Perfect Pig Book Reports

1. Organize students in a meeting area of the classroom such as the reading rug. Pose questions about pigs such as, "What do you know about pigs? How many are born at a time? What do they eat? How big do they get? What do they like to do? Which pigs make good pets? Why do pigs make such interesting main characters in books?" Allow time for discussion.
2. Read a book or poem about pigs. Ask students to identify the characters or events that were the most captivating. Why would other students enjoy reading this story?
3. Invite students to create original pig book reports. Begin with a piece of construction paper(perhaps pink). Students outline a pig with Crayola® Erasable Colored Pencils. Cut out your pig with Crayola Scissors.
4. Students use Crayola Washable Markers to draw their pigs' faces. Draw in the snout, ears, eyes, and mouth.
5. Ask each student to think about what he would say about his book that would convince others to read it. What was the funniest part? Describe a colorful character. Build curiosity about the plot. Students write ideas on the pig. Use drawings to show characters and the action.
6. Students present their pig-sized book report orally to classmates. Encourage students to create some mystery so others will want to read the book to find out what happened.

LA: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

LA: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

LA: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.

MATH: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

MATH: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

MATH: Add up to four two-digit numbers using strategies based on place value and properties of operations.

SCI: Construct a representation in which plants and animals depend on their environment and each other to meet their needs.

SCI: Observe and compare the many kinds of living things that are found in different areas.

SS: Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.

VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

VA: Use visual structures of art to communicate ideas.

Possible classroom resources include: Pigs by Robert Munsch; Pigs by Gail Gibbons; Storey's Guide to Raising Pigs: 3rd Edition by Kelly Klober; Pigs! by Becky Wolff;

Students work in small groups and use their research on pigs to compose original math word problems involving pigs. For example, "If you have six pigs in the pig pen, how many legs are in the pig pen?" Challenge classmates to find the answers to your math word problems!

In what regions of the world are pigs raised? Students work in small groups to sketch a world map, including the borders of countries. Students label areas where pigs can be raised.