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Ukrainian roller buns with poppy seeds and rose jam filling

Vocational Course Culinary Art
Subject / Module Bakery
Formative Unit Yeast Dough
Topic Ukrainian roller buns with poppy seeds and rose jam filling

 

Teaching Objectives and Learning Outcomes

Lesson Objectives Description
Learning Outcomes ● develop CLIL skills (listening, speaking, reading, writing)
through culinary content.
● develop integrated English language skills (listening, speaking,
reading, writing) in a vocational culinary context.
● Identify and name key baking ingredients and actions in English
● Understand and follow a 10-step recipe in a team
● Communicate baking instructions and observations using
correct terminology
● Assess the final baked product using basic food quality
descriptors
Job Related Skills ● Recipe reading and execution
● Team-based kitchen work (roles: timekeeper, mixer, speaker)
● Safe use of baking tools and understanding of preparation
steps (kneading, proofing, glazing, baking)
● Quality evaluation using professional language (texture,
aroma, color
Content Aims ● -understand the properties and functions of yeast in dough
preparation.
● -learn the origin and cultural relevance of pretzels.
● identify basic preparation steps for filled yeast pastries.
Communication Aims ● To use imperative forms and sequence connectors (first,
then, next)
● To ask and answer questions related to process and
technique (e.g., “Why do we let the dough rise?”)
● To give and follow instructions in English
● To describe and present the final baked product using food
vocabulary
Critical Thinking Aims ● To troubleshoot recipe problems and offer solutions
● To evaluate the success of the final product through guided
reflection
● To work collaboratively and assign tasks effectively within a
team
● To self-assess performance using checklists and “can-do”
statements
Culture Aims ● To explore the cultural importance of sweet yeast buns (roller
buns) in Eastern European cuisine
● To compare fillings such as poppy seeds, rose jam, and
cinnamon as regional preferences
● To understand food traditions connected to baking in different
cultures

 

Lesson Procedure

Lesson Stage Activity Timing
1. Lead-in – Greet students and introduce the
topic: “Today we’re baking roller buns using
yeast dough.”
– Ask: “What’s your favourite baking ingredient
and why?” Present the title of the lesson and
show a photo of roller buns.
Read clues aloud. Students guess ingredients.
Teams earn points.
Use the Gastronomy e-Pictionary to support
unfamiliar terms.HOUT 1

10 min
2. Vocabulary + Reading Students circle relevant words (knead, rise,
bake, etc.) and write 3–5 short instructions using
them. HOUT 2
Interactive Language Game .One student
describes a step “Roll out the dough until it’s
thin”. Others must perform it physically (without
dough) or draw it. Rotate roles to ensure
everyone practices listening and speaking.
HOUT 3 		20 min
3. Text Analysis Students work in pairs to reorder the strippeddown
10-step recipe.
– Identify tools, ingredients, and cooking actions
in each step.
– Teacher monitors and supports with key
vocabulary or questions. HOUT 4 		10 min
4. Discussion Students follow English recipes in pairs and prepare dishes using seasonal produce. They present their dishes and explain the sustainability aspect. HOUT 5 20 min
5. Case Study Students follow English recipes in pairs and prepare dishes using seasonal produce. They present their dishes and explain the sustainability aspect. HOUT 6 40-50 min
6. Wrap-up & Reflection Students complete an organoleptic evaluation of their dishes. Then, they reflect in writing and in groups on seasonal eating and sustainability.
HOUT 7
Students fill in the chart as a student self-evaluation. HOUT 8
The teacher completes the table based on observations during the practical task. Students think individually about their personal experience with seasonal and sustainable eating. HOUT 9 		15 min

 

Teaching Methods and Techniques

  • CLIL (Content and Language Integrated Learning
  • Task-Based Learning
  • Visual Support
  • Pair and Group Work
  • Contextualized Vocabulary Learning
  • Case-Based Learning
  • Guided Reflection
  • Discussion-Based Learning

 

Answers to the Tasks in the HOUTs
 

References

Task 4
https://www.canva.com/design/DAGrA7E1FVs/gP6_NI3mxuZRvcOf7YdsRw/edit?utm_content=DA
GrA7E1FVs&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Task 5
https://www.canva.com/design/DAGq_fgdccQ/d9HqJI__pLkXGD4kz6onzw/edit?utm_content=DAG
q_fgdccQ&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton