ore4. Discuss the new words on the word wall in class. Define the words, look at how they are used in the book, and create example sentences in which the words could be used.-Explore5. Ask students to create a found poem using the words on the new word wall. Give them time in class to begin. Have the students share their found poems at the beginning of the next lesson.-Explore Day Two, Session OneMaterialsReview all of the previous lesson’s activites.-PrepareHave students first share their poems with a partner. Then ask for volunteers to read their poems aloud to the class- RespondHave students write their response to the found poems and the word wall in their journals- RespondAsk for volunteers to share their ideas about found poems and word walls.-RespondAsk students if there are any more words that they think need to be added to their word wall- ExploreHave the student write any new words that need to be added to the word wall on the word wall.- ExploreDay Two, Session TwoMaterials: The True Story of the 3 Little Pigs, by Jon Scieszka, paper, pencils, pens, buddies.The teacher will ask student to think about what questions they would ask the author about The True Story of the 3 Little Pigs if they were given the opportunity. –RespondingStudents will write a rough draft and follow through with a writer’s workshop plan with a partner. Students will be given the full hour to complete this assignment.-RespondingIn the letters the students write to the author, they must give specific examples out of the book over what it is they are questioning.-ExploringStudents are expected to have their final draft of their letter completed by the end of the class period. The teacher will send their letters to Jon Scieszka.Day ThreeMaterials: The True Story of the 3 Little Pigs, by Jon Scieszka, paper, pencils, Students will get into groups of 3, go to the school library and check out picture books on their choice of pigs or wol...
