Café 101 Introduction to Yeast Bread High School Students All grades and levels Ages Tom DeAngelis

TOUCHTOUCH SIGHTSIGHT SMELLSMELL HEARINGHEARING TASTETASTE Sensory Register Immediate Memory

The learner will be able to: Identify the ingredients found in a yeast bread. and Prepare a bread from scratch.

Teaching to an Intended Objective Incorporate Four Teacher Actions  Provide Information  Ask Questions  Respond to the Efforts of the Learner  Design Activities

Salt Gives the dough structure Hydrates the flour to form the dough Sugar Active Dry Yeast Starts the fermentation process Controls the yeast Adds sweetness & Feeds the yeast Adds color Incorporates air Water Oil Retains moisture

The Brain Limbic System

The Recipe Student gets a copy of the recipe Silent reading (no questions) three minutes Students ask questions now Students prepare equipment list in groups Students write out the ingredients Teacher discusses the methodology

Kitchen Plan Ingredients Class _________________ Group___________ Recipe ______________________ Date ______ Equipment __________________ __________________ __________________ __________________ __________________ __________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________

Prep time Select three students to work as a demo team to set up recipe Have students proceed : 1. Read recipe 2. Get the equipment 3. Measure the ingredients PURPOSE: students perform part of the demo … which raises the level of interest for most while modeling.

The Show Begins Step by Step… the dough is prepared One student adds the ingredients as… Instructions are read aloud. Some students follow the recipe. A few take notes. Others prefer to observe Comments are and questions are addressed

KNEADING IS NEEDED Concrete sequential: learn well with step by step instruction Abstract sequential: appreciate the rational & orderly demo

How long does it take to knead dough? Eight to ten minutes by hand Long enough to get equipment Get back to the demo all standing The feel & texture of the dough ABOUT THAT’S AND CHECK

Multiple Intelligences Howard Gardner’s 8 Multiple Intelligences Verbal/ Linguistic Logical/Mathematical Visual/Spatial Bodily Kinesthetic Musical/Rhythmic Interpersonal Intrapersonal Naturalist

Closure Closure is an opportunity provided by the teacher for the learners to process what they have just learned.  It allows the student to reflect & internalize.  Must make use of active participation.  Can be covert &/or overt. Please describe in your note book a vivid description of the texture of today’s yeast dough. AND What you will do to achieve that texture tomorrow? The Closure Activity

References Sousa, D. (2001). How The Brain Learns. 2nd Edition. California, Corwin Press, Inc. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Gregorc, A. Ph.D. (1985). Style Delineator. Columbia CT. Gregorc Associates, Inc. STAR – “ Strategies for Teaching Advancement in Ramsey. Ramsey School District. Ramsey, NJ Anatomy of the Brain-