In Common...or not

In common...

The following groups of foods are all linked together by something in common. Look at the food names and see if you can find the common denominator. (There may be more than one answer that fits.)

Example:

bread, cherry pie, cookies, lasagna

What they have in common: all are cooked in an oven.

1.beef, strawberry, tomato, maraschino cherries________________________________________

_____________________________________________________________________________

2.ice cream, cereal, soup, pudding _________________________________________________

_____________________________________________________________________________

3.coffee, soup, mashed potatoes, pizza ______________________________________________

_____________________________________________________________________________

4.casserole, tossed salad, beef stew, trail mix __________________________________________

______________________________________________________________________________

5.cookie, hamburger, bagel, peppermint ______________________________________________

_____________________________________________________________________________

...Or not

Now try a different twist. For each of the groups of foods below, figure out what all the items except for one have in common. In the space provided, write the item that doesn’t belong and why

______________________________________________

_______________________________________________________________________

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Teacher Instructions

Sentimental Journey

s u m m a r i z i n g

Because people of all ages have memories in which food plays an important role, “food memories” can be an excellent basis for an exercise in collecting information and then summarizing it.

Ask students to choose an older adult to interview about his or her memories. Suggest that they choose someone older rather than younger, if they have a choice. Memories from older people will likely be very different from a student’s own memories— and thus more interesting. (In the past 100 years, after all, food habits have changed tremendously. For example, people used to eat almost all their meals at home, or at the homes of friends. Now many people don’t know how to cook at all, relying on microwave warm-ups and fast food.)

With your class, brainstorm a list of questions that students might ask. Here are a few ideas:

What kinds of food do you remember from your childhood days? What kind of candy was popular? What foods played a part in your family’s traditions? Were any of the traditional foods in your family different from the foods of your friends and neighbors? Who did the cooking in your family? Was this person any good at it? Did you learn to cook at an early age? Or ever? Why or why not? Are there foods from your past that you miss? Don’t miss?

Think about your years of dating. What kind of role did food play? Did you go out to eat? What were your favorite foods? Did you like to eat anything others thought was weird? Do you associate any food memories with a certain person? If so, who?

After you have brainstormed a long list of possible questions, have students select 10 questions for their interviews. Give some interview hints, such as choosing a time when the person has time to talk, letting him or her know what the assignment is, coming prepared with paper and possibly a tape recorder, being polite, etc.

Have students write one or two page summaries of what they have learned. Remind them that they need not write about everything they hear in their interviews. Ask them to select what they find most interesting and what they think will be most interesting to others.

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DELICIOUS and Disgusting

Delicious

You stop. You stare. You drool. You have just caught sight of one of the most delicious foods on the planet. Describe this food, using details based on the five senses—sight, smell, touch, taste, hearing. However, do not reveal the name of the food or of any of the main foods that are used to create it.

For example, if you are describing meat loaf, you can’t use the word “meat” or “hamburger.” Instead, you must come up with a different way of saying “meat” or “hamburger.” For example, you could say, “an animal product that is ground up.” Instead of using the word “ketchup,” you might say, “a thick goop made from something red and round that grows on vines.”

When you are finished writing the description, trade papers with another student. Can your partner tell what food you are describing? Can you tell what he or she is describing? If so, you have done a fine job of using details to describe something without revealing directly what it is.

Disgusting

You stop. You stare. You wince. You have just caught sight of one of the most disgusting foods on the planet. Just as you did with the delicious description (above), describe this food, using details based on the five senses—sight, smell, touch, taste, hearing. However, do not reveal the name of the food or of any of the foods that are used to create it.

Again, trade papers with a partner. Can you each tell what the other is describing?

Double Time

Repeat both exercises above. If you did well the first time around, try to choose something even harder to describe. If you did not do well before, try to improve your descriptions this time.

“I do not

like broccoli… And I’m the president of the

United States and I’m not going to eat more broccoli.”

—George H.W. Bush

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appetizing antonyms

When it comes to food, people have strong opinions. Mention brussels sprouts, and you will get a clear reaction from people: they either love them or hate them. There is generally no in-between. Love and hate are antonyms—word pairs that are opposite in meaning.

Part A. Match each word on the left, below, to its antonym on the right.

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