FST Assignment #3: FST Unit and Lesson Plans

Megan Sawler
200902117
St. Francis Xavier University Department of Education
EDUC 469D: C&I in Family Studies
E. MacPherson
October 28th, 2014

TEACHER OVERVIEW:
The unit plan below is for Food & Hospitality 12, Unit 4: Food and Beverage Service. The goal of
the unit is to provide students with basic skills in food and beverage service. The unit covers
outcomes 4.1 to 4.5. The unit provides a variety of lessons and activities which cater to various
learning styles. The unit includes small pieces or tasks to be assessed throughout the unit and
finishes with a larger project where students use skills they developed throughout the unit to
design and run their own mock restaurant for their peers.
SUMMARY OF UNIT:
This unit focuses on providing students with a basic understanding of how front of house and
back of house staff differs in restaurants, and teaches students basic skills needed to effectively
sell and serve food and beverages. These skills could be useful for a student who wishes to
enter this industry as a career, a summer or part-time job, or would give them insight as to how
a restaurant is run if they choose to be a customer. This unit outlines several challenges which
are faced daily in the restaurant industry and gives students the opportunity to react and
redirect the issue.
BACKGROUND:
This unit is of importance to all students regardless of their career path. Students who are
entering the food and hospitality industry can build up this basic knowledge to further develop
strong skills for serving the general public. Students who do not wish to enter this industry will
benefit from a greater understanding of how restaurants are run and can translate these skills
into their experiences as customers. These skills are also easily transferable for students who
wish to work in careers where they deal with the general public or those who wish to enter
management or leadership roles. Students will use skills and information learned in this unit to
diffuse conflict and go above and beyond to provide good customer service.
EXPECTED PRIOR KNOWLEDGE:
It is expected that students will have some familiarity with the food service industry from being
guests of restaurants or possibly from working in them as part-time jobs. Students will have
been exposed to different types of service through different restaurants they have visited in
their lives. Students will also have experience in the Foods Lab from previous units and
experiences in this course and are familiar with food safety and cooking skills through this.

SUGGESTIONS FOR TEACHING AND LEARNING:

Lesson 1 - Communication Between Front/Back of House and
Menu Knowledge
SCO(s):

4.1 - Students will be expected to recognize the connection

between the production and service of food.
4.4 - Students will be expected to recognize the importance of
menu knowledge.

General Idea/
Theme of
Lesson:

To give students a general idea of how communication works

between front of house and kitchen/back of house. Students will
understand what lines of communication are required to effectively
serve and produce food and what types of information should be
readily shared between the two staffs.

Materials:

Introduction:

Watch Gordon Ramsays Staff Training Video on Youtube (3

mins) https://www.youtube.com/watch?v=VmUGXKpH264
Have students brainstorm what are the issues here between the
kitchen staff and the serving staff.
How could the servers and the kitchen staff more on the same
page?

Link for Gordon Ramsays Staff Training Video

List of out there main dishes cut up and in a hat
Links to restaurant menus
My restaurant cheat sheets
ipads

Lesson 1 - Communication Between Front/Back of House and

Menu Knowledge
Lesson:

Students will find a partner and one person in the group will take
on the role of the server and one will take on the role of the
customer. The group will draw out a name of a out there main
dish from a hat and the customer will attempt to order the dish
from the server, asking questions about how it is prepared, what
is in it, what is the portion size, etc, and anything else they would
like to know about it. The server will struggle to answer menu
questions that they are not prepared to answer.
We will as a large group discuss the difficulties of the exercise
and students will suggest what they think would help to make it
easier.
Students will then work in small groups and be given restaurant
menus. They are to compile a list of questions that they might
want to know the answer to if they are to effective sell and serve
food to customers from a front of house perspective. They can
look at online menus using the ipads.
We will do a brief instruction on servers menu cheat sheets. I
will show some menu cheat sheets versus restaurant menus
from my own personal experiences as a server.
Students will individually play the role of chef and create a mini
menu of one drink, one appetizer, one main dish, and one
dessert and then will create a menu cheat sheet that they would
present to servers including answers to questions they think may
be important for them to know if they are to effectively sell the
food.

Closure:

If students have finished their mini menu and cheat sheet they
may pass it in, if not students can finish it up for homework.
Have students return to their seats and clean up and return
supplies.

Assessment:

Students will pass in their mini menu and cheat sheet for
summative assessment. Formative feedback will also be given
on the assignment.

Notes/Additional
Information:

Duration of Lesson: 2 classes

Students may do the mini menu and cheat sheet by hand or can
type it using the ipads or computers.

Lesson 2 - Table Setting

SCO(s):

4.2 Students will be expected to identify and model different types

of table setting and service.

General Idea/
Theme of
Lesson:

Students will learn to recognize and identify the difference

between different types of table settings, understand why settings
change in different locations, and learn to properly set a basic
table.

Materials:

Introduction:

We will begin with the question, Where does the table need to
be set? and What should be set on it? Together as a class,
we will discuss these questions before leading into our lesson.

Lesson:

Students will be given the Formal Dinner Place Setting

Worksheet to complete.
We will go over the sheet together on the screen and discuss
any common errors.
We will then watch Learning Seeds Etiquette Hotline video
about proper table manners, how do you know what utensils to
use, etc. (23 minutes)
Students will then be given a variety of utensils and table wear
and working as a group they will race to set the table as quickly
as they can using the correct arrangement. I will time the
students and the winners receive bragging rights for the quickest
table setters in the class.

Closure:

Students will return materials.

Students will complete an exit card, filling a post-it note of why or
why not they believe that table setting is important in the 21st
century.

Assessment:

Assessment for learning will take place at various stages in the

lesson in the formal of oral feedback.

Notes/Additional
Information:

Duration of lesson: 1 class

Formal Dinner Place Setting Worksheet

Learning Seeds Etiquette Hotline Video
Stopwatch
Various tablewear and utensils for each group
Post-it Notes

Lesson 3- Responding to Customer Needs as Front of House

Staff
SCO(s):

4.3 Students will be expected to respond to customer needs in an

appropriate and professional manner during meal service.

General Idea/
Theme of
Lesson:

Students will learn to demonstrate a professional demeanor while

serving and practice tactics for responding in different situations.
Students will also practice fielding customer complaints through
role play and personal experience stories.

Materials:

Introduction:

We will start with a brainstorming activity where we will discuss

What makes good service? Students will have opportunity to
share stories of times where they have experienced good or bad
service in restaurants.

Give Em The Pickle Youtube Link

Whats Your Pickle Youtube Link
List of scenarios for students to act out
Post-It Notes

Lesson 3- Responding to Customer Needs as Front of House

Staff
Lesson:

We will then begin discussing why we do what we do in terms of

service. We will talk about how customers run the restaurant
industry, if we dont have customers, we dont make money.
We will discuss how different people expect different kinds of
service, ex. some people want to be waited on hand and foot
and this is considered good service while others would simply
like food delivered and the bill dropped off and consider this to
be good service.
There are lots of restaurants but how can we set ours apart in
terms of service?
We will discuss how important customer word of mouth is, and
that it only takes one bad experience at a restaurant for a
customer to determine their opinion.
We will then watch Give Em The Pickle by Bob Farrell on
YouTube (3:51) https://www.youtube.com/watch?v=ISJ1V8vBiiI
and Whats Your Pickle (2:23) https://www.youtube.com/watch?
v=R3YjLhnOqUk
Students will then form small groups and they will be assigned a
role play situation which they are going to plan and act out for
the class.
Students will be given approximately 20 minutes to prepare a
short skit of their scenario for the class.
Each group will act out their scenario.
During each presentation, students watching will fill out a post-it
note for each group with 2 to Glow and 1 to Grow (2 things
they did well in relation to how they handled the customer
situation, and 1 area that they could improve how they handled
it). Following each presentation, peers will share some of their 2
to Glow and 1 to Grows with the class and the presenting group.

Closure:

We will do a wave where students quickly share in 10 words or

less what they think the most challenging aspect of customer
service is.

Assessment:

Students will be formatively assessed on their role play

scenarios using written feedback from the teacher.

Notes/Additional
Information:

Duration of Lesson: 2 Classes

Lesson 4 - Customer Service

SCO(s):

4.5 Students will be expected to practice skills related to customer

service.

General Idea/
Theme of
Lesson:

Students will work with how to calculate and tabulate bills and add
gratuity and tax and will perform research into various aspects of
the restaurant industry which can be troubling or challenging for a
manager.

Materials:

Tipping Etiquette Around The World Link for screen

Calculation Handout
Ipads

Introduction:

As a class we will look at Tipping Etiquette Around The World

and we will discuss what students think about this, and whether
or not it was surprising.

Lesson:

Students will use the online menu from Fleur de Sel Restaurant
and select a 5 course meal using the handout provided and then
calculate tax and a gratuity and tabulate the total bill. Students
will hand this in for assessment.
Students will then form groups of 3 and each group member will
select a challenging or troubling aspect of the restaurant industry
for example, alcohol service, over service, staffing, staff
turnover, prevalent allergies, etc.
Using the computer or ipads, each student will research and find
a news article, journal article, etc. based on this topic.
They will read it and make notes if they wish.
We will then return to our groups of 3 and students will share
their findings on the topic with their group members in the form
of a jigsaw.

Closure:

Students will have the opportunity to share as a large group

something surprising or interesting that they found during the
research activity.

Assessment:

Students will hand in their calculation sheet for assessment of

learning.

Notes/Additional
Information:

Duration of Lesson: 1 Class

Lesson 5 - Final Assessment of Unit

SCO(s):

All SCOs covered in this unit.

Lesson 5 - Final Assessment of Unit

General Idea/
Theme of
Lesson:

Students will use their skills learned in this unit in combination with
the skills learned in their foods lab to run a mock restaurant.

Materials:

Will depend based on what students decide to serve at their

restaurant.

Introduction:

Students will be split into 4 groups - Group 1 will be Back of

House, Group 2 will be Front of House, Group 3 will be Back of
House Day 2 and Group 4 will be Front of House Day 2.

Lesson:

Students will run their own mock restaurant for 2 separate days.
Groups 1 and 2 will work together to put on a successful
restaurant by choosing the meal they will serve, planning, setting
up their restaurant and cooking and serving the meal from start
to finish. While Groups 1 and 2 are preparing for their restaurant,
Groups 3 and 4 will be creating and designing comment cards
for the restaurant and reviewing the restaurants menu. (They
will be the customers attending the restaurant that day). For the
next lab day, we will switch places.

Closure:

Groups 1 and 2 must ensure their restaurant is fully cleaned

and the lab is restored to normal, and Groups 3 and 4 will submit
their final review of the restaurant.

Assessment:

Each student will be assessed individually and be given a

summative score based on the rubric attached.

Notes/Additional
Information:

There will be 1 initial planning period for both groups to plan their
menu, visualize restaurant set-up, prepare, etc.
Then, Group 1 and 2 will have 1 double lab period to present
their restaurant and Groups 3 and 4 will also have a separate
double lab period to present their restaurant.

ATTACHED RESOURCES (CLASSROOM/LAB/STUDENT ACTIVITIES):

See end of unit for attached resources. Includes the following:
Out There Menu Items List
Formal Dinner Place Setting Worksheet
Scenarios for Lesson 3
Calculation of Bill Worksheet
Rubric for Mock Restaurant

MATERIALS LIST FOR UNIT:

Materials for each individual lesson are included there. Entire unit list is below. This list only
includes materials that would not typically be found in the classroom or Foods Lab.

Link for Gordon Ramsays Staff Training Video

List of out there main dishes cut up and in a hat
Links to restaurant menus
My restaurant cheat sheets
ipads
Formal Dinner Place Setting Worksheet
Learning Seeds Etiquette Hotline Video
Stopwatch
Various tablewear and utensils for each group
Post-it Notes
Give Em The Pickle Youtube Link
Whats Your Pickle Youtube Link
List of scenarios for students to act out
Tipping Etiquette Around The World Link for screen
Calculation Handout

METHODS OF ASSESSMENT:
Students will be assessed both summatively and formatively in this unit through written and oral
tasks. The unit focuses primarily on assessment of learning and assessment for learning.
Students are able to demonstrate their understanding of the curriculum through various
methods and learning styles. Attached is the rubric created for the final assessment of the unit,
the Mock Restaurant.