Lesson 6.17, one day, 13 slides. The receipt stays projected through the do now. Slides 10 to 13 come up one at a time, 90 seconds each, during the reflection.
Do now
- This is the real receipt.
- Find the total. Divide it by 28. That is what this meal actually cost per person.
- Then look at your Lesson 6.15 sheet. What did we plan?
- Which is bigger?
Teacher notes
Image: a photo of the actual register receipt, with anything personal covered.
Take the planned and the actual from two students and write both on the board with the difference.
That difference has a name
- In a kitchen it is called a variance.
- Somebody has to explain it every week.
- Today you explain ours. Then we eat the last course properly, at a set table, like it matters.
Teacher notes
[Sal: this is the moment to say the food cost number you had to hit at the hotel. One sentence from a real job beats the slide.]
First job: set 30 covers
- Plate centered, about one inch from the edge.
- Fork LEFT. Napkin under the fork or on the plate.
- Spoon RIGHT. Knife right of the plate, blade facing IN (butter knives only in our room).
- Cup above the plate and to the RIGHT.
Teacher notes
Image: the place setting diagram from Lesson 6.11, labeled, with the one-inch line drawn along the table edge.
One student per table area checks every cover against the diagram and fixes what is wrong.
I am going to ask you WHY
- Why is the fork on the left? (Most people hold the fork in the left hand while the right hand cuts.)
- Why is the cup upper right? (The right hand reaches up and over without crossing the plate.)
- Why does the knife blade face in? (Nobody reaches into an edge.)
Teacher notes
A student who can set the cover but cannot say a why has copied the picture. Ask at three settings.
Serving
- Guests first. Teammates second. Yourselves last.
- The allergen box gets read aloud before the first plate.
- The host at each table says one sentence to start the meal. Any language you speak.
- Pass the dishes. Do not reach across a cover. Serving spoons stay with their own dish.
While we eat
- One question at your table: "What is one thing about this meal that you would tell somebody at home?"
Teacher notes
Sit down and eat with them. Listen without correcting.
Clean by zones
- Zone 1: tables and covers
- Zone 2: sink and dishes
- Zone 3: surfaces, stove, oven. Every burner OFF, confirmed twice
- Zone 4: floor, trash, recycling, tools, and the WASTE COUNT
- Station check sheet to me for a signature. Nobody leaves on an unsigned sheet.
The waste count
- Zone 4 measures what we threw away: weigh it, fill a container, or count the plates with food left on them.
- Post the number next to the Lesson 6.3 audit number, still on the wall.
- More, less, or about the same? And why?
Teacher notes
Image: the two numbers side by side on the wall, photographed.
Now the reflection. Four questions. Ninety seconds each. Silent first.
- Your evidence is your own paper: the flowchart with the actual times, the costing sheet, the station card, the receipt.
Teacher notes
If you open with discussion, the loudest answer becomes everybody's answer.
Question 1. What did our plan say?
- Quote your own flowchart and station card.
- What minute were you supposed to start cooking?
- What minute were you supposed to serve?
- What were you supposed to make?
Question 2. What actually happened?
- Use a real time from the actual-times column.
- Where did the plan hold?
- Where did it slip, and at what minute?
Question 3. What did it cost, per person?
- Planned: $______
- Actual: $______
- Difference: $______
- One reason: ______
Teacher notes
Real reasons: sales tax on the paper goods, a sale that ended, the store brand was out, we bought a spare, a package size was different from the circular.
Question 4. What would you change, and WHERE exactly?
- Name one change.
- Point to a block on the flowchart, a line on the shopping list, or a step on the station card.
- "We would work faster" does not count.
- Then: if you made that change, what would get harder somewhere else?
Teacher notes
Push once at any table that gives a feeling instead of a change: "Which block? Which minute? Who?" Take one question-4 answer from each station out loud and write it on the class master grid in a fourth color. Closure: each station reads "We planned $___ per person. We actually spent $___. The one thing we would change is ___." Collect the folders at the door. Say what is next: the rubric comes back in Lesson 6.18, then the test.