I Love My “Pete the Cat” Lesson

Title of Lesson: Pete the Cat Author: AnnClaire Bennett Grade Level: K-2 Subject: Language Arts, Math Form of Art Infusion: Visual Arts, Theater, Music, Movement Content Key Words: (Language Arts, Writing, Vocabulary, Cats, Visual Arts)

Standards/Benchmarks/Common Core: Language Arts K Reading Standards for Literature Key Ideas and Details K1With prompting and support, ask and answer questions about key details in a text K2With prompting and support, retell familiar stories, including key details K3With prompting and support, identify characters, setting, and major events in a story Craft and Structure K5. Recognize common types of text K6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story Range of Reading and Level of Text Complexity K10. Actively engage in group reading activities with purpose and understanding Reading Standards for Informational Text Key Ideas and Details K1 With prompting and support, ask and answer questions about key details in words K3.With prompting and support describe the connection between two individuals, events, ideas or pieces of information in a text Craft and Structure K5 Identify the front cover, back cover, and title page of a book K6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text Integration of Knowledge and Ideas K9 With prompting and support, identify basic similarities in and differences between two texts on the same topic Range of Reading and Level of Text Complexity K10 Actively engage in group reading activities with purpose and understanding Reading Standards: Foundational Skills Print Concepts K1 Demonstrate understanding of the organization and basic features of print K1A Follow words from left to right, top to bottom, and page by page K1B Recognize that spoken words are represented in written language by specific sequences of letters K1C Understand that words are separated by spaces in print K1D Recognize and name all upper and lowercase letters of the alphabet Phonics and Word Recognition K3 Know and apply grade-level phonics and word analysis skills in decoding words K3C Read common high-frequency words by sight K3D Distinguish between similarly spelled words by identifying the sounds of the letters that differ Fluency K4 Read emergent reader texts with purpose and understanding Writing Standards K Text Types and Purpose K1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book Production and Distribution of Writing K6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing including in collaboration with peers Speaking and Listening Standards Comprehension and Collaboration K1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and large groups K2 Confirm understanding of text read aloud or information presented orally through other media by asking and answering questions about key details and requesting clarification if something is not understood Presentation of Knowledge and Ideas K4 Describe familiar people, places, things and events and with prompting and support provide, additional detail K5 Add drawings or other visual displays to descriptions as desired to provide additional detail K6 Speak audibly and express thoughts, feelings, and ideas clearly AnnClaire Bennett and Ann Nelson www.littlewarriors.com Language Standards Conventions of Standard English K1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking K1A print many upper and lowercase letters K1B Use frequently occurring nouns and verbs

Math K Counting and Cardinality Know number names and the count sequence K3. Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 Count to tell the number of objects K4. Understand the relationship between numbers and quantities: connect counting to cardinality A .When counting objects, say the number names in standard order, pairing each object with one and only one number name and each number name with one and only one object b. Understand that the last number said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array or a circle or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects Compare numbers K6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group Operations and Algebraic Thinking Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from K1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verb explanations, expressions or equations. K2.Solve addition and subtraction word problems, and add and subtract within 10 by using objects or drawings to represent the problem Classify objects and count the number of objects in each category K3. Classify objects into given categories; count the objects in each category and sore the categories by count (limit category counts to be less than or equal to 10)

Visual Arts MS Frameworks K1. Use a variety of basic materials and art media to produce works of art. (CP) a. Begin to work cooperatively in producing works of art. b. Use art materials, equipment, and facilities in a safe and responsible manner. K5. Respond to different works of art through oral description. (CA) b. Describe action in works of art (e.g. walking, running, falling, skipping, jumping).

Dance MS Frameworks K1. Demonstrate emerging understanding of movement skills. (CP) d. Experience locomotor movements (e.g., roll, crawl, walk, gallop, hop, jump, leap). K4. Identify diversity of movement choices. (CP, CA) b. Explain the pattern or order of various performed movement choices.

Music MS Frameworks K1. Sing and play a variety of short songs in limited melodic range with a steady beat. (CP) a. Sing from memory, alone or with others a variety of rote songs including folk, ethnic, patriotic, nonsense, and seasonal songs. K3. Listen to and respond to short works of music. (CA) b. Respond to the beat and tempo of various music examples with appropriate movements and/or dramatization.

Theater MS Frameworks K2. Act by playing characters and interacting in improvisations. (CP) b. Perform group pantomimes and improvisations to retell familiar stories.

Resources/Materials  Pete the Cat I Love My White Shoes by Eric Litwin Art by James Dean AnnClaire Bennett and Ann Nelson www.littlewarriors.com  Pete the Cat Rocking in My School Shoes by Eric Litwin Art by James Dean  Pete the Cat and His Four Groovy Buttons by Eric Litwin created and illustrated by James Dean  Change and Grow Kitten to Cat Discovery Kids  http://www.youtube.com/watch?v=nUubMSfIs-U (Pete the Cat I Love My White Shoes)  http://www.ericlitwin.com/#!__videos (Site with several videos of Pete the Cat books and interviews)  http://itunes.apple.com/us/album/my-kitty-cat-songs-for-children/id317299722 Cat Songs

Procedure/Activities: First Lesson: Pete the Cat I Love My White Shoes

 SET: 1. Peek students interest by telling them they are going to meet a very interesting character. Tell them to listen for his name and some of the awful things that happen to him. 2. Use video of Pete the Cat I Love My White Shoes to introduce the character to students. http://www.youtube.com/watch?v=nUubMSfIs-U

 T20 TEACH TO THE OBJECTIVE

1. In large group, ask students to name the author and illustrator of Pete the Cat, as well as their jobs, and to name the main character and setting in the video. Was this book a fiction or non- fiction? How do you know that? Record responses on a chart or interactive board. Ask what his personality was like and to tell why they think that. 2. Ask the students to tell the problem or problems the cat had. List the major events including the things he stepped in, the color of the object and the color his shoe turned. Spend time discussing how he reacted each time. 3. Ask: How did the book make you feel? Have ever felt that way? Have students pair/share with a student sitting next to them so every child can tell their story to someone. 4. Show students the following web-sites that have pictures of Pete the Cat. Discuss his actions, setting, position, accessories, etc. http://www.collegefootballart.com/-p-2208.html; http://www.mikesarttruck.com/dean.html; https://www.google.com/#hl=en&q=pete+cat+pictures&revid=765106947&sa=X&ei=h6X8T57kO4e3rQHX3- WKCQ&sqi=2&ved=0CIsBENUCKAM&bav=on.2,or.r_gc.r_pw.r_qf.,cf.osb&fp=f4c2c84520f3b7b9&biw=1093&bih=521

5. Send students to tables and tell them that they are going to create a Pete the Cat with paper and scissors. Provide each student with 1- 8 ½ by 11 blue piece of paper cut into 6 pieces: 1- half; 1- ¼ piece; 1 – ¼ piece cut into 4 long rectangles. Students will cut an oval body from the ½ sheet piece, a head from the ¼ piece, and 4 legs from the 4 rectangles. Students will use the scraps from the body and head to cut a curved tail, ears, and whiskers. Depending on the level of your students, students can glue Pete on a solid back ground or put Pete in an environment by drawing, painting or gluing on the background reflecting on the pictures from the video, book, and web-sites.

6. After all the Pete’s are finished (students may need several days to work on this visual arts project) bring all the creations together and have students compare and contrast by sorting into two or more groups and explaining his/her rule for sorting. For example, Pete standing on 2 legs or 4 legs, Pete with a prop, Pete’s activity.

7. Re read the book and review the chart made to list the awful things that happened to Pete.

AnnClaire Bennett and Ann Nelson www.littlewarriors.com 8. Guide the students to select a new location for Pete to visit and brainstorm colored things found there that could color Pete’s shoes. Use the format of the book and the information from discussions to create a class book, class movie (using digital tools to produce and publish writing), or individual books based on Pete the Cat I Love My White Shoes.

Pattern of the book: Pete the cat was walking ______in his brand new white shoes. Pete loved his white shoes so much, he sang this song: “I love my white shoes, I love my white shoes, I love my white shoes.” Oh, no! Pete stepped in a ______. What color did it turn his shoes? _____ Did Pete cry? Goodness, no! He kept walking along and singing his song. “I love my _____ shoes, I love my _____ shoes, I love my _____ shoes.” Oh, no! Pete stepped in a ______. What color did it turn his shoes? ______Did Pete cry? Goodness, no! He kept walking along and singing his song. “I love my _____ shoes, I love my _____ shoes, I love my _____ shoes.” Oh, no! Pete stepped in a large puddle of ______. What color did it turn his shoes? ______Did Pete cry? Goodness, no! He kept walking along and singing his song. “I love my _____ shoes, I love my _____ shoes, I love my _____ shoes.”Oh, Pete stepped in a bucket of water… and all the _____, and all the _____ and all the _____ were washed away. What color were his shoes again? White, but they were wet! Did Pete cry? Goodness, no! He kept walking along and singing his song. “I love my wet shoes, I love my wet shoes, I love my wet shoes.” The moral of this story is: No matter what you step in, keep walking along and singing your song…because it’s all good!!!! Writing: Have students write an opinion piece on Pete the Cat. Make sure they list the title of the book and include their opinion of the book.

CLOSURE There will be mini closures during each part of this lesson. Ask the students what they have learned or why did they do the things in the lesso. The length of the lesson will require a quick review of the whole lesson to ensure students understand all they have learned. Question the students to tell why they should spend time with a character like Pete the Cat, what did they learn from Pete, what was their favorite part of the lesson, why is it important to read and write?

Evaluation: The completed books, rewriting of the story and interest in the character will show success of the lesson; as well as, video produced and feedback received will be used as a formative assessment.

Extension:  Compare Pete the Cat to a real cat. Use students’ common knowledge of cats and Change and Grow Kitten to Cat Discovery Kids book or similar nonfiction book to create a Venn diagram or T-chart.  Use information from Venn diagram or T-chart to write an informative writing.  Read a variety of cat poems. Illustrate the main idea of the poem, circle nouns-verbs-or other parts of speech, or practice choral reading to build fluency.  Print students a copy of “Three Little Kittens” Nursery Rhyme and have them replace words with synonyms and reread the Nursery Rhyme. Later, replace words with antonyms and see how the poem changed.  Rewrite the words to the song “I Love My White Shoes.”  http://itunes.apple.com/us/album/my-kitty-cat-songs-for-children/id317299722 Have students listen to the songs “My Kitty Cat” and “The Ornery Old Cat” and compare/contrast the two songs using a Venn diagram.

Procedure/Activities: Second Lesson: Pete the Cat Rocking in My School Shoes

 SET: Introduce students to the book Pete the Cat I’m Rocking in My School Shoes. Discuss what students remember about Pete the Cat and what did they learn from him.  T 2 0 AnnClaire Bennett and Ann Nelson www.littlewarriors.com 1. In large group, ask students to name the author and illustrator of Pete the Cat and to name the main character and setting. Have students to name parts of the book-front cover, back cover, title, and title page. Was this book a fiction or non-fiction? How do you know that? Record responses on a chart or interactive board. Ask what his personality was like and to tell why they think that. 2. Direct students to notice the pattern of the book. The author gives clues to each new setting found in a school. Pattern of the book: Here comes Pete strolling down the street, rocking red shoes on his four furry feet. Pete is going to _____ and he sings this song: “I’m rocking in my ______shoes, I’m rocking in my ______shoes, I’m rocking in my ______shoes.” Pete is sitting at his _____ when his teacher says, “Come on, Pete, down that hall to a room with ______.” Where is Pete going? The ______! Pete has never been to the ______before! Does Pete worry? Goodness, no! He finds his favorite _____ and sings his song: “I’m ______in my ______shoes, I’m ______in my ______shoes, I’m ______in my ______shoes.” Check out Pete. He’s ready to ____ in a ______. Where is Pete? The ______! It can be ______and _____ in the ______. Does Pete worry? Goodness, no! He sits down with his friends and sings his song: “I’m ______in my ______shoes, I’m ______in my ______shoes, I’m ______in my ______shoes.” Pete and his friends are ______on a ______with ______and ______. Where is Pete? The ______! Kids are running in every direction! Does Pete worry? Goodness, no! He ______, and ______, and ______his song: : “I’m ______in my ______shoes, I’m ______in my ______shoes, I’m ______in my ______shoes.” All day long Pete sings his song. : “I’m ______in my ______shoes, I’m ______in my ______shoes, I’m ______in my ______shoes. I’m ______in my ______shoes.” When _____ is done, Pete ______the _____ home. Pete’s mom asks him, “ What did you do at ______today?” And Pete says….: “I was ______in my ______shoes, I was ______in my ______shoes, I was ______in my ______shoes.” And I will do it again tomorrow! Because it’s all good” 3. As a large group, brainstorm other settings besides a school (ex. hospital, mall, Disney World, Wal-mart, etc) then list 3 places found in that setting along with characteristics of that location. Make sure you point out a problem or possible annoyance of that place. Also brainstorm the kind of shoe Pete would wear there. Begin to plug the words into the pattern adding adjectives when needed. 4. Help students to realize that they are not telling the setting but allowing the reader to infer with clues they write.

 CLOSURE Question students: What did you learn from this lesson? How did you know the next place Pete was going? Why is important to infer information? What else do you want to do with Pete the Cat?

Evaluation: The answers to the questions in closure as well as the finished rewrite of Pete the Cat Rocking in My School Shoes will show mastery of skills.

Extension:  Provide students with canvases, pencils, and black Sharpies. Give simple directions, similar to the basic shapes used to cut and paste Petes from I Love My White Shoes lesson, to sketch Pete the Cat. Have students paint a Pete the Cat. Have students to add a detail or accessory to Pete to represent a new setting other than a school.  Have students write a paragraph with clues to represent the setting from their painting.  Have students create another cat using different colors, personality, actions. Partner with another student and tell a story about the new cat. These stories can be recorded using AnnClaire Bennett and Ann Nelson www.littlewarriors.com Audacity, a free audio program, that can be exported as an mp3 and uploaded to a web- site or emailed to families.  In the book Pete does many activities-plays, rocks, reads, eats…Have students think of action words (verbs) that show movement Pete might do. Students will “act out” those actions and other students will try to guess the word.  Have students brainstorm typical cat movements and demonstrate each movement. Teacher will facilitate the creation of a series of movements based on the cat movements. Teacher will add music and have the students use the “cat chorography” to move/dance to the music. Try a variety of music and allow student to select the one that best fits the dance.

Procedure/Activities: Third Lesson: Pete the Cat and His Four Groovy Buttons

 SET: 1. Use the front cover of the book Pete the Cat and His Four Groovy Buttons to prompt a conversation about Pete, the setting, his action, to predict the plot of the story. 2. After students mention the buttons on his shirt. Ask students to count how many buttons they are wearing. Collect information informally or quickly record on a chart or graph to later analyze.

 T20 1. Read the book aloud. Reflect on student predictions to confirm or cancel predictions. 2. Question students: What is the pattern in the book? What math vocabulary word can we use for this operation? How do we use subtraction every day? 3. Tell the students that they are going to solve some of Pete’s button problems. Show students a Pete the Cat with a jacket and no buttons on the interactive board or a chart. Have students come and add buttons to the jacket and call on another student to come and count and record the correct number of buttons. Give students the limits from 0-20 buttons. Teacher will judge the amount of time spent on this part of the lesson and determine if they can move to step 4. 4. Ask the students to tell you what happened to Pete’s buttons. Why did that happen? Place a number of buttons on Pete’s jacket and tell a story about how he lost his buttons. Ask how many are left. Have students write down the numerical information heard in the story then remove that number of buttons to show how many are left. Teacher will judge the amount of time to spend in large group. 5. Students will go to tables and work in groups to add buttons to Pete, (Use Pete made from paper in I Love My White Shoes lesson) count, and record the number of buttons. Then a student in the group will tell how Pete lost his buttons and how many he lost. Students will record the math fact. OR 6. When students go to the tables give them a set of 0-20 buttons, real or paper, and ask the students to sort buttons into groups and be able to state the rule used to sort: size, color, number of holes, thickness, etc.

 CLOSURE Question: What did you learn from Pete the Cat and His Four Groovy Buttons? Why is it important to read books like this? Why do we need to learn to count to 20? Why do we need to be able to sort things? What do we count or sort in real life? Why do we need to learn to subtract? AnnClaire Bennett and Ann Nelson www.littlewarriors.com Evaluation: Use the recording sheet from small group counting and subtracting as an evaluation. Teacher observation will determine mastery. Use a digital camera to document the sorting of the buttons. Printed pictures can be used as a springboard for writing an informational piece.

Extension:  Use Pete and his buttons to model addition.  Use the holes in the buttons to write by 2’s.  Read Corduroy and A Button for Corduroy and discuss what happened to Corduroy’s button.  Design a new 2-D button using construction paper, markers, and crayons. Have students cut out the buttons and use them to sort into groups and name the rule for sorting.  Design a new 3-D button using construction paper, lace, crepe paper, Model Magic, felt, etc. Have students cut out the buttons and use them to sort into groups and name the rule for sorting.

AnnClaire Bennett and Ann Nelson www.littlewarriors.com