Food Safety_Unit Benchmarks & Unit Plan
Culminating Activity Description: Simulation – face-to-face training of new employees in three food safety practices:
hand washing procedure, proper work clothing, proper hand care
Section Product:
 Learners will produce…
1. Signs to post in
establishment regarding
required personal hygiene
practices – a) handwashing
procedure; b) proper work
clothing; c) proper hand
care
Reading/Writing Skills
Strategies
 Write instructions for a
simple procedure
 Read and write simple
texts on familiar topics
 Read and understand
moderately complex texts
Speaking/Listening Skills
Strategies
 Use and demonstrate
understanding of
vocabulary related to
personal hygiene practices
 Use linguistic functions
for effective teamwork
2. Train partner on
handwashing procedure;
complete Performance
Evaluation Form
 Read and recognize
 Articulate simple
correct procedure steps
instructions for a
 Place and write procedure procedure
steps in proper order
 Use simple phrases to
evaluate own and peer’s
 Create and complete
work
performance evaluation
rubric
Grammar:
Basic Literacy:
 Form imperative
sentences
Numeracy:
Technology:
 Use word processing to
create, save, and print a
document with help
 Use technology terms for
document product – save,
open, close, file, print, etc.
 Use sequencing terms –
first, next, finally

 Understand temperature
readings
 Understand use of
thermometer
3. Visit an ELL3 or 4 class  Read and write basic
 Convey detail information  Read and write standard
(teacher alerted in advance), “help wanted” ads
clearly
job ad abbreviations
distribute job ad, make
 Demonstrate
 Plan and conduct a verbal
verbal pitch about
understanding of concepts presentation
(simulated) job openings,
of career, jobs,
 Generate questions to ask
recruit trainees, announce
education/training,
on a field trip
date / time / content of food pathways
safety training
Elizabeth Andress-Hubbs Center EL Civics 10/18/09
 Use overhead projector,
document camera or LCD
projector
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Food Safety_Unit Benchmarks & Unit Plan
Section Product:
Reading/Writing Skills
Speaking/Listening Skills Grammar:
Numeracy:
Strategies
Basic Literacy:
Technology:
 Learners will produce… Strategies
4. Mock interview – “What  Write about job
 State occupational


job are you applying for?
preferences
preferences
Why are you interested in  Understand Venn
 Understand and respond to
this job?”
diagrams (different /
basic job interview
same) and categorize jobs questions
using Venn diagrams
 Use phrases for
clarification
Elizabeth Andress-Hubbs Center EL Civics 10/18/09
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Food Safety_Unit Benchmarks & Unit Plan
Unit Theme: Food Safety ELL Level: 3-4 (Intermediate)
Unit Product Description:
Simulation – face-to-face training of new employees in three food safety practices: hand washing
procedure, proper work clothing, proper hand care
Timeline
5 days
Section Product 1
Signs to post in
establishment
regarding required
personal hygiene
practices – a)
handwashing
procedure; b)
proper work
clothing; c) proper
hand care
Benchmarks
See above
Materials
Activity Product 1 Activity Product 2 Activity Product 3
Grammar
–
Typing a Document When to Wash
 ServSafe
on the Computer Hands Role Play
Essentials pp 4.5, Imperative Verbs
Vocabulary
4.6, 4.7, 4.10
 ServSafe
Essentials set of
textbooks to show
 ServSafe posters
 Student checklist
– unit goals
Activity Product 4 Activity Product 5 Activity Product 6
 Grammar –
The Safe FoodImperative Verbs
handler – Case
 Typing a DocuStudy Quiz
ment on the Computer - Vocabulary
 When to Wash
Hands Role Play
Guide and Cards
 The Safe Foodhandler – Case
Study Quiz
Note: Establish training teams for Culminating Activity this first week – they work together to produce their Section Product
Day 1 – intro to unit, Hubbs ServSafe course / student checklist / teach p. 4.5, 4.6 / teach imperative rules / homework=AP1 [Activity Product]
Day 2 – teach/model word-processing vocab / use computers / model & practice typing handwashing steps / homework=AP2
Day 3 –check homework AP1 and AP2 / teach 4.7, 4.10 / AP3 / homework=AP4
Day 4 – finish/check homework AP4 with partner / SP1 [Section Product] on paper, in teams
Day 5 – preview Culminating Activity / use computers / type, format, print 3 signs to post = SP1
Elizabeth Andress-Hubbs Center EL Civics 10/18/09
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Food Safety_Unit Benchmarks & Unit Plan
Timeline
4 days
Section Product 2
Train partner on
handwashing
procedure;
complete
Performance
Evaluation Form
Benchmarks
See above
Materials
 ServSafe
Essentials p 4.5
 Student-generated
handwashing
procedure signs
[SP1]
 Handwashing
Steps - Cards
 Set of food
thermometers
 Reading a
Thermometer
 Effective Training
– Teacher
Reference
 Giving Instructions
in Order
 Teacher
Guidelines –
Phrases to ask for
clarification or
repetition
 Performance
Evaluation Form
Activity Product 1 Activity Product 2
Handwashing Steps Reading a
- Cards
Thermometer
Activity Product 3
Class generate
guidelines for
effective training
Activity Product 4
Giving Instructions
in Order
Activity Product 6
Performance
Evaluation Form –
fill in 5 steps
Activity Product 5
Class generate
poster of phrases to
ask for clarification
or repetition when
receiving verbal
instructions for a
task (“Can you
repeat that?” etc.)
Day 1 – review ServSafe 4.5 and student-generated signs / AP1 / demonstrate thermometer to check water temp / AP2 /
Day 2 – preview SP2 / discuss effective training strategies / AP3 / AP4 – teach language; students generate for handwashing training /
Day 3 – model training (use AP4) / review effective training strategies / AP5 / teach concepts of evaluation, criteria / AP6
Day 4 – practice using evaluation form as full class with one pair trainer-trainee / SP2 / debrief
Elizabeth Andress-Hubbs Center EL Civics 10/18/09
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Food Safety_Unit Benchmarks & Unit Plan
Timeline
5 days
Section Product 3
Visit an ELL3 or 4
class (teacher
alerted in advance),
distribute job ad,
make verbal pitch
about (simulated)
job openings,
recruit trainees,
announce date /
time / content of
food safety training
Benchmarks
See above
Materials
 Career Discovery
Journal – cover
page
 Oxford Picture
Dictionary
(black), pp 62-63
– food service
jobs
 Powerpoint slides
– Jobs in the Food
Industry
 Apply Yourself p
47-48-49-51
 Career Pathway –
blank and food
service example
 Job Posting –
Position Available
worksheet
 Recruitment Plan
outline
 Field Trip
Learning Guide
 Questions –
grammar poster
Activity Product 1
Career Discovery
Journal – list all
food service jobs
you know; people
you know working
in food service;
questions you have
about food service
careers
Activity Product 2
Career Pathway –
Food Service
Activity Product 3
Reading Job Ads
worksheets
Activity Product 4
Job Posting –
Position Available
– create job ad for
Culminating
Activity training
Activity Product 5
Recruitment Plan
Activity Product 6
Field Trip Learning
Guide
Day 1 – review concepts of jobs, careers; introduce concept of pathway; introduce Career Discovery Journal (staple cover sheet to 5 sheets of
lined paper); study reference material (picture dictionary, powerpoint, on-line) on food service jobs / AP1
Day 2 – review Day 1 material / AP2 / teach job ads / AP3 = homework
Day 3 – check AP3 homework / AP4 – decide on one job to “post” and recruit for / AP5 – use outline
Day 4 – practice AP5 / SP3 / debrief / review question words (use poster) / AP6 [can be modified for guest speaker]
Day 5 – field trip (or guest speaker) – visit school cafeteria, restaurant, or have food service manager speak in class
CULMINATING ACTIVITY – 4 days
(See Food Safety_Culminating Activity for description, instructions and materials)
Elizabeth Andress-Hubbs Center EL Civics 10/18/09
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Food Safety_Unit Benchmarks & Unit Plan
Timeline
2 days
Section Product 4
Mock interview –
“What job are you
applying for? Why
are you interested
in this job?”
Benchmarks
See above
Materials
 Venn Diagrams –
Teacher Guide
 Venn Diagram –
blank
 Venn Diagram –
food service –
teacher reference
 Career Discovery
Journal
 Student Checklist
Activity Product 1
Venn diagram for
food service jobs
Activity Product 2
Career Discovery
Journal – personal
preferences
regarding food
service jobs
Activity Product 3
Career Discovery
Journal – prepare
response to mock
interview question
Activity Product 4
Activity Product 5
Activity Product 6
Day 1 – teach term/concept of preference / teach concept of Venn diagram / write jobs on cards / AP1 / AP2
Day 2 – teach concept of interview, common questions / AP3 / model mock interview / SP4 – students work in pairs, interview each other /
debrief / student checklist (give Ss the form they filled out at beginning of unit) / wrap-up unit
Elizabeth Andress-Hubbs Center EL Civics 10/18/09
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