Part of Unit: Menus and Marketing Strategies
Lesson Plan Overview / Details
Students will learn about the factors to consider when creating and planning a menu.
Lesson Time 55 - 75 minutes
- 5 - 10 Minutes
- Power point
- 10 - 15 Minutes
- 10 Minutes
- Group Work
- 25 - 30 Minutes
- 5 - 10 Minutes
California Career and Technical Education Standards
California Academic Content Standards (Reinforced)
- ELA.9-10.R.SFIM.2.1 Analyze the structure and format of functional workplace documents, including th...32
Objectives and Goals
Students will explore the different principles and factors that need to be taken into account when planning a menu.
Activities in this Lesson
- Tips for creating menus - Hooks / Set
Teacher will open the lesson with the video clip “Tips for Creating a Restaurant Menu”. After students have watched it, I will ask them prompting questions such as:
1. Why would the availability of products affect planning a menu?
2. What were some of the important factors the chef brought up about what to consider when creating a menu?
3. What are some other areas that you can think of that would be important to consider when planning a menu?
After asking questions and discussing answers with the students, tell the students that they will now learn about menu basics and the five menu planning principles in the power point presentation.
- Tips for Creating a Restaurant Menu [ Go to Site ]
- Menu Planning PPT - Lecture
Teacher should print out the power point presentation in slide/notes format for each student so students can take notes as teacher is going through the power point with the class. This power point covers the basics of menu planning, reviews the five menu planning principles and explains the next task for the students.
- Planning A Menu PPT [ Download ]
- Demonstration - Demo / Modeling
Once power point presentation is shown and discussed, the teacher will pull up the attachment below. This is a modified version of the menu from a restaurant called Armadillo Willy's AArArArmadillo Willy's...the teacher can point out the truth-in-menu guidelines followed in the menu. Examples of Truth-In-Menu Guidelines being followed are...
Under: Fries, Snacks, & Things
-OK, they’re really drumsticks
-6 or 12 wings.
Under: Griddled Burgers
-Fresh, never frozen, hand-formed, natural usda choice black canyon angus beef
-Wild Alaskan Salmon Burger
-The Ultimate HickoryBurger ...best foods mayo
-Fresh Green ChileBurger ....Fresh roasted poblano pepper
Under: Smokehouse BBQ Sandwiches
-All Meats cooked in our wood-burning 4,000 pound texas barbecue pit
-18-Hour BBQ Beef Brisket
-The Big Willy...Can you handle it? A HALF POUND of sliced or chopped barbecue meat on
-USDA natural Iowa pork
-fresh california half chicken
Teacher can also use the link provided to show the whole menu...
The teacher will then break the class up into small groups and re-display the slide on the power point presentation that explains the students task.
Teacher will also handout a copy of the task rubric to each student and explain to students. (Rubric is attached below)
- Armadillo Willy's menu [ Download ]
- Group Work - Group Work
This is revised on power point presentation but is in more details here for teacher...
Students are broken up into small groups (3 - 4 students per group) and they are instructed that they will be creating a menu based on the truth-in-menu guidelines. They will choose the courses they will offer and create four to six dishes for each course. Once the courses and dishes are determined, the group will work together to create descriptions that meet the truth-in-menu guidelines.
Once each group is done, they will join up with another group in class and each group will share out the menu they created. Students will explain the courses, dishes and point out the truth-in-menu guidelines that they followed while creating the descriptions.
- Closure - Closure
Once all groups have shared with at least one other group, the teacher will pull the class back together and ask some closing/review questions.
1. What were some factors that you learned about today that need to be taken into account when planning a menu?
2. Why is it important to know what food items are available in what seasons?
T / F Most customers want to see a variety on the menu. (TRUE)
T / F As a general rule, an odd number of food items on a plate looks more visually appealing than even number food items on a plate. (TRUE)
T / F If a product states it is “homestyle” then it does not need to be made in the establishment’s kitchen (FALSE)
T / F Restaurants that do NOT follow the truth-in-menu guidelines may be required to pay a penalty. (TRUE)
T / F Food service business' should offer healthful foods, no matter what kind of establishment it is. (TRUE)
T / F Brand names do not have to be listed in a menu. (FALSE)
- Assessment Types:
- Rubrics, Observations,
While students are reading, teacher will walk around room and answer questions and observe students.
Teacher will also assess students while they are working in groups creating menus and while groups are sharing out to each other.
- Task Rubric [ Download ]