General Information:

• Title: I Will Never Not Ever Eat a Tomato
• Author: Lauren Child
• Publication date: 2003 (first published 2000)
• Publisher: Candlewick Press
• Brief description: I think this book would be the best selection because it is relatable and it provides maybe a way that can help picky children find foods they might love by using their imagination.  I like how it gives a glimpse on how trying new things by using your imagination can be fun, too.  If one person is willing to try new things, then it will have a domino effect.  So, say this only inspired a couple students to try new foods, and once students see the couple students try new foods then those students will follow their lead.  Students can easily relate to not wanting to try new things, but maybe the idea of it is worse than the actual taste of it (for some reason, veggies and certain foods have a negative connotation).  Maybe, the negative connotation being erased can help students find the urge to try things they have never tried before.  This book names a lot of healthy foods that the students will be exposed to.  Maybe a good activity for after this book would have students give reasons why it’s important to try new foods and why it’s important to choosing healthy foods.  Then have them name 3-5 snacks they usually eat that they could replace with healthy snacks (provide an explanation of how it will benefit them).
• • Excerpt:
    • “I Will Never Not Ever Eat a Tomato” Video

 Core Integration: 

• Core Topic:  LITERACY: Opinion/persuasive writing…  Students could choose a healthy food that is within the 5 food groups and provide an argument for why their classmate should try the food they picked.  This will work on persuasive writing and understand the benefits of certain foods.  Providing evidence that backs up their arguments.

Standards:

• National Health Education Standards (NHES), Healthy Behavior Outcomes – Nutrition:

NHES 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

NHES 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

NHES 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks

NHES 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks

HE1.5.3 Describe the benefits of eating plenty of fruits and vegetables

HE1.5.15 Describe the benefits of healthy eating

HE 3.5.2 Describe how relevant influences of peers affect food choices and other eating practices and behaviors

HE 4.5.1 Demonstrate effective verbal and nonverbal communication to avoid unhealthy food choices and promote healthy eating

HE 5.5.6 Describe the final outcome of a decision related to healthy eating behaviors

HBO 1. Eat the appropriate number of servings from each food group every day

HBO 2. Eat a variety of foods within each food group every day

HBO 3. Eat an abundance of fruits and vegetables every day

HBO 12. Follow an eating plan for healthy growth and development

HBO 13. Support others to eat healthy

• Standards for general curriculum topic: Literacy

ELA Grade 3 Standards

CCSS.ELA-LITERACY.W.3.1

Write opinion pieces on topics or texts, supporting a point of view with reasons.

CCSS.ELA-LITERACY.W.3.1.A

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

CCSS.ELA-LITERACY.W.3.1.B

Provide reasons that support the opinion.

CCSS.ELA-LITERACY.W.3.1.C

Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

CCSS.ELA-LITERACY.W.3.1.D

Provide a concluding statement or section.

• Student Worksheet:

• My exit slip for students after they read/hear student’s opinion writing (follow up assignment):

1. What are three to five snacks you eat?
2. Which ones are not healthy?
3. What healthy foods can you replace for your unhealthy snacks?