• 25 sheets of heavy manila paper
• 75 sheets of white Xerox paper
• stapler
• 25 3x5 note cards
• black magic marker
• Pigs, by Lynn Stone
• The Book of the Pig, by Jack Denton Scott and Ozzie Sweet
• 25 pairs of scissors
• 15 bottles of glue
• marker/crayons for the whole class

1. In preparation for this lesson, the teacher must make a model "pig"tionary of his/her own. In addition to making a dictionary, the teacher must write possible words for a pig dictionary on 3x5 note cards. Make sure the words are written dark enough and large enough for the whole class to see. Also prepare for the lesson by making empty dictionaries for the children to fill. In order to do this, fold the large manila paper in half. Fold three sheets of copy paper in the same way and place them inside of the manila paper to make a booklet. Bind the booklets with a stapler along the fold. Make one for every student in the class.
2. Before the lesson begins, tape the pig words (3x5 cards) on the chalkboard in random order.
3. This lesson begins by calling everyone to the carpet. Have children sit facing the chalkboard. Wait until everyone is sitting and ready to listen.
4. Use the teacher model of a pig dictionary to get their attention. Explain to the class that they will be making a "pig"tionary similar to this one. As you show the students the "pig"tionary, ask them what they need in order to make a dictionary like yours. Students might say, "words, illustrations, definitions, etc."
5. Explain that some suggested words for a "pig"tionary are on the board, but before we try to make a dictionary with those words we must consider and plan out several things. These include putting the words in alphabetical order (the way that they would appear in a dictionary), figuring out what they mean (in order to write a definition), deciding how to illustrate these terms, and checking to see if there are any words that the students want to add to the list.
6. As a group, put the words in alphabetical order. Have children decide which word would come first and go from there. If words are added to the list later, make sure to add a 3x5 card to the list and fit the added word into the list alphabetically.
7. Once the initial set of words are on the board, go back through the list and briefly discuss the meaning of these words. Since the terms will be relatively new to the students, the teacher may need to refer to pictures or passages from informational books to explain these concepts more clearly.
8. As children go through the list defining the words, have them think about ways to illustrate them in their dictionaries.
9. When all of the words have been defined, ask for a few volunteers to add to the list. Make a new 3x5 card for each new word. Talk about the meaning of the word and how it relates to pigs. Remind students that this is a special dictionary which only contains words related to pigs. If ideas are brought up that donŐt really fit, ask the students why they chose that word for a pig dictionary. If there is absolutely no relation at all, ask the child to think of a more appropriate word.
10. When the list is complete, explain to the child what they are to do individually. Explain to the students that each book has 12 pages in it. They need to find a word for all 12. BUT before they do anything, they must choose the words that they plan on including in their dictionaries. Model this procedure for them. Each child will be given a sheet with 16 words and definitions already typed out and ready to go (the same words that were discussed in the large group). Students are to choose at least 8 of those words to include in their dictionaries. If they want, they can choose all 12 words for their dictionaries from that list, but if they want to add to the list, the most they can add is 4. Point out the handout which has boxes for the children to write these new words and their definitions. This may be confusing, so model this out slowly and clearly to them. Pretend you are a student and choose 8 words and make up 4 of your own. Put that list of words on the board. Then alphabetize that list. Write the new alphabetized list next to the old. Erase the old. Explain that kids can put these in order on their desks once they have cut them out. BUT stress this point!!! Before any gluing or any drawing in their dictionaries, they need to have the order of the words checked by the teacher.
11. When the teacher comes around to check, he/she will write a number on the back of the definitions in the order that they should appear in the dictionary. This is to let the teacher know that they have checked their work and to help the child stay organized with these scraps of paper floating around.
12. Emphasize that the first word will go on the first page of the dictionary and the second word will go on the second page of the dictionary, and so on. Once the words and definitions have been glued into the booklets, they can begin to illustrate the meanings of the words. Encourage students to use things around the rooms to help draw their illustrations (books, posters, etc.)
13. Also encourage students to use the handout for decorating the front cover of their dictionaries. The cover should read, "My 'Pig'tionary, by student's name." The students can use the pigs provided or design their own covers.
14. Once the model is complete and all questions have been answered, let the children go to work. Do not give the actual booklets out until their words have been checked by a teacher. At this time, give each student one of the handouts. Leave the alphabetized words on the board to aid students who may be struggling.
15. Walk around the room and assist students. When the time period is up, have students put all of their unfinished work in their "pig" folders and tell them that they will have time to finish them over the next couple of days.

1. Did the students include all of the main components of a dictionary that we discussed in their work? Were the words alphabetized? Did the terms chosen relate to pigs? Did the pages resemble that of a dictionary? Did the illustrations relate to the term on that page?
2. Were students able to arrange these words in alphabetical order? Large group? Individually?
3. Did they understand the concepts discussed and used in this lesson? Were their illustrations accurate? Did their definitions in the large group show a deep understanding of the material?

How did I do? Did I move around the room to captivate the audience and keep the students on the outside of the circle involved? Did I use suggested management techniques? Were the students interested in this activity?