Updated Pete the Cat Lesson Plan

Pete the Cat

Lesson Overview

Title: Pete the Cat

Author: Lacey Mayer

Subject: Language Arts

Grade: K

 

Unit Description:

There are 4 lessons to this unit, which incorporate color words, the understanding of reading strategies, introduction of high frequency words. The first lesson will focus on the introduction of color words.

Lesson Description:

During this lesson students will review color words through songs, reading the words, spelling the words and writing them. Students will learn color songs with rhyming words.

State Standards:

            CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

            CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters.

            CCSS.ELA-Literacy.RF.K.1a Follow words from left to right, top to bottom, and page by page

            CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details.

            CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

            CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding.

            CCSS.ELA-Literacy.L.K.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

 

Goals:

1.      Students will retell the story as they construct their own flip book.

2.      Students will participate in group reading activities and with prompting identify parts of the story.

3.      Students will be able to read and spell sight words, more specifically color words.

Methods:

Anticipatory Set

Introduce color words to review  with the students as we discuss the lesson. Use a color word flip chart to sing the color songs for red, white, blue and brown.

Recognition “what” multiple means of representation	Strategic “how” multiple means of action & expression	Affective “why” Multiple means of engagement
1.2 Provide alternatives for auditory information 1.3 provide alternatives for visual information 2.1 define vocabulary and symbols	4.1 Provide varied ways to respond	8.3 Foster collaboration and communication

 

Introduce and Model New Knowledge

Read the story Pete the Cat I Love my White Shoes by Eric Litwin, using the tape to go along with the story which is narrated by the author and it includes a catchy song. Focus in on the color words in the story. After reading the story, talk about the color words and ask questions such as: “name other things that are red.” “Can you think of something else that is white?” etc. Some of these versions of the story are auditory, visual and lyrical.

 

 

            Animated Pete the Cat I love my White Shoes video with narration;             http://www.youtube.com/watch?v=QfE5X-bn3uU

            Live story telling:

            http://www.youtube.com/watch?v=nUubMSfIs-U

Recognition “what” multiple means of representation	Strategic “how” multiple means of action & expression	Affective “why” Multiple means of engagement
1.2 Provide alternatives for auditory information 1.3 provide alternatives for visual information 2.1 define vocabulary and symbols 2.2Clarify syntax and structure 1.1 Customize the display of information 3.1 Provide or activate background knowledge	4.1 Provide varied ways to respond 4.3 Integrate assistive technologies 5.1 Allow choices of media for communication	8.3 Foster collaboration and communication 9.3 Develop self-assessment and reflection

 

 

Provide Guided Practice

Using the Sequence the story worksheet children will need to gather their crayon boxes with scissors, crayons and glue. They will work independently at their desks to color the pictures according to what color they should be and putting them in order. For students will trouble using their fine motor skills the paper will already be cut out. As a group activity we will make a picture graph with the color words and each child can choose what color shoe they would wear, then they can tape it to the graph. Students can then work in the table groups to talk and retell the story of Pete the Cat

 

 

Recognition “what” multiple means of representation	Strategic “how” multiple means of action & expression	Affective “why” Multiple means of engagement
1.2 Provide alternatives for auditory information 1.3 provide alternatives for visual information 2.1 define vocabulary and symbols 3.3 Guide information processing 3.4 Support memory and transfer	4.1 Provide varied ways to respond 4.2 provide varied ways to interact with materials 5. Provide iptions for expressive skills and fluency 6.3 facilitate managing information and resources	8.3 Foster collaboration and communication 7.1 Increase individual choice and autonomy 8.2 vary levels of challenge and support 9. provide options for self-regulations 9.1 guide personal goal-setting and expectations

 

Provide Independent Practice

Review some of the color words and ask students to get out their red, blue and brown crayons and their pencil. Allow students to decide which color shoes they would like to write and color about, then allow students to practice writing the color words.

 

Wrap Up

At the end of the lesson after the story has been shared using several different presentation styles, including auditory, visual, lyrical and pictorial and the color songs have been introduced, learned (hopefully) and practiced students should be able to retell the story to each other using their story sequence paper and flip book which they will have completed. Students should recognize the sight words such as “the” “At” “a” and “my”. This book can be used during shared reading time.

Modifications

For students who are hearing impaired there will be an interpreter who stays with the child throughout the day translating for her/him/them during the story time

For the student(s) who are visual learners, there will be an animated story of the book, played on the Smart board as well as several activities which should hopefully help them recall the story through pictures and symbols.

For activities which require the use of fine motor skills the cutting will be done for the student and the teacher or an aide will be available to help these children with the pasting, cutting, etc.

For those students with visual impairments the story will not only be read aloud by the teacher but read by the author in an animated voice and songs will also be sung. If a Braille copy of the story is accessible it will be available in the classroom for the child to use. These children should be able to retell the story and with help from the teacher or an aide complete the story sequence page (meaning as the student retells the story the teacher will cut and paste the pieces on the paper)

Assessment

          Formative/Ongoing assessment

Observe and take note of the students who can retell the story, spell the color words and also name the colors, as well as asking and answering questions regarding the storyline, characters and sequence of the story.

During independent work time walk around and take note of the students who are able to retell the story with little or no help and also those who demonstrate control over their tools (scissors, paste, pencil and crayons), also notice the students who may need a little bit of one on one help with writing their name and letter sound/recognition. By doing this I will be able to then assess and share this information with the special education teacher for added support.

          For those students who seem to be having trouble, collect their work to make a photocopy for their file, in case that needs to be shared with the special education teacher. This should also be done with students who have special needs or an IEP.

 Using this Rubric below during writing is a great way to ensure students are understanding the basics of writing, this can be used with all students but more importantly can be shared with the special education teacher for support. Also, using this rubric can benefit when working with emergent writers.



Collaborative Practices:

- Students with hearing impairments require an interpreter which is with the student throughout the day including in the classroom and when they go to their resource classroom. the interpreter translates during story time for the student and also while working on seat work. This paraprofessional will be able to assist the student when she gets frustrated and help her manage.
-  Special Education teacher and the general education teacher work closely together on goals and objectives for the student, including allowing the student to take their writing work with them to work on in the resource room.

 

CLD

-This book is available in Spanish and at an affordable price; it would be a great way to incorporate cultural diversity to the classroom by providing a copy of the book in the classroom library for those who speak English as a second language to use. Also, engage the ESL teacher with this lesson and if needed have her help the ESL students with the assignments.

-Not only will the instructions/directions for the lesson be given verbally but there will be an example of the book to be used for those who are more visual learners.

 

Materials

Book and audio CD

CD player/computer with sound system

Smartboard and computer

Color words flip chart

All students should have; crayons, scissors, glue and a pencil.