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Alyssa - Language Arts: CCSS.ELA-Literacy.RI.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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Alyssa - Language Arts: CCSS.ELA-Literacy.RI.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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Extension 1: The students make a poster and list the characters, the setting, what happened, and the problem and solution in detail.

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Alyssa - Social Studies: 2. Change over time can be shown with artifacts, maps, and photographs.

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Alyssa - Social Studies: 2. Change over time can be shown with artifacts, maps, and photographs.

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Extension 2: After reading "Thanksgiving Is.." Have the students draw a picture of the first Thanksgiving and then have them draw a picture of their Thanksgiving.

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Alyssa - Language Arts: CCSS.ELA-Literacy.RI.2.5Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

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Alyssa - Language Arts: CCSS.ELA-Literacy.RI.2.5Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

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Extension 3: Have students find the heading that says, "Thanksgiving has many symbols" then have them draw and write about symbols they use for Thanksgiving.

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Alyssa - Language Arts: CCSS.ELA-Literacy.RI.2.9Compare and contrast the most important points presented by two texts on the same topic.

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Alyssa - Language Arts: CCSS.ELA-Literacy.RI.2.9Compare and contrast the most important points presented by two texts on the same topic.

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Extension 4: Use a Venn Diagram to compare and contrast the first Thanksgiving and Thanksgiving that is described in the rest of the book.

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Alyssa - Language Arts: CCSS.ELA-Literacy.RL.2.7Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

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Alyssa - Language Arts: CCSS.ELA-Literacy.RL.2.7Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

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Extension 5: Bring in apples to make caramel apples that is in the illustrations. Help students understand what this book is about and what one can do with apples.

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Alyssa - Science: Communicate about observations, investigations and explanations.

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Alyssa - Science: Communicate about observations, investigations and explanations.

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Extension 6: Bring in apples and observe the seeds and the type of apples there are. Split them up into groups and talk about what they see.

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Alyssa - Language Arts: CCSS.ELA-Literacy.RI.2.7Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

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Alyssa - Language Arts: CCSS.ELA-Literacy.RI.2.7Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

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Extension 7: After reading the book, the students should draw the process that an apple goes through, starting with the planting of seeds.

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Alyssa - Social Studies: 4. Biographies can show how peoples’ actions have shaped the world in which we live.

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Alyssa - Social Studies: 4. Biographies can show how peoples’ actions have shaped the world in which we live.

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Extension 8: Have each student create a different picture from events that happened in Abe Lincoln's life according to the book. Then when they are finished, have them put the pictures in chronological order to create a timeline.

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Language Arts: CCSS.ELA-Literacy.RL.2.3Describe how characters in a story respond to major events and challenges.

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Language Arts: CCSS.ELA-Literacy.RL.2.3Describe how characters in a story respond to major events and challenges.

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Extension 9: Have everyone make a craft of President Lincoln and on his hat write down a challenge he went through and how he solved the problem.

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Alyssa - Language Arts: CCSS.ELA-Literacy.RI.2.6Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

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Alyssa - Language Arts: CCSS.ELA-Literacy.RI.2.6Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

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Extension 10: After reading the book, the children will draw what their room looks like and then I will have them write if they like there room being clean.

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Alyssa - Language Arts: CCSS.ELA-Literacy.RL.2.7Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

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Alyssa - Language Arts: CCSS.ELA-Literacy.RL.2.7Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

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Extension 12: I would have students do readers theater or have them act out the story of the Three Little Pigs so they can gain information on what happened in the book.
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Language Arts: CCSS.ELA-Literacy.RL.2.9Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Extension 11: I would have a Venn Diagram on a smart board and I would have facts about the two stories of the Three Little Pigs and each student can go up and put the fact under what book the believe it happened under or if it happened in both.

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Alyssa - Language Arts: CCSS.ELA-Literacy.RL.2.4Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

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Alyssa - Language Arts: CCSS.ELA-Literacy.RL.2.4Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

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Extension 13: I would have the students read the book with me when a repeated line comes up. After they read the book, they will write down why the repetition is important and how it is important in the story.

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Alyssa - Mathematics: CCSS.Math.Content.2.G.A.3Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

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Alyssa - Mathematics: CCSS.Math.Content.2.G.A.3Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

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Extension 14: I would have the students split up a rectangle to demonstrate how they would split up the items in the book so all of the bears and Goldlocks get a fair share.

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Alyssa - Language Arts: CCSS.ELA-Literacy.RL.2.3Describe how characters in a story respond to major events and challenges.

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Alyssa - Language Arts: CCSS.ELA-Literacy.RL.2.3Describe how characters in a story respond to major events and challenges.

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Extension 15: The students can act out the story and show how they would solve the problems that are faced in the story.