Pete the Cat Lesson 4

Subject: Literacy Student Profile: 3 students (2 boys, 1 girl) 3 IEPs (literacy and math academics) o 2 students have Speech/Language services and Occupational Therapy STAGE ONE: Essential Understandings: Books are organized to help readers There are many ways to contribute to literature Grade: Kindergarten

Essential Questions: How can we contribute to and interact with literature? Why are the author and illustrators roles important? How do their roles affect each other? How do the parts of the book help readers navigate and understand the story?

Common Core Standards: K.R.I.5 Craft and Structure: Identify the front cover, back cover, and title page of a book. K.R.L.6 Craft and Structure: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Knowledge: Skills: Students will be able to demonstrate understanding of print knowledge through identification and application Students will be able to analyze how the authors and illustrators purposes impact one another Students will know the parts of the book. Students will identify the author and illustrators jobs.

STAGE TWO: Assessment/Evaluation: Teacher will monitor students throughout activity. Teacher will take anecdotal notes. Teacher will observe students for participation. Students will create an individual story acting as the author and illustrator (performance task) o Parts of the book will be correctly labeled (performance criteria) o Students will complete a self and peer check-list for correctly labeled parts Further Evidence of Learning: Students will discuss and explain the importance and impact of the author/illustrators purpose in their story, to be graded on a scale (beginning, developing, independent)

STAGE THREE: Learning Strategies: Audio sing-along ** Model of activity * Modeling language * Gestures * Facial expressions * Visuals * Wait time * Partner work **

Materials: Pete the Cat by Eric Litwin sheets of computer paper (2 per kid)

Crayons or colored pencils * Pencils Color word cards * Color word pictures * Computer/projector for online video recording of the story *

Procedures: (Hook and real-world connection) To build background knowledge: Teacher facilitates a class discussion* about the class book they created the previous day while having each child read their page.* As the teacher points* to a part of the book (front cover, back cover, title page, authors contribution, illustrators contribution), students will discuss with a partner* what it is. (Technology and Hook #2) Students will read and sing along** with the recording of Pete the Cat. Teacher will connect the students prior knowledge about authors and illustrators from the previous class book activity to creating an individual story. Teacher will model activity * o Fold 2 pieces of paper in half o Along fold line, make tears in the paper about 1in long o Have students come up and point out where the front cover, back cover, and title page would be in the blank book. Have another student come up and label them (or have the class help sound the words out as you label them). Teacher will then create an example of a front cover, title page, and back cover with a barcode.

o Teacher will create a personal story using the color word cards/pictures* as a reference and the I love my ____ shoes sentence structure. o Teacher will review lesson vocabulary by asking questions: Who is the author of this book? Who is the illustrator? Where is the title page? Etc. (real-world connection) Students will be given a blank story book (the folding and ripping will have been pre-done) to create their own story. Just like I became an author

and illustrator of my own book (point to example), you will now become authors and illustrators of your own book. Think about your favorite pairs of shoes and incorporate those into your story.* o Students will label the parts of their book * o Students will use a picture/word checklist to self-assess their work completeness and accuracy students will read their stories to a partner. Have the partner identify the vocabulary and point out their location. **

SIOP Instructional Features

Preparation
_Adaptation of Content ^Links to Background ^Links to Past Learning ^Strategies Incorporated

Scaffolding**
^Modeling ^Guided Practice ^Independent Practice ^Comprehensible Input _Shared Activity

Grouping Options *
^ Whole Class _Small Groups ^Partners ^Independent

Integration of Processes **
^Reading ^Writing ^Speaking ^Listening

Application
^Hands-on ^Meaningful ^Linked to Objectives ^Promotes Engagement

Assessment*
^Individual ^Group ^Written ^Oral