CBTE

WFED Lesson Plan Template

The Pennsylvania State University
Workforce Education and Development
Competency-Based Teacher Education

Lesson Plan Template

Name of Instructor: Chef Claire E. Dacko
Program Title: DCTS Culinary Arts
Course Title: Level 2 (10th and 11th Grade Students)
Unit Title: Meat Identification, Classification, Fabrication and Cookery
Lesson Title: Upton Sinclairs The Jungle and the History of Meat Inspection in the
U.S.
Lesson Objectives: Given a pre-reading assignment, a Discussion Questions worksheet
and a video presentation, students will be able to understand the history and importance
of the USDA inspection of meat production for food quality and safety.
Time (length of lesson):
Approximately 1 class period or 45 minutes, plus homework
Equipment and Materials needed:
Meat Inspection Act of 1906 Handout, Excerpts from The Jungle Handout; Discussion
Questions Handout; SmartBoard, Projector and Internet Connection; The Jungle
Summary Video Clip (SchoolTube)
Academic Standard(s) and Anchor(s) and/or Common Core Standard addressed by
this lesson:
CC.3.5.9-10.B
Central Idea/Conclusion: Determine the central ideas or conclusions of a text; trace the
texts explanation or depiction of a complex process, phenomenon, or concept; provide
an accurate summary of the text.
Technical Standard(s) or Competencies taught in this lesson:
POS 209: Describe laws and rules of the regulatory agencies governing sanitation and
safety in food service operations. POS 1800: Identify, prepare and cook meats
Introduction:
The instructor will assign pre-reading and annotation of the two handouts. One discusses
the Meat Inspection Act of 1906 and the other is a sample of excerpts from Upton
Sinclairs The Jungle.
-Students will be asked to circle any unfamiliar words and underline or highlight key
concepts or information they feel is very important. These notes will be discussed in
2013. Professional Personnel Development Center for Career and Technical Education.
Penn State University.

CBTE

WFED Lesson Plan Template

class.
-The instructor will discuss the importance of the USDA regarding wholesomeness and
safety in the food industry
Questions for student discussion:
1. What kinds of things does the USDA look for when inspecting meat and meat
processing facilities?
2. Why is regulation and inspection important to food safety, particularly in meats?
3. What do you think would happen if we did not have this type of regulation?
4. Do you think that the food we consume in the U.S. is safe? How can we ensure that
our customers dont get sick?
Body:
-The students will be given a Questions for Discussion worksheet to fill out
during/after reading the handout information. The students will be asked to take a few
moments to fill out what they know so far, after reading and annotating
-The instructor will present a short video clip about The Jungle and its influence on food
and workplace safety
-The students will fill in any missing information on their discussion questions after they
watch the video.
Summary:
-The class will have a whole-group discussion about what they learned. The class will
also discuss the current challenges for the meat industry and brainstorm possible
solutions for the problems we face today.
-The students will hand in their responses for the discussion questions.
Evaluation/Student Assessment (attach student worksheets or assessments to this
lesson plan): For this lesson students will receive two separate grades: one for
completion of the reading and annotation and one for completion of the discussion
questions worksheet. Students will also receive a grade towards their weekly
participation grade. At the end of the meat unit students will be assessed and graded on
their theory comprehension as well as their hands-on competencies.
Special Needs Adaptations and/or Accommodations (please identify which you are
using):
Accommodations: The student will be permitted extra time to meet the homework
deadlines. The student will use a graphic organizer or guided notes for the reading and
annotation portion of the lesson. The student will work with para-educator for additional
assistance with theory comprehension. The student will be permitted to use the resource
room for additional assistance if needed. The student will be permitted to have the
handouts read to them orally and the requirements assigned in chunks instead of all at
once. The student will be given a copy of the video clip on a flash drive or in an email
link in order to review it at home as necessary.
2013. Professional Personnel Development Center for Career and Technical Education.
Penn State University.

CBTE

WFED Lesson Plan Template

Adaptations: The student will be permitted to omit part or parts of the assignments
depending on their IEP needs. The student will be permitted to write a modified bulletpoint list instead of short answers or give answers orally and have them recorded by
another student or instructor if needed.
English as a Second Language (ESL) Adaptations and/or Accommodations (please
identify which you are using):
Accommodations: The student will be given a graphic organize to accompany the book
excerpts as well as a word bank with important vocabulary The student will work with
learning-support staff to check comprehension. The student will be allotted extra time
to complete the worksheet. The student will be permitted to watch the video clip with
subtitles, if available.
Adaptations: The student will be permitted to give answers to the discussion questions
verbally. The student will be permitted to write a modified short summary or bulletpoint list instead of giving answers in complete sentences and paragraph form. The
student will be permitted to use photographs or drawings to outline their comprehension
of the theory content.

2013. Professional Personnel Development Center for Career and Technical Education.
Penn State University.