CULINARY ARTS MENU PROJECT Assessment Notes

Transcription

1 Culinary Arts Assessment Task 1 (CTE CA 1) Menu Project p. 1 CULINARY ARTS MENU PROJECT Assessment Notes PHASE 1 OF 3 PHASE (YEAR) PROCESS; NOT YET VALID FOR CERTIFICATION OF LEARNING RESULTS IN LOCAL ASSESSMENT SYSTEMS! Grade Span: 9-12 Disciplines: English Language Arts, Social Studies and Visual and Performing Arts Maine Learning Results English Language Arts F. Standard English Conventions 1.Edit written work for Standard English spelling and usage, evidenced by pieces that show and contain: No significant errors in the use of pronouns, nouns, adjectival and adverbial forms Coordinating and subordinating conjunctions No significant errors in the spelling of frequently used words and the correct use of commonly confused terms No significant errors in the common conventions of capitalization and ending punctuation m arks and common uses of the comma Few significant errors in the spelling of commonly misspelled ad rare words, the less common capitalization conventions, the colon, semicolon, hyphen, apostrophe, quotation marks, italics, marginal notes and footnotes 2. Demonstrate how language usage may depend on the situation G. Stylistic and Rhetorical Aspects of Writing and Speaking 2.Write pieces and deliver oral presentations that effectively use descriptive language to clarify, enhance and develop ideas Social Studies Economics A. Personal and Consumer Economics 1. Conduct a cost benefit analysis of a personal or business decision Visual and Performing Arts A. Creative Expression 1. Create a visual or performance piece to communicate an idea, feeling, or meaning using: A distinct style Imagination and technical skill The creative process, reflection, and self evaluation (problem-solving skills). Maine Career and Technical Education Statewide Standards Culinary Arts Menu planning and Communication E 4 Plans menus B 2 Applies speaking skills B 4 Applies writing skills Communication B 2 Applies speaking skills B 4 Applies writing skills B 7 Performs general information management tasks Menu Specifications E 5 Prices Menus

2 Culinary Arts Assessment Task 1 (CTE CA 1) Menu Project p. 2 NOT YET VALID FOR LOCAL ASSESSMENT SYSTEM USE Assessment Summary: Students are asked to develop a restaurant menu, including pricing, in the form of a brochure which will be used for the patrons at a luncheon Materials and Resources: Resources on plans menus, prices menus (included) Guide for brochure planning (included) Computer with Internet access Materials from Curriculum Resource Center of Maine Materials from Lake Region Technical Center Culinary Arts Program, including scoring guides Prior Instruction: Menu formatting Knowledge of nutrition Portion size Computer skills and experience Home Economics Curriculum Center. FOOD PRODUCTION, MANAGEMENT, AND SERVICES: Curriculum Guide. Lubbock, TX: Texas Tech University, College of Human Sciences, Pp Suggested Time Frame: minute class periods Source of Original Assessment: Juanita Hunt, Frank Maccarrone, Doris Shorey, James Gallant, Cathy Bither, Eleanor Sanford, Jean Ambrose, Pam Pelletier, Daryl MacKin

3 Culinary Arts Assessment Task 1 (CTE CA 1) Menu Project p. 3 Culinary Arts Menu Project In a restaurant setting, a patron s first impression is the menu and its presentation. The menu is a visual piece that communicates the various food selections available to the patron. As an employee in the food service field, whether it be a restaurant or institutional food service, you may be asked to develop and produce a menu. You will develop a menu in brochure form. It will include a detailed descriptor for each item, including ingredients, methods of preparation, seasonings, accompaniments, and enticing adjectives. The menu that you will develop will include meal choices that develop contrast for color, texture, shape, size and temperature. The menu will also include name and price of each item. Layout/graphic design will be evaluated. The project must be edited for Standard English usage and/or another language if appropriate. You will demonstrate how language usage may change depending on the restaurant diversity that will be served by the menu. You will present the menu to classmates and to patrons during a luncheon. A. Determines target customers and plans menu based on a specific ethnic category B. Designs menu based on nutritional balance, eye- and taste-appeal and food item availability C. Develops menu into a brochure that includes pricing Plans Menus 1. You will construct a basic menu that reflects: good nutrition variety in color variety in texture variety in shape variety in size customer-appeal suggested timeframe available budget. NOT YET VALID FOR LOCAL ASSESSMENT SYSTEM USE The menu will be completed using Standard English conventions. You may use the attached worksheets to help you plan the menu including using peer and instructor feedback as you develop the menu brochure. You will present the menu visually/orally to classmates and/or patrons. A) ITEM BANK (ASSESSMENT ITEMS) PERFORMANCE CHECKLIST FOR THE MENU 1. Menu developed for contrast Menu was balanced for color and texture Menu was suitable for target customers Menu has appropriate pricing Overall task-performance rating: Rubric 0= No exposure. 1= Attempt only. 2= Partially Demonstrated: Needed supervision 3= Performance Demonstrated: Has done independently at least once. 4= Mastered A rating of 3 or 4 is necessary for a pass rating

4 Culinary Arts Assessment Task 1 (CTE CA 1) Menu Project p. 4 Price menus. 2. You will determine menu prices based on portion size, weight, projected percentage of food cost, overhead costs, and profit, including: a. Decide portion size for each item b. Project food quantities, including estimated waste. c. Determine total cost of food, overhead, and profit. d. Calculate portion price for each item. e. Brainstorm with other students everything the item price must cover. f. Discuss how a restaurant owner/manager determines menu prices. Answer the following questions: 1.Why must a restaurant owner/manager plan for profit? 2.What is reasonable profit? 3.Do prices change according to season? Why? 4.Explain applicable addition, subtraction, and decimal/fraction conversion. 5.Create a spreadsheet for listing expenses and calculating prices, then explain the process and results to the class. (See Worksheets: How to Determine the Selling Price, Organizing Costs, Banquet Pricing. ) (See also: Menu Specifications/Plans menus.) Visick, H.E. MENU PLANNING. McGraw-Hill Book Co., Pp NOT YET VALID FOR LOCAL ASSESSMENT SYSTEM USE

5 Culinary Arts Assessment Task 1 (CTE CA 1) Menu Project p. 5 B) WORKSHEET Worksheet 1 HOW TO DETERMINE THE SELLING PRICE All of the expenses except cost of food sold are known. These expenses total 67.4% of the gross sales. What must the food cost be in order to provide a 5% profit? ADD: 67.4% Expenses + 5.0% 72.4% Expenses and profit SUBTRACT % % 27.6% Food cost If you prefer to work with dollars: ADD: SUBTRACT $10,110 Expense $10,860 Expenses and profit $15,000 Gross sales - 10,860 4,140 Allowable cost of food sold 4, = 27.6% 15 NOT YET VALID FOR LOCAL ASSESSMENT SYSTEM USE

6 Culinary Arts Assessment Task 1 (CTE CA 1) Menu Project p. 6 Worksheet 2 ORGANIZING COSTS Wages and salaries $5, % Employees meals $ % Payroll taxes $ % Fuel $ % Lights and electricity $120.8% China and glassware $75.5% Silverware $75.5% Utensils $45.3% Paper supplies $60.4% Linens $120.8% Uniforms $135.9% Menus $35.2% Accounting $ % Repairs and maintenance $ % Rent $ % Depreciation $ % Signs $105.7% Cleaning supplies $105.7% Janitorial contracts $ % Misc. $75.5% Expenses before profit: $10, % Profit: % Total expenses: $10, % NOT YET VALID FOR LOCAL ASSESSMENT SYSTEM USE

7 Culinary Arts Assessment Task 1 (CTE CA 1) Menu Project p. 7 NOT YET VALID FOR LOCAL ASSESSMENT SYSTEM USE Worksheet 3 BANQUET PRICING Assume 100 people: 1. If we served juice using a serving size of 6 oz., how many gallons of juice would we need? 2. If Danish comes packed 10 on a tray and 5 trays to a case, how many cases would we have to buy to allow 1 ½ (1.5) Danish per person? 3. If an air pot of coffee holds 90 oz. and we assume that each person will drink 12 oz., how many air pots of coffee would we need? 4. We need to slice assorted meats: 2/3 turkey, 1/3 ham, and 1/3 roast beef. How many pounds will we need if we allow each person 4 oz.? 5. If we have 5 lbs. of chicken salad and 5 lbs. of egg salad, how many tea sandwiches can we make if each sandwich has 2 oz. of filling? 6. We bought 20 lbs. of fresh fruit for $30. After trimming the fruit for a fruit salad, we have 15 lbs. of usable fruit. We plan to serve 8 oz. portions. a. How many portions can we make? b. How much will each portion cost? 7. We need 5 doz. cookies. The recipe yields 16 cookies per pound of dough. How many pounds of dough will we need? (Or we may buy cookies.) 8. Using the costs below and applicable answers above, calculate the banquet COST per person, then the restaurant PRICE per person, including profit. 6 oz. juice $1.80 per half-gallon 1 ½ Danish per case 12 oz. coffee $.02 per oz. 4 oz. cold cuts $3.20 per pound 3 tea sandwiches $.25 per sandwich 8 oz. fruit salad $1.00 per pound 2 cookies per case (20/case) Totals per person COST PRICE C) ITEM BANK (ASSESSMENT ITEMS) PERFORMANCE CHECKLIST 1. Food cost was identified Overhead costs were identified Profit was accounted for Math processes were appropriate Math results were accurate Portion costs were identified Menu items were priced correctly Overall task-performance rating: Rubric 0= No exposure. 1= Attempt only. 2= Partially Demonstrated: Needed supervision 3= Performance Demonstrated: Has done independently at least once. 4= Mastered A rating of 3 or 4 is necessary for a pass rating.

8 Culinary Arts Assessment Task 1 (CTE CA 1) Menu Project p. 8 LRVC CULINARY ARTS FOOD COST FORM Menu Item Date Conversion Factor Number of Portions Size Food Cost Per Portion Selling Price Food Cost % Ingredients Quantity Cost Wgt. Volume Count A.P. Yield% E.P. Total Cost Totals TO DETERMINE: Total Cost of Ingredients Cost per Portion Cost Per Portion = Number of Portions Food Cost % = Selling Price NOT YET VALID FOR LOCAL ASSESSMENT SYSTEM USE

9 Culinary Arts Assessment Task 1 (CTE CA 1) Menu Project p. 9 Student Name Culinary Arts Menu Project Draft Rubric 9-12 Culinary Arts NOT YET VALID FOR LAS USE! English Language Arts Social Studies - Economics Visual and Performing Arts MLR Standards, Performance Indicators, and/or duty area tasks 1 Attempted demonstration (Does not meet standard) 2 Partial demonstration (Partially meets standard) 3 Proficient demonstration Meets standard) 4 Sophisticated demonstration (Exceeds standard) Maine Learning Results ELA F01 Standard English Conversions CTE Duty Task B 4 Applies writing skills The menu has multiple spelling, capitalization, and grammatical errors. Student does not follow appropriate writing skills The menu has 5 to 7 spelling, punctuation, capitalization, or grammatical errors. The final product menu will be edited by the student for standard English spelling and usage evidenced by: no significant errors grammar no significant errors in spelling no significant errors in capitalization or punctuations few significant errors in using colons, semicolon, hyphen, apostrophe, quotation marks, italics, marginal notes and footnotes. The student will meet the standard and will show evidence of complexity in the development of the menu and the items in the brochure Student uses proper technical writing style, completes the assignment legibly,

10 Culinary Arts Assessment Task 1 (CTE CA 1) Menu Project p. 10 Maine Learning Results Social Studies Economics SSE 01 Conduct a cost benefit analysis of a personal or business decision CTE Duty Task Menu Specifications E 5 Prices menus Maine Learning Results Visual and Performing Arts Creative Expression VPA 01 Create a visual performance piece to communicate an idea, feeling or meaning CTE Duty Area: Menu Planning CTE Duty Task: E 4 Plans menus NOT YET VALID FOR LAS USE! The student will determine the cost analysis of menu pricing based on the availability of resources OR the costs and benefits of choices. Choices will indicate that at least a minimal profit was realized The student was unable to create the menu using a distinct style, imagination, technical skill and creative process. There were multiple errors, including pricing according to market standards. The menu did not communicate the essence of the foods available for the patrons. The student will determine the cost analysis of menu pricing based on the availability of resources and the costs and benefits of choices. Choices will indicate that at least a minimal profit was realized The student will create the menu using a distinct style, imagination, technical skill and creative process with only 3 errors and prices according to market standards. The menu will show some of (3 errors) the essence of the foods available for the patrons. completely and accurately, uses correct technical vocabulary, applies proofreading skills to the brochure The student will determine the cost analysis of menu pricing based on the availability of resources and the costs and benefits of choices. Choices will indicate that at least a 25% profit was realized. The student will create the menu using a distinct style, imagination, technical skill and creative process with no errors and priced according to market standards. The menu will communicate the essence of the foods available for the patrons. The student will meet the standard and will conduct the cost analysis of the food necessary for the menu pricing and will indicate that a 50% profit was realized The student will meet the standard and will create a sophisticated menu brochure that is visually pleasing and communicates the idea of the restaurant s diversity and the menu items available.

11 Culinary Arts Assessment Task 1 (CTE CA 1) Menu Project p. 11 CTE Duty Task B 2 Applies speaking skills The student uses proper language etiquette OR speaks clearly OR uses correct technical language during the presentation The student uses proper language etiquette, speaks clearly and uses correct technical language during the presentation with only three cues from the instructor The menu presented visually and orally to the patron will use descriptive language to clarify, enhance and describe the menu items The student will meet the standard and will present the menu to the patron using oral as well as the written skills. The patron will understand the menu and not have to ask any clarifying questions. NOT YET VALID FOR LAS USE!