Title/ Name of Lesson Plan:

Performance Task Lesson/BreadQuest

Common Core Standards/Connections/ISTE Standards
for High School Addressed:
Mathematics--- Modeling (Relation of Bakers Math to the Real World Experiences
in the Field---Scaling Recipes/Percentages/Ratios)
Mathematics--- Number and Quantity (Bakers Math)
ELA--- CCSS.ELA-LITERACY.SL.11-12.5 (Presentation of Knowledge & Ideas)
ELA--- CCSS.ELA-LITERACY.W.11-12.8 (Research to Build & Present Knowledge)
ISTE: #4 Critical Thinking, Problem Solving, and Decision Making (b & c)
ISTE: #6 Technology Operations & Concepts (a)
Lesson Objectives:
By the completion of the lesson each student should:
1. Understand how to calculate and scale a bread recipe
2. Understand and repeat the 12 steps of baking
3. Be comfortable using Microsoft Excel and/or Table Formatter
4. Conduct research and recipe development
5. Create a multigenre artifact that they will present to the class and a
reflection journal documenting their journey through the project with notes
and photos to be submitted to me
6. Understand how to implement preferments in a recipe
Materials:
Appropriate/Clean/Pressed Uniform
Knife Kit
Calculator
Sharpie
Note Pad
Digital Scale
Recipes
Positive Attitude :)
Anticipatory Set:
To get the students interested in and excited about baking bread and their
new big project I would show them the video about sourdough bread and baking
in San Francisco, CA on the introduction page of my performance task site. Then I
would begin to explain the project and how they have the freedom to choose the
state, culture, and recipes that they want to use. I would also try to tie this
discussion into how important it is to be involved in the local community, local
food scene, and farming community.
Procedures:
First Block of Performance Task Lesson Plan 1 hour and 45 minutes---Day
1 (Monday)
1. Begin lab at 7 a.m. by taking attendance, checking uniforms, and collecting
any prior homework.

2. Talk to students about the new performance task project and introduce them
to the website I have created so they are familiar with what to do and where to
search online.
3. Show the students the video on the introduction page of my performance task
site.
4. Segway during the lecture into how to cultivate a sourdough starter and what
it can be used for.
HOT Question: Why would you use a sourdough starter in a bakery?
What qualities does it give bread that make it a profitable tool? How
might different starters across the country vary?
5. Tie-in the connections between sourdough products and regular bread
formulas. (What makes them similar and different?)
6. Go over how to scale a bread recipe up or down according to individual needs,
and show students how to use Table Formatter and Microsoft Excel to organize
their recipes. Remind students of the recipe scaling resources available to them
on: http://www.kingarthurflour.com/professional/bakers-percentage.html
7. Repeat/Go over what the 12 steps of bread baking are with the students if time
allows or assign reading from text (Bread: A Bakers Book of Techniques and
Recipes p. 4-30). Reiterate the connections between the skills they are learning
and how they will be used in the real world.
8. Go over what the plan for lab the following day is so students are prepared
when they walk in to class the next day. Assign homework of checking out the
performance task site when they get home, finding their two recipes, putting
those recipes into an Excel spreadsheet or Table Formatter table, printing two
copies of each recipe to bring into class, and starting their research on the state
and nationality they have chosen. Ask students to sketch out an outline of their
project and create a plan of action. (Include: project title, theme, the culture and
state that are chosen, the recipe titles they are thinking of using, the artifact they
are thinking of using, and what kind of reflection journal they might create--highlight the priorities/write down any goals)
9. Dismiss Class
Second Block of Performance Task Lesson Plan 1 hour and 45 minutes--Day 2 (Tuesday)
10. Begin lab at 7 a.m. by taking attendance, checking uniforms, and collecting
any prior homework.

11. Go over what each student has chosen for their state and nationality for the
project as well as what recipes they have chosen. Introduce the class to the idea
of the reflection journal that they will create with all of the notes and photographs
they will take throughout their project. Remind them that all of the requirements
and rubrics they need to score a high grade are listed on the process and
evaluation pages of the performance task website.
12. Collect a copy of each recipe that the students have brought in to compare
with their bread yields later on.
13. Get the students to create their two bread doughs and retard them in the
refrigerator overnight. Remind class to be taking notes and photos of their
projects during lab.
14. Have students create their preferments and put them in buckets to be left at
room temperature overnight for use tomorrow. Remind students that they need
to manipulate their bread recipes to include the preferment they have just made
so they get a yield of ten loaves per student. Class discussion: making predictions
about how their bread will turn out based on what they have learned from their
reading.
15. Assign a sanitation steward to lead the class with a step-by-step checklist
provided by me in cleaning up the lab. Assign reading from class text Bread: A
Bakers Book of Techniques and Recipes p. 63-92 and p. 93-100.
16. Dismiss Class.
Third Block of Performance Task Lesson Plan 1 hour and 45 minutes--Day 3 (Wednesday)
17. Arrive in lab one hour earlier than normal to allow the students doughs to
come to temperature and bulk ferment.
18. Begin lab at 7 a.m. by taking attendance, checking uniforms, and collecting
any prior homework. Remind class to take photos and notes while they work
today. Collect two new manipulated recipes from students for use in looking at
their yields later on.
19. Allow students to finish their bread products from the day before all the way
through baking, and create their new doughs with preferments to be refrigerated
overnight and baked tomorrow. Demo how to bulk feed the class starter so it will
have enough volume for the whole class to use the next day.
20. When the students products have finished baking conduct an evaluation on a
worksheet with the whole class to check for: caramelization of the crust,
doneness/internal temperature, flavor, aroma, crumb structure, hydration, and
the presence of a desirable sourdough flavor. (Using the Bread Eval. Rubric)

introduce the class to the kinds of descriptive vocabulary that is appropriate to

use when looking at the desirable and undesirable qualities of a loaf of bread.
21. Assign a sanitation steward to lead the class with a step-by-step checklist
provided by me in cleaning up the lab.
HOT Question: Why do you guys think sanitation is so important in the
food industry? What kinds of problems could you run into if you dont
meet the expectation of the Board of Health?
22. Once the lab is clean remind the students to be working on their research,
reflection journals, and multigenre products due at the end of the project. Remind
students of the multigenre list of ideas for their projects that represent
appropriate options they can use: personal essay, chart or diagram with
explanation and analysis, brochure or menu, a how-to or directions booklet, video
tutorial, PowerPoint or Prezi, or website. Remind students of their homework for
the next day to recreate their recipes again and format them to produce ten
loaves per student while including an appropriate amount of starter.
HOT Questions/Discussion: How do you think planning ahead,
organizing, and repetition made a difference in your learning today?
How could you apply this to a job in the future? Class discussion:
making predictions about how their bread will turn out based on what
they have learned from their reading after including a starter.
24. Dismiss class.
Fourth Block of Performance Task Lesson Plan 1 hour and 45 minutes--Day 4 (Thursday)
25. Arrive in lab one hour earlier than normal to take students bread doughs with
the preferments added out of the refrigerator to bulk ferment at room
temperature.
26. Begin lab at 7 a.m. by taking attendance, checking uniforms, and collecting
any prior homework. Remind class to take notes and photos while they work
today for their reflection journal. Collect last set of manipulated recipes including
starter from the students.
27. Have students complete their bread products with preferments all the way
through baking and begin their doughs with starter added into it. Have the
students put their doughs with starter into buckets to be refrigerated overnight for
use tomorrow. Once all of the students have completed these tasks ask them to
complete a bread evaluation using the rubric on the performance task site.
28. Assign a sanitation steward to lead the class with a step-by-step checklist
provided by me in cleaning up the lab.

29. Once the lab is clean remind the students to be working on their research,
reflection jounrals, and multigenre artifact due at the end of the project.
30. Dismiss class.
Fifth Block of Performance Task Lesson Plan 1 hour and 45 minutes---Day
5 (Friday)
31. Arrive in lab one hour earlier than normal to take students bread doughs with
the starter added out of the refrigerator to bulk ferment at room temperature.
32. Begin lab at 7 a.m. by taking attendance, checking uniforms, and collecting
any prior homework. Remind the class to take notes and plenty of photos while
they work today for their reflection jounral.
33. Have students complete their final bread doughs of the project all the way
through baking and have them complete their final bread evaluation rubric.
34. Assign a sanitation steward to lead the class with a step-by-step checklist
provided by me in cleaning up the lab.
35. Once the lab is clean remind the students to be working on their research,
reflection journals, and multigenre artifacts due at the end of the project on the
following Monday.
36. Dismiss class a bit early giving students the weekend to finish their projects
by Monday. Make sure all students understand what is expected of them and have
chosen a multigenre product to create over the weekend. Make sure they
understand that they will be presenting their artifact to the class, and that their
reflection journals will be submitted to me.
Sixth Block of Performance Task Lesson Plan 1 hour and 45 minutes--Day 5 (Monday)
37. Pull up any online presentations by the students on your computer with the
projector enabled so the whole class can see.
38. Begin lab at 7 a.m. by taking attendance, checking uniforms, and collecting
any prior homework.
39. Have each student present their multigenre artifact while you use your rubric
to grade them.
40. Have the class fill out a Google Form to gauge whether or not they liked the
project and how they benefitted from it if at all in their opinion. Class
discussion/reflection on the project.

41. Dismiss class.

Closure:
To provide closure for the lesson I would ask the students to complete a
Google Form survey at the end of class on how they felt the project went. It can
be really beneficial if they are allowed to get off their chest how
easy/hard/frustrating/cool/etc. everything went for them. It is also important that
I hear their perspective first before giving them their final grade. I would also be
open to the students telling me if they liked the lesson, or if there was anything
that they would change about the project.
Assessment:
The assessment portion of this lesson comes in three parts. The first
assessment would come in the form of my observation of each student, and the
assignment of a daily lab grade to them. Things like attitude, eagerness to help
others in class, how well they listen and perform their assignment in lab,
respectful behavior, and a good work ethic would be taken into consideration for
this portion of the students assessment. Essentially, I would monitor them and
formatively assess their work ethic and progress.
The second part of the assessment for the students would be in the literal
evaluation of their completed bread products. During the evaluation period each
student would be handed a worksheet/rubric with all of the qualities they should
have accomplished to some degree with their individual bread products. They
can taste and evaluate their sourdough breads, evaluate themselves, and discuss
or compare with other students one group at a time as they present to the overall
class in an informal manner. Students will be encouraged to think critically and
figure out how they might change the recipe or the procedure next time to
improve upon what they did. As they present to their peers what they have made
I would also assign an appropriate grade to what they were able to create in lab.
The last part of the assessment in this lesson comes when the students
submit their reflection journals, hand in their multigenre artifacts, and do their in
class presentations. These pieces of student work and their presentation count as
their overall summative assessment for this unit.
Modifications
Any students with IEPs or 504 plans would be given accommodations appropriate
to their individualized needs during lab. For example, if a student needed more
time to comprehend the lecture and needed help with the homework I could help
them out with a study session after class. Because of the style of the lesson plan
and the tactile nature of the class, students of all learning types be they visual,
auditory, or some kind of combination can really see, hear, touch, smell, and taste
their way through the lesson. Partners may be assigned if necessary.
Performance Task Rubric

Category
Bread
Production Part
1

Bread
Production Part
2

Bread
Production Part
3

Bread
Production Part
4

4
Student has
come to lab
with all of their
materials,
done their
research for
the first day,
and has their
two recipes.
The students is
in full uniform,
brought their
tool kit, and
has a positive
attitude.
Student has
come to lab
with all of their
materials,
done their
research for
the second
day, and has
their two
recipes. The
students is in
full uniform,
brought their
tool kit, and
has a positive
attitude.
Student has
come to lab
with all of their
materials,
done their
research for
the third day,
and has their
two recipes.
The students is
in full uniform,
brought their
tool kit, and
has a positive
attitude.
Student has
come to lab
with all of their

3
Student has
come to lab
with all of their
materials,
done their
research for
the first day,
and has their
two recipes.
The students is
in full uniform,
brought their
tool kit, but
has a bad
attitude.
Student has
come to lab
with all of their
materials,
done their
research for
the second
day, and has
their two
recipes. The
students is in
full uniform,
brought their
tool kit, but
has a bad
attitude.
Student has
come to lab
with all of their
materials,
done their
research for
the third day,
and has their
two recipes.
The students is
in full uniform,
brought their
tool kit, but
has a bad
attitude.
Student has
come to lab
with all of their

2
Student has
come to lab
with all of their
materials,
done some of
their research
for the first
day, and has
forgotten one
of their two
recipes. The
students is in
full uniform
and brought
their tool kit.
Student has
come to lab
with all of their
materials,
done some of
their research
for the second
day, and has
forgotten one
of their two
recipes. The
students is in
full uniform
and brought
their tool kit.

1
Student is
unprepared for
class, is
disheveled in
appearance,
and has not
brought in
their recipes.

Student has
come to lab
with all of their
materials,
done some of
their research
for the third
day, and has
forgotten one
of their two
recipes. The
students is in
full uniform
and brought
their tool kit.
Student has
come to lab
with all of their

Student is
unprepared for
class, is
disheveled in
appearance,
and has not
brought in
their recipes.

Student is
unprepared for
class, is
disheveled in
appearance,
and has not
brought in
their recipes.

Student is
unprepared for
class, is

Multigenre
Artifact

Presentation

materials,
done their
research for
the fourth day,
and has their
two recipes.
The students is
in full uniform,
brought their
tool kit, and
has a positive
attitude.
The student
has created a
creative, well
thought out
artifact that
includes all of
the
requirements
on the process
page of the
website. The
student has
also included a
properly
formatted list
of APA
references.
The student
has completed
a visually
interesting
presentation
with a
references list
at the end.
Their
presentation
highlights and
displays their
multigenre
artifact. Their
presentation is
well paced, it
is clear they
have
practiced, and
it was within
the 7-10

materials,
done their
research for
the fourth day,
and has their
two recipes.
The students is
in full uniform,
brought their
tool kit, but
has a bad
attitude.
The student
has created a
creative
artifact that
includes all of
the
requirements
on the process
page of the
website. The
student has
not included a
completed list
of references.

materials,
done some of
their research
for the fourth
day, and has
forgotten one
of their two
recipes. The
students is in
full uniform
and brought
their tool kit.
The student
has created an
artifact that
includes some
of the
requirements
on the process
page of the
website. The
student has
not included a
completed list
of references.

disheveled in
appearance,
and has not
brought in
their recipes.

The student
has completed
a visually
interesting
presentation
with a
references list
at the end.
Their
presentation
highlights and
displays their
multigenre
artifact. Their
presentation is
paced ok, but
it is clear they
could have
practiced
more. Their
presentation is

The student
has completed
a visually
interesting
presentation
with an
incomplete
references list
at the end.
Their
presentation
briefly
describes their
multigenre
artifact. Their
presentation is
not paced well,
and it is clear
they have not
practiced.
Their

The student
was unable to
give their
presentation
because it was
incomplete, or
it was very
poorly thrown
together
leaving out
most or all of
the crucial
criteria listed
on the process
page of the
site.

The student
was unable to
hand in a
complete
artifact, or it
was very
poorly thrown
together
leaving out
most or all of
the crucial
criteria listed
on the process
page of the
site.

minute limit.

between 5-7
minutes.

presentation is
between 3-5
minutes.
The student
has submitted
a reading
journal that
has four
written entries
with one photo
or less to
accompany
each entry.
The written
entries meet
some of the
requirements
listed on the
process page
of the
performance
task site.

Reflection
Journal

The student
has submitted
a complete
reading journal
that has at
least five
written entries
with a couple
of photos to
accompany
each entry.
The written
entries meet
all of the
requirements
listed on the
process page
of the
performance
task site.

The student
has submitted
a reading
journal that
has at least
five written
entries with
one photo or
less to
accompany
each entry.
The written
entries meet
all of the
requirements
listed on the
process page
of the
performance
task site.

Scaling

The student
was able to
scale their
recipes across
all three lab
days in order
to produce a
total of 30
loaves of
bread by the
end of the
project.

The student
was able to
scale their
recipes across
two of the
three lab days
in order to
produce a total
of 25-30
loaves of
bread by the
end of the
project.

The student
was able to
scale their
recipes across
only one of the
three lab days
in order to
produce a total
of 15-20
loaves of
bread by the
end of the
project.

Recipe
Manipulation

The student
was able to
manipulate
their recipes
successfully in
the second
and third lab
days using
preferments
and a starter.
They products
showed a

The student
was able to
manipulate
their recipes
successfully in
only either the
second or third
lab days using
preferments
and a starter.
They products
showed some

The student
was able to
manipulate
their recipes
successfully in
only either the
second or third
lab days with
only one of
their two
recipes using
preferments

The student
has submitted
an incomplete
reading journal
that has three
or fewer
written entries
with one photo
or less to
accompany
each entry.
The written
entries meet
few if any of
the
requirements
listed on the
process page
of the
performance
task site.
The student
was unable to
scale their
recipes across
any of the
three lab days
producing less
than 15 total
loaves, or
overproducing
and wasting
resources by
the end of the
project.
The student
was unable to
manipulate
their recipes
across any of
the three lab
days producing
less than 15
total loaves, or
overproducing
and wasting
resources by

Research Skills
& Citations

marked
improvement
through the
labs, and they
were able to
still get exactly
30 loaves after
adding the
preferments
and starter.

improvement
through the
labs, and they
were able to
get 25-30
loaves after
adding the
preferments
and starter.

The student
used full APA
citations
appropriately
through their
whole project.
They started
with the
resources
listed on the
process page
of the site and
went above
and beyond
either: getting
an interview
with someone
involved in the
culture of the
baking scene,
going to a
bakery or
restaurant and
taking video
and/or pictures
to include in
their artifact,
or acquired
more credible
resources than
what was
listed and had
them
approved.

The student
used full APA
citations
appropriately
through their
whole project.
They used the
resources on
the process
page of the
site.

and a starter.
They products
showed some
improvement
through the
labs, and they
were able to
get 15-20
loaves after
adding the
preferments
and starter.
The student
used full APA
citations
appropriately
through most
of their
project. They
used the
resources on
the process
page of the
site.

the end of the

project. Their
products did
not show
improvement
by the end of
the labs.

Competent

Mastery

The student
used little or
no APA
citations
throughout
their project.
They did not
use the
resources on
the process
page of the
site.

Bread Evaluation Rubric

Category

Needs

Novice

10

Crust

Development
This bread
may be so
over or under
baked that it is
inedible. The
crust is too
thick and
heavy. This
bread will not
be able to be
served to
customers.

Interior/Crumb

The bread is
very dense
and did not
rise to an
appropriate
height. It will
not be able to
be sold to
guests.

Flavor

The bread has

an undesirable
or
inappropriate
taste because
it was either
burned, under
baked, or over
fermented.
The bread
would not be
able to be
served to
guests.

Shape

The desired

There is a
notable
difference
between
loaves
produced by
the same
student. The
loaves may be
a tad under or
over baked.
Crust is lacking
in a desirable
texture.
The interior
cell structure
shows that
there may
have been
problems with
the mixing
time or dough
handling.

There are
some
inconsistencies
in the
appearance of
one loaf to
another, but
generally the
crust on the
breads is
executed to an
acceptable
level.

Overall
appearance of
the crust on
the loaves is
appealing,
evenly colored,
and has
adequate
blistering. The
crust has an
even
thickness.

There are a
few
inconsistencies
in the number
and size of the
holes present
from end to
end in each
loaf, but the
bread is
executed to an
acceptable
level.

There are
notable
inconsistencies
between the
flavors from
loaf to loaf.
This could be
because some
loaves could
have been
burned while
others were
under baked.
The student
may have also
made mistakes
while scaling
their recipe.
There are

The bread is
tasty, but may
be a bit too
sour or the
sourdough
flavor may be
hard to detect.

The interior of
the bread is
soft and light.
It has an
appropriate
amount of
fermentation
represented by
the number
and size of the
holes present.
The optimum
gluten
development
has been
achieved.
The bread has
a delicious
nutty flavor.
The
characteristic
sourdough
flavor is
present but
not at all
overwhelming.

There are a

Each student

11

Scoring

Aroma

Sound/Touch

shape of the
bread by the
student at the
outset is
unrecognizable
from what they
have
produced.

notable
differences in
shape and size
from loaf to
loaf.

few differences
between the
student
produced
loaves, and
the student
has struggled
with producing
multiples of
the same
product.

produced loaf
is almost
exactly the
same with
minor
inconsistencies
. The desired
shape for the
specific kind of
bread has
been achieved.
(Boule, Batard,
or Baguette)
Score marks
are perfectly
consistent in
size, length,
and number.

The student
produced
score marks
have damaged
the overall loaf
in some way,
or used score
marks on an
inappropriate
bread product.
The bread has
an undesirable
or
inappropriate
aroma
because it was
either burned,
under baked,
or over
fermented.
The bread
would not be
able to be
served to
guests.
The bread has
been over or
under baked
giving it a rock
hard feel or a
soggy texture.
This product
would not be
able to be
served to
guests.

Score marks
are too deep
or much too
light causing
deformities in
the
appearance in
the loaf.

There are
some
inconsistencies
in the size,
length, or
number of
score marks.

Some loaves
may have
been burned,
over proofed,
or under baked
resulting in
inconsistencies
in the aroma
between
loaves.

Bread smells a
touch too sour
or too plain
because the
student may
have made
mistakes in
scaling their
ingredients or
over
fermenting
their dough.

The bread has

a hearty,
nutty, fullbodied aroma.

There are
many
inconsistencies
and problems
in the feel of
the loaves
from
inadequate
steaming or
bake time.

There are a
few
inconsistencies
in the feel of
the loaves
from
inadequate
steaming or
bake time.

The crust,
when pressure
is applied, has
a wonderful
crackling
sound. When
the loaf is held
in hand and is
tapped on the
bottom it has a
thump sound
indicating a

12

Enrichment

This bread
product has
had too much
or too little
fats and/or
sweeteners
added to it. It
may be too
greasy or too
dry. It may
also be overly
sweet, or not
sweet enough.
Because of the
extreme
improper use
of fats and
sweeteners,
this bread may
be totally
gummy and
raw in the
middle or
collapsed and
too hard
making it
inedible.

This bread has

an incorrect
ratio of fats
and
sweeteners
used in it.
Improper
mixing may
have caused it
to break and
separate.

This bread has

generally the
right ratio of
fats and
sugars used,
but may not
have risen
properly
because of
poor execution
in the addition
of the
ingredients or
the mixing
stage.

thorough bake.
The
enrichment of
this bread
product has
been perfectly
executed. It
has an
adequate fat
and sugar
content
without being
heavy or
dense.

13