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Mixing, Kneading, and 3.5.4 Baking: The Baker’s Art DRAW CONCLUSIONS SUMMARIZE SUMMARY This book describes the process of R EAD TH E BOO K baking a variety of bread products and follows SET PURPOSE Have students set a purpose a day in the life of a baker named Claudia. On for reading Mixing, Kneading, and Baking: The this particular day, she arrives at 2:00 A.M. Baker’s Art. Remind students that setting a and bakes rosemary bread and muffins. Soon purpose helps guide their reading. They could she is ready to greet her first customer of think about the science of baking, or a particu- the day! lar baked good that they enjoy. LESSON VOCABULARY STRATEGY SUPPORT: SUMMARIZE Draw students’ baker’s dozen bakery attention to the two tables on pages 6 and carbon dioxide dough 11. Point out that tables are graphic ways of fermentation ingredients organizing lists or steps. Students may want to knead professional make their own lists as they read. Alternatively, recipe yeast they can summarize the details for a section after reading it. Remind students that a good INTRO D UCE TH E BOO K summary leaves out unimportant details. INTRODUCE THE TITLE AND AUTHOR Discuss COMPREHENSION QUESTIONS with students the title and author of Mixing, Kneading, and Baking: The Baker’s Art. Ask PAGE 4 What would happen if Claudia got students what they think the book will be to work at 4:00 A.M. instead of 2:00 A.M.? about. Do they think baking could be consid- (She would be late getting started baking and ered an art? wouldn’t be ready to serve her customers.) Discuss students’ interest PAGE 5 Why do bakers wear white? (to keep BUILD BACKGROUND in baking. Ask if any of them have ever baked the food clean) bread or watched bread being made. Have PAGE 6 Why do bakers use such large ovens? them describe the process. (They have many things to bake at the Encourage stu- same time.) PREVIEW/USE TEXT FEATURES dents to look at the captions, photos, charts, PAGES 8–17 Summarize the tasks that Claudia and the map on page 19. How many of the must complete before her bakery opens. international breads listed on page 19 have (gets out ingredients and weighs them, makes they eaten? rosemary bread, makes muffins, gets the cash register ready) PAGE 13 What are the names of some of the different shapes of bread? (boule or ball, batard or torpedo, fendu or split loaf, braided loaf) 104 Mixing, Kneading, and Baking: The Baker’s Art
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R EVISIT TH E BOO K Skill Work READER RESPONSE 1. Possible response: The dough wouldn’t rise. TEACH/REVIEW VOCABULARY 2. Responses should give an overview of the Review the vocabulary words with students. steps listed in the chart on page 11. What can students learn about baking from 3. Possible response: Bakery in center; in knowing the definitions of yeast, carbon surrounding ovals: oven; kitchen; recipe; dioxide, and fermentation? (When yeast is bread; rolls; cakes added to dough, it eats the sugars in the 4. Possible response: China: mooncake; dough, producing carbon dioxide, which Germany: pretzel; Russia: pumpernickel; causes the dough to rise.) Italy: focaccia Have students describe the types EXTEND UNDERSTANDING Have students exam- of bread eaten in their home country. Have ine the table on page 11. Ask: Is this a helpful them describe the process for making bread way to list the various steps needed to bake there. bread? Then have students find a recipe for baking bread in a cookbook or online. Do they TARGET SKILL AND STRATEGY think they could bake bread by following that DRAW CONCLUSIONS Remind students recipe? that to draw a conclusion means making a decision that makes sense after thinking RESPONSE OPTIONS about facts or details. Have students think WRITING Have students imagine they are bak- about the following question as they read: ers. If they arrived at their bakery for work at Why does a baker need to start work so 2:00 A.M., what would they bake first for their early in the morning? (to have fresh baked customers? goods ready to be sold first thing in the morning) SOCIAL STUDIES CONNECTION SUMMARIZE Remind students that Have students summarizing is boiling down a story to its research chocolate main points. To gain practice, have students on the Internet or using summarize their favorite books or movies. library resources. What is the history They can also take notes on the baking of cocoa? What are its cooking and baking process as they read, and summarize the properties? What countries grow cocoa beans process upon finishing reading the book. and which countries are known for producing the finest chocolate? ADDITIONAL SKILL INSTRUCTION MAIN IDEA Remind students that most stories have one or more main ideas. Ask students to take notes as they read, listing the main points and supporting details. Ask: What is the most important thing a baker does each day? Mixing, Kneading, and Baking: The Baker’s Art 105
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Name Mixing, Kneading, and . . . Draw Conclusions • To draw a conclusion is to think about facts and details and decide something about them. Directions Read the following passage from Mixing, Kneading, and Baking: The Baker’s Art. Then write two facts about yeast and draw a conclusion. Yeast is a tiny, live organism. It eats dough to expand. This process is called the sugars that are part of the dough. fermentation. This process makes the As it does, the yeast gives off a gas bread soft and chewy. called carbon dioxide. The gas causes the 1. Fact: 2. Fact: 3. Conclusion: Directions Read the following passage from Mixing, Kneading, and Baking: The Baker’s Art. Then write two facts about Lisa on the lines below. See what conclusion you can draw. When Lisa comes in and orders twelve muffins, Claudia gives her an extra one for free. That’s called a baker’s dozen. 4. Fact: © Pearson Education 3 5. Fact: 6. Conclusion: 106
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Name Mixing, Kneading, and . . . Vocabulary Directions Complete each sentence with the word from the box that fits best. Check the Words You Know baker’s dozen bakery carbon dioxide dough fermentation ingredients knead professional recipe yeast 1. When yeast is added to dough, is produced. 2. The baker refused to give out her for raisin bread. 3. Before beginning, the baker set out all of the he would need. 4. Claudia’s favorite step in the recipe was shaping the . 5. The process of fermentation began after the was added to the dough. 6. When Lisa ordered a dozen muffins, she got thirteen, or a . 7. Although it can be tiring work, Claudia loves to the dough. 8. The chef at the restaurant is talented and . 9. When yeast consumes sugars in dough, the process of takes place. 10. To buy the freshest bread, go to your neighborhood early in © Pearson Education 3the morning. 107
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