1a. What should you do if your knife is not very sharp?
2a. How do you "rest the onion" before slicing, according to both steps 2 and 3?
3a. Look at each step of the onion-chopping process. Do any of the four steps contain extra information that you don't need? Could any steps be combined?
4a. Does this process describe the best possible way to chop an onion? Why, or why not?
1b. How would that help?
2b. What purpose does this serve?
3b. Summarize, in your own words, Ken Haedrich's steps for chopping an onion.
4b. How would you modify the onion-chopping directions so they would apply to chopping another ingredient in the salsa recipe?
Concrete Language. How does the use of concrete language clarify the process of chopping an onion in this selection?
Chronological Order. What words does the author use to clarify the order of steps in the process?
1. Write instructions for slicing an apple. Be as specific as possible, assuming your audience has no idea how to perform the task.
2. Write an advertisement for a farmer's market stand that features several varieties of fresh onions.
3. Write stage directions describing a person chopping an onion in a play.
Analyzing a Recipe. Find at least two recipes for your favorite food. Analyze each recipe and choose the one that seems closest to your personal taste. Following the recipe you select, prepare the dish with the help of an adult, if needed, and try it. Was it as good as you thought it would be? Why, or why not? Did you modify the recipe in any way? If so, how do you think the change or changes affected the dish? Use the space below to write the results of your recipe analysis.
Writing Directions. In small groups, write directions to prepare a particular entrée (main course). Dishes you may want to consider include spaghetti, tacos, chef salad, or hamburgers. Discuss and come to an agreement on the recipe's ingredients, the quantity of each items, and the method of preparation. If you have access to a kitchen, try out your recipe to see if it creates a palatable entrée. If possible, plan—as a group—a class demonstration of your food preparation. Outline the procedure, indicating which group member is responsible for explaining each step. For more information, refer to the Language Arts Survey 6.4, "Writing a Step-by-Step Procedure."
Writing Imperative Sentences. Rewrite the following sentences as imperative sentences.
Example: John needs to eat his dinner before it gets cold. John, (you) eat your dinner before it gets cold!
1. Katrina added some salt to the soup.
2. Seymour, could you help your brother with his math?
3. You may plant the flowers after lunch.
4. The children carefully trace the letters of the alphabet.
5. Jana will drive to town to pick up her father.
6. The students will pass the specimen around the classroom.
7. Michael took out the garbage.
8. Felicia gave the doll back to her little sister.
9. Fido came in out of the rain.
10. Sarah will feed the goldfish.
Researching Cooking Words. Using a cookbook or the Internet, find at least ten words associated with cooking. Write down each word and its definition, using a dictionary if necessary. Terms might include gadgets (mandoline), food-related items (zest), or methods (blanch). After everyone in the class has completed their lists, take turns trying to guess what the terms mean.
