Culinary Arts Lesson Plan

Lesson title

Culinary Arts e-Portfolio Website

Grade level

9-12

Subject
area/course

Culinary I and II

Length of lesson

Content
standards

Objectives
Prerequisite
skills

One class period (75 minutes)

CTE.9-12.1: Technological design: Design, modify, and apply
technology to effectively and efficiently solve problems
CTE.9-12.2.1: Career planning: Explore and understand educational
and career options in order to develop and implement
personal, educational, and career goals

Using Weebly, students will create an original e-portfolio

website that showcases their learning

Basic computer and internet browser use

Materials:
Paper, pen or pencil
Resources:
Materials

Website Evaluation Rubric

Internet resources:
Internet access, Weebly website
Technology:
Student computers/laptops (mobile lab), teacher laptop, projector

Procedures

Preparation
Teacher will set up laptop and projector
Teacher will write down computer login information for
students
Materials distribution (10 minutes)
1. Teacher will call up students one at a time and have them
sign out a macbook/chomebook
2. Teacher will direct students to turn on and log on to the
computer and wait for further instructions.

Anticipatory set (15 min.)

1. Ask students, If you were to make a webpage that promotes
your employability by showcasing what you learned as a
culinary academy student, what would you include on your
page?
2. Have students list their responses on a sheet of paper
responses can be in Thinking Map form, or in outline form
Direct Instruction
1. Distribute Culinary e-Portfolio Guidelines/Website Evaluation
Rubric handout to each student.
2. Teacher will verbally explain the requirements of the activity
and review the evaluation rubric, which will be used to assess
students finished websites.
3. On the teachers projected computer, pull up the Ala Serenity
Weebly page. Explain to students that this page showcases
what the program has to offer, what students can expect to
learn, and what students have accomplished. Explain to them
that although this page is not tied to a specific person, it can
be used as a model for their own personal e-portfolios.
Guided practice
4. Instruct students to refer back to their anticipatory set
activity and add to what they wrote earlier now knowing the
activity requirements.
5. Next, have students log on to their Weebly accounts and
allow them the remainder of the period to begin work on their
e-Portfolios.
6. Teacher should walk around the room to ensure that students
stay on task and also to answer any questions students may
have.
7. Optional: Teacher may allow for a second class period for
students to build their websites during class time.
Closing
8. Instruct students to log off of their laptop computers.
Students must then shut down all computers and return them
to the mobile cart. Teacher will check that all laptops are
returned undamaged. (5 min.)
9. Remind students of the due date for the webpage as well as
the email address to which their link should be sent.
10.
Five minutes before the bell rings, have students
straighten up and clean the areas around them.
Differentiated
instruction

Provide students with instructions verbally, in writing, and

through modeling
Review necessary vocabulary for ESL students


Discussion
questions
Independent
Practice &
Assessment

Integration

Tips for success

Place ESL and inclusion students in groups with general ed.

students

(See above)

Students will complete their e-Portfolios and submit it to the

teacher via email before 12 midnight.
Student websites will be evaluated using the provided rubric.
Teacher will provide written feedback of student websites.

General Learner Outcomes

Quality producer students will need eventually create a
website that.
Effective and ethical user of technology see above.