Day 1/2
WEEK ONE
First Day / Getting to Know You / 1. Alphabetical order by first name - no talking
Alphabetical order by last name - talking
2. Take roll - have students say their favorite food as you call their name (Me: Swedish pancakes (best)
*Food Revolution - share syllabus opening paragraph *Show how to log on to Canvas to access syllabus and class info.
3. Syllabus activity (XEROX + xerox 10 syllabi for classes to use) / get into groups of three / Discussion.
4. Discuss Canvas Access:
*Have student come up and log in/ Clarify online discussion groups
*Find on Discussions for Week 1 (try to respond to posts that don't have any discussion so everyone gets at least one response)
*Update your profile pic (Go to "Settings" up at the top and click on the avatar by your name. Then you can upload a pic of yourself - helps all of us to know who is who!)
*Service Learning - Explain partners and Sign-up Sheets *Changes handout & Wasatch Gardens
Homework: Look at Announcements!
*Update your profile pic (Go to "Settings" up at the top and click on the avatar by your name. Then you can upload a pic of yourself - helps all of us to know who is who!)
Readings:
Do you know where your food comes from?
Read the following two articles and submit your answers to thesereading questionson Canvas "Assignments." (Due by Thursday)
- Wendell Berry, “The Pleasures of Eating”
- Catacalos & Janzen, “Suburban Foraging: Two Families Eat Only Local”
- What is Wendell Berry’s main point? Eating is an agricultural act and we need to eat responsibly. Doing so will benefit us by giving us more freedom, offering us greater pleasure, and preserving our environment.
- How does Berry support his point with reasoning or evidence? We are divorced from our food by industrial food producers who have an interest in keeping us ignorant of the conditions our food was produced in. We cannot be free if our food sources are controlled by someone else. A significant part of the pleasure of eating is in one’s accurate consciousness of the lives and the world from which food comes. Eating responsibly means to participate in food production, prepare our own food, buy local, and educate ourselves about our food.
- How does Berry define an “industrial eater”? One who doesn’t know that eating is an agricultural act, who no longer knows or imagines the connections between eating and the land, and who is therefore necessarily passive and uncritical—a victim.
- According to Berry, “One reason to eat responsibly is to live free.” What does he mean by this?
- Do you agree with Berry’s point of view? Why/why not?
- What was the pledge the women took? For one month to forage locally—within a 150-mile radius of their town.
- What was the problem with getting wheat flour to make bread? How did they solve the problem? No milling facilities in Maryland. A small kitchen grinder, then Wade’s Mill in Raphine, VA via the internet.
- How did they satisfy their craving for sweets? Renee made peanut butter cookies using maple sugar, and Kristi baked cookies with whole spelt flour and pecans.
a. Introduce yourself to the class. Tell us who you are and what you are interested in. What makes you unique?
b. Are you a "responsible" eater? Do you know where your food comes from?
Next Class:
1. Select one of your favorite foods and start researching the steps it went through to reach your table.
2. Update your Profile picture on Canvas with a face shot of yourself so we can see each other better online. Thanks!
Tues, 9/2
Day 3/4
Track it Back
WEEK TWO / Roll /Service Learning Reminders and Sign-up sheet
- Remind about Road Home Orientation/Training tonight from 5 pm - 7 pm
- Wasatch C. Garden: Friday, September 5th, 9-10 am at Grateful Tomato
streets near the garden. *No sign, just look for vacant garden lot)
- Wasatch Garden Tomato Party at the Grateful Tomato Garden on Sat. 9/6 - free to the public
- Reinforce Service Learning: *Discuss Felicia's question: What do you want your students to get out of volunteering? (Answer: get out of comfort zones, serve community, become an active participant in something involving food, learn why it is important to eat responsibly and why, and to have some community service to list on your resume!)
Such a range of people who live on fast food, to those who grew up with gardens and home cooked meals. This will be an interesting class!
•Introduce “Track it Back”: Select one of your favorite foods and start researching the steps it went through to reach your table. Read food labels, do an Internet search, and/or talk to your local grocer to get the information you need. Write about your chosen food item's journey to your plate. Bring this draft to class next week to share in groups.
•*Tip: You may pick any food item for this research assignment. For example, In-n-Out Burger takes pride in where their ingredients come from in their hamburgers. You could visit your favorite steakhouse and find out where they get their sirloin steak, etc. Where do those tomatoes that you buy really come from? Find out as much information as you can and then tell about what you found out. Where and how was the item grown? Where and how was it processed? How far was it transported? You may want to begin with some background about your food choice and why you enjoy/love this food so much. Then you can move into what you found out about its journey to your plate. Rough Draft, 1-2 pages. *For citations, please point out your sources in the context of your paper. (No need for a Works Cited page.)
•Quickwrite Rules
- Write about your chosen food item: Where does it come from? How does it get to your table? Why do you like this food? Is it good for you? Why or why not? What do you know about it?
- Portlandia clip, "Is it local?"
- Group Discussion: (POST UP ON OVERHEAD)
- In the "Pleasures of Eating" reading, what interests you about Berry’s position? What do you agree/disagree with?
- If you were to take the same challenge as Janzen and Catacalos in "Suburban Foraging," what would you have to omit from your diet? Do you think you could do it?
- Would you have to increase the range?
- Would you be able to eat your chosen food item for "Track it Back," for example?
HOMEWORK:
Readings:
- "Tasteless" by David Sedaris, Food text, p. 29
- "Bread and Milk" by Charlotte Howe
- Are you a quantity eater, like Sedaris, or a quality eater? Describe your most memorable meal. What made it special? What elements, be they ingredients or portion size, made this meal different from your everyday eating experiences?
- Post on Canvas "Discussions" by Thursday and respond to two peers by Sunday
- Track It Back Rough Draft (1-2 pages, typed) – Bring to next class for peer review
Tues, 9/9
Day 5/6
WEEK THREE / Roll & Discuss Service Learning dates and announcements + Writing Center bookmark
Sedaris reading / "Bread and Milk" / Memorable Meal discussion - next few weeks we will be analyzing ourselves and how we connect to food. Audience / When you were posting this piece, how did you keep your audience in mind as you wrote it? Is audience important? Why/why not? *Groups: Discuss what the elements are of an effective piece of writing / Go around and take credit for Track it back RD / List group ideas on board
Student Memorable Meal examples: Share one and discuss what makes it effective for you as a reader.
Discuss how we make our writing effective and how the audience is affected.
Side Dishes - can revise the Memorable Meal paper and turn in as a side dish as a Food Memoir.
WHOLE CLASS:
Share student samples on Track it back page. Discuss what makes them effective for an audience.
GROUPS:
Use the questions below to respond to group:
•Where are missing links in the chain from the earth to the table? What ideas do you have for further research? Where would you look? What further questions would you ask? Discuss audience / reader interest: How can you make this paper interesting for an audience to read?
*Choose the most interesting or surprising food item’s chain or the piece that is most effective for an audience—share with the class
*Rubric on Assignments - take time to review + point breakdown (include info. on
including sources in context of paper!)
-Go over MLA format using the Lemonade student sample. *MLA format file on Canvas
HOMEWORK:
Reading:
- Read the Introduction, "Entering the Conversation" in They Say, I Say, pp. 1-14.
- Track your food for five days! You may use a phone app like My Fitness Pal(Links to an external site.)or you can download this One Week Food Journal. Keep a journal/log of what you eat every single day! Include amount, time, place, cost, the calorie content, etc. Choose one day to eat local. Journal about how things went on that day. Was it possible to eat locally? What are your observations? * I will take credit for logs next class.
- Track It Back paper due on Canvas by Thursday, 9/11. Attach to the Module. Be sure to review the assignment and use MLA Format. See the grading rubric on the Module.
Tues, (9/16) 2/4
Day 7/8
WEEK FOUR
20 min
15 min / Freewrite: Write about what you know so far about the organization you are serving and the service you are performing. What population does the organization serve? What community issues are being served? If you have gone to volunteer, what did you observe while at the organization? What are your plans for volunteering?
BUSINESS:
Discuss Service Learning Experience so far / Questions? Comments?
(8:30 class) Writing Center bookmarks + announce tutoring from 10-11 am Tuesdays
*Groups: Discuss Food Log experience - What are your observations? How did it go to eat local?
*Food Log – go around and take credit
- Hungry Planet
- LISTEN & DISCUSS: Hungry Planet examples & NPR podcasts. *Explain how the book works and the chart next to the picture of the weeks worth of food.
- BRING HUNGRY PLANET books w/bookmarks—divide into groups to view as we listen!
oListen to other clips –Chad (see below) and Germany (1:39)
•EXAMINE & DISCUSS: US-AID Daily Food Ration (File link and visual aid)
•File / Daily food ration for refugees:
US-AID Daily Food Rations
2,100 calories per person, per day
15 oz. millet
¼ c. lentils
CSB Corn-Soy Blend
1 T. sugar
1 t. salt
¼ vegetable oil
•TASTE & DISCUSS: Aiysh.
• Here’s the recipe:
Aiysh
Congealed Millet Porridge
2 cups millet
2 quarts water
Vegetable oil, to coat bowl
Bring millet flour to mill to grind.
After obtaining ground millet flour, light fire and bring water to boil in a large pot.
Add millet flour in small amounts until it begins to thicken and bubble. Stir constantly, pulling mixture toward you in the pot until it holds together in a gelatinous mass.
Press mixture into an oiled bowl to make a round shape. Invert onto serving plate or tray.
Discussion & taste test: This is what it takes to survive - just enough nutrients to get by
LISTEN: Big American (0:49) / DISCUSS QUOTES ON BOARD
Small groups: discuss and answer HP questions / share
Include how you measure up to these families in Hungry Planet? How does your food compare to what they eat in a week?
Homework:
Readings:
They Say I Say Text:
“The Art of Summarizing,” pp. 30-40
David Zinczenko's, "Don't Blame the Eater," pp. 391-394
*Write a summary of Zinczenko's arguments (his "I say") against the practices of fast-food companies. Use two of the verbs on page 39 and 40 in the summary. Bring to class with you next time.
*In the Food text, review David Sedaris’ piece, “Tasteless” (p. 29, Food), and Wendell Berry’s piece, “The Pleasures of Eating” (p. 21, Food). We will be discussing all three of the above readings in class next time. Think about how you relate personally to the readings now that you have done your food log for a week.
Online Discussion:
To prepare for your next paper, I want you to continue to analyze yourself and your own eating habits compared to some of the readings we are doing in class. For this discussion, I want you to first review the readings we have done (see above) and then post your thoughts regarding the points made by these three authors, as well as what we discussed in class with the Hungry Planet text.
How did it go with your food log? What did you notice? Observe? How do you compare to the families in Hungry Planet (Links to an external site.)? Do you have someone else to blame for your eating habits (Zinzcenko reading)? Do you still think you are a quality or quantity eater (Sedaris reading)? Are you a responsible eater (Berry reading)? Why or why not? *Post by Thursday, respond to two peers by Sunday
Week 5 9/23/14 *Track it Back papers graded online
Discuss "Track it Back" papers / Discuss what makes it a good paper *Circle back to the introduction / title / bring it all together!
How to view with my comments on Canvas - student volunteer
*Optional assignment: Look at comments / Resubmit with as many corrections made as possible / Points added to score!
-GRAMMAR MINILESSON: (Pages "Grammar" on Canvas)
*"Numbers"
*"Homophones"
*Beginning sentences with "And" and "So" - leads to fragments / unprofessional
*"Punctuating Quotations"
*"Comma Splice"
*Teach em dash (popular punctuation) *Extra credit if you use in next paper!
*We will discuss proper citation later on with our argument essay!
Go over Food Analysis assignment: (Review assignment online) *Use 1 of the 3 articles we’ve read so far
Small groups: Discuss Zinczenko reading: Are you to blame for your eating habits or can you place the blame on others? Is there blame to be placed? Why or why not?
Overview of readings.
*They Say, Section 1: share highlights - discuss how to write in response to another conversation
*Zinczenko's, "Don't Blame the Eater" - title = thesis? Main thesis in conclusion?
Question: Who is Zinczenko responding to? What is the larger conversation?
We are entering the conversation - What are "they saying," and even better, what would "you say"?
"THEY SAY" OR SUMMARY: Review Summary: Pg. 30-31 of They Say
*What does a real summary include? (File: "How to Write A Summary" Handout ) and TSIS p. 39-40 "Verbs for Introducing Summaries and Quotations" = Vivid and Precise Signal Verbs
Small groups: Using the summary you did for homework, write a 2-3 sentence group summary of Zinzcenko’s essay / Pick one of the other two essays and write a summary for it as well. Share with class / Discuss
HOMEWORK:
Reading:
They Say, I Say, "The Art of Quoting" chapter, pp. 42-50
Online Discussion: If you haven’t already done so in class, write a brief summary of the reading that you have chosen to respond to for the Food Analysis paper. Pick a quote from that same essay that you feel you can respond to. Put it in a quotation sandwich (as mentioned in the chapter "The Art of Quoting" on p. 46). Write up a 1-2 page draft using the summary and quote from above. Post your Food analysis paper rough draft on Week Five Discussions Module (Typed, 1-2 pages).