CBTE

WFED Lesson Plan Template

The Pennsylvania State University
Workforce Education and Development
Competency-Based Teacher Education

Lesson Plan Template

Name of Instructor: Chef Claire E. Dacko
Program Title: DCTS Culinary Arts
Course Title: Level 2 (10th and 11th Grade Students)
Unit Title: Seafood: Fish and Shellfish
Lesson Title: Introduction to Fish and Shellfish
Lesson Objectives: Given a pre-reading assignment and a PowerPoint presentation,
students will be able to identify and list defining characteristics, qualities and origins of
various types of fish and shellfish.
Time (length of lesson):
Approximately 1 class period or 90 minutes, plus homework
Equipment and Materials needed:
Fish and Shellfish PowerPoint presentation and notes handout, Fish Anticipation Guide,
On Cooking textbook; Smart Board
Academic Standard(s) and Anchor(s) and/or Common Core Standard addressed by
this lesson:
CC.3.5.9-10.B
Central Idea/Conclusion: Determine the central ideas or conclusions of a text; trace the
texts explanation or depiction of a complex process, phenomenon, or concept; provide
an accurate summary of the text.
Technical Standard(s) or Competencies taught in this lesson:
POS 1803: Identify factors affecting the cooking of seafood.
POS 1807: Identify types of seafood and their market forms.
Introduction:
The instructor will assign pre-reading and annotation of the seafood chapter (19, pages
in the On Cooking textbook.
-Upon arrival to class, the instructor will play a video in the background that shows a
tour of Noryangjin Fish Market in Seoul, South Korea, one of the largest fish markets in
the world.
-Students will be asked to individually complete the Fish Anticipation Guide using their
2013. Professional Personnel Development Center for Career and Technical Education.
Penn State University.

CBTE

WFED Lesson Plan Template

prior knowledge and notes from what they read in the textbook. Students will indicate
whether they agree or disagree with the statements listed. Students will record their
answers on the handout.
-The instructor will inquire about the types of fish that the class is familiar with or has
eaten/prepared before and record them on the white board. The students will use the list
for a classification activity later in the day.
Body:
-Using the first half of the PowerPoint, the instructor will introduce and discuss the
various forms of finfish and shellfish as well as their defining characteristics, qualities,
and origins.
Questions for lecture discussion:
1. What is the difference between finfish and shellfish
2. What is the difference between round fish and flat fish
3. What are mollusks- univalves, bivalves, cephalopods?
4. What are crustaceans?
5. What is aquaculture/aquafarming? Why is it important to chefs?
-The instructor will ask the students to categorize the types of fish that were written on
the board at the beginning of class, using the above categories they learned about. The
students will record their answers on a sheet of paper and hand them in for a Pop Quiz
grade.
Summary:
-The instructor will ask the students to revisit their Fish Anticipation Guide and mark the
second column with whether or not they agree or disagree with each statement. The
students will be asked to circle and count the number of answers that changed from the
beginning of class.
-The instructor will discuss the correct answer for each statement with the students.
Students will keep the Anticipation Guide for reference throughout the Fish and
Shellfish Unit.
Evaluation/Student Assessment (attach student worksheets or assessments to this
lesson plan):
-Fish Anticipation Guide
-Fish Classification Pop Quiz
-The students will be given the anticipation guide questions in the form of a True/False
Quiz at a later date to test retention of information taught in the introductory lesson.
-At the end of the Fish and Shellfish unit, students will be assessed and graded on their
theory comprehension as well as their hands-on competencies.

2013. Professional Personnel Development Center for Career and Technical Education.
Penn State University.

CBTE

WFED Lesson Plan Template

Special Needs Adaptations and/or Accommodations (please identify which you are
using):
Accommodations: The student will be permitted extra time to meet the homework
deadlines. The student will use a graphic organizer or guided notes for the reading and
annotation portion of the lesson. The student will work with para-educator for additional
assistance with theory comprehension. The student will be permitted to use the resource
room for additional assistance if needed. The student will be permitted to have the
handouts read to them orally. The student will be given a copy of the PowerPoint on a
flash drive or in an email link in order to review it as necessary.
Adaptations: The student will be permitted to omit part or parts of the assignments
depending on their IEP needs. The student will be permitted to write a modified bulletpoint list instead of short answers or give answers orally and have them recorded by
another student or instructor if needed.
English as a Second Language (ESL) Adaptations and/or Accommodations (please
identify which you are using):
Accommodations: The student will be given a graphic organize to accompany the
PowerPoint notes and study guide as well as a word bank with important vocabulary
terms. The student will work with learning-support staff to check comprehension. The
student will be allotted extra time to complete the worksheet. The student will be
permitted to record the lecture presentation, as necessary.
Adaptations: The student will be permitted to give answers to the discussion questions
verbally. The student will be permitted to write a modified short summary or bulletpoint list instead of giving answers in complete sentences and paragraph form. The
student will be permitted to use photographs or drawings to outline their comprehension
of the theory content.

2013. Professional Personnel Development Center for Career and Technical Education.
Penn State University.