(page 16-17) You will continue the reading clarifying “echo” the different attitudes the pigs display. Note: If your students don’t understand “echo” reading, model a phrase or two with them responding. DAY 2 (Session 2) As you read, tract the text so students can notice the – Whole Group Vocabulary Activity: words. Step 1: On 3 x 5 index cards write the 11 vocabulary words: flop, wallow, galloping, monstrous, frightening, scratched, fussy, squirm, squashes, grunts and squeaks. (These words have already been introduced and discussed as you read the story.) Step 2: Explain to the students that they are going to Note: As you read these two pages, point out to the play Charades with the Powerful Pig Words from the students the different kinds of etc. the pigs “grunts”, story. With a partner they will decide how they want have when they are bothered by your actions. to act out the word assigned to them. (Assign partners at your discretion) Step 3: Give them five minutes to rehearse how they will portray word. Step 4: Take the remaining ten-fifteen minutes to Note: As the students act out their word, point to the allow each partner group to share their Charade. word on the Vocabulary Chart. At the end of the session Have a conversation about how many new words they DAY 3 (Session 1) now know! – Reread pages 18 19 and discuss – “stubborn”, and as they relate to the “difficult”, “herd” illustration. Read the phrase on page 18 and ask students what means in the context of “stubborn”
(page 16-17) You will continue the “echo” reading clarifying the different attitudes the pigs display. DAY 2 – (Session 2) Whole Group Vocabulary Activity: Step 1: On 3 x 5 index cards write the 11 vocabulary words: flop, wallow, galloping, monstrous, frightening, scratched, fussy, squirm, squashes, grunts and squeaks. (These words have already been introduced and discussed as you read the story.) Step 2: Explain to the students that they are going to play Charades with the Powerful Pig Words from the story. With a partner they will decide how they want to act out the word assigned to them. (Assign partners at your discretion) Step 3: Give them five minutes to rehearse how they will portray word. Step 4: Take the remaining ten-fifteen minutes to allow each partner group to share their Charade. DAY 3 – (Session 1) Reread pages 18 – 19 and discuss “stubborn”, “difficult”, and “herd” as they relate to the illustration. Read the phrase on page 18 and ask students what “stubborn” means in the context of Note: If your students don’t understand “echo” reading, model a phrase or two with them responding. As you read, tract the text so students can notice the words. Note: As you read these two pages, point out to the students the different kinds of “grunts”, etc. the pigs have when they are bothered by your actions. Note: As the students act out their word, point to the word on the Vocabulary Chart. At the end of the session Have a conversation about how many new words they now know!