Opportunities for applied their knowledge, skills and understanding of chicken

Independent enquirers listing appropriate tools and equipment for preparing chicken
identifying methods used for to prepare a chicken
Reflective learners Reflecting on how chicken is prepared
Self-managers showing proficiency on different occasions completing each task
Classifying thinking skill Information Processing: where students are required to classify and sequence, compare and contrast
and analyse the methods.
Reasoning Where students are required to justify their choices, thus explaining their decisions based on
inferences and deductions.
PLTS - Creative thinkers: Young people think creatively by generating and exploring ideas, making original connections. They
try different ways to tackle a problem, working with others to find imaginative solutions and outcomes
that are of value.
Effective participators Making recommendations for improvement of preparation management.
Maths Interpret and communicate solutions to Identifying shape used in plenary, know the number of portions of chicken
practical problems in familiar and unfamiliar
routine contexts and situations
English Speaking and listening – make a range of Making contributions to discussions about chicken preparation
contributions to discussions and make
effective presentations in a wide range of
contexts
Reading – compare, select, read and Reading and understanding texts to obtain relevant information
understand texts and use them to gather about chicken preparation
information, ideas, arguments and opinions
Writing – write documents, including Write the five sentences summarising the topic
extended writing pieces, communicating Write the names of five portion cuts
information, ideas and opinions, effectively Write one word that reflects your abilities to do this task.
and persuasively
 Learner Activity (Including differentiation) Assessment and learning strategies
Show me: Handout to be placed on table prior to students entering
demonstration. Gain a insight into students through lecturer observation
Learning Intentions Q&A
· Find out if any students know about chicken
Students look at diagram and share information about the culinary terms used to · Lecturer observation
Starter describe the chicken bones linked to the cutting of chicken into pieces 5 min
Learning Intentions · Oral questioning to confirm understanding, leading to
· Learning intentions communicated orally by teacher at beginning understanding learning objectives
of lesson –reference throughout class. · Kinaesthetic
Kinaesthetic Exercise showing link between human body and chicken · recall
Discuss mise en plus and health and safety issues leading to preparation of · visual
chicken
Teaching Sequence (activate and demonstrate) · use appropriate language and terminology which learners
Lecturer observation, coaching, explanation of preparation techniques. have developed,
Main (as this is a practical the timing of dishes is in relation to the knowledge of the · communicate the learning objectives and assessment
group)(20min) (Cutting a chicken for sauté.) criteria, and check learner understanding
Step 1 wishbone · Students will be working at different levels
Step 2 leg
1st Plenary 5 min · information processing
what they have learnt, what their learning & why · creative thinking
Step 3 wing
Step 4 breast
Step 5 Carcass
Reinforcing any professional chef assessment criteria’s during task

Q&A
2nd Complete Plenary two. In two Groups do a football commentary or match promote self-assessment through effective use of the assessment
report about a topic they have covered. criteria
Plenary
They could record these and play back to class. Completion of at least 1 tasks
Q&A Question and answer session: clarify any outstanding issues concerning the · Kinaesthetic
demonstration. (10 minutes) · recall
HW test yourself using the Chicken assessment criteria handout · Teamwork
· Constructing ideas
· Understanding task