Pete the Cat: Masquerade Lesson Plans

Teachers’ Names: Taylor Gerland, Kimberly Clay, Amber Hall, and Abigail Montesi

Art Lesson Title: Pete the Cat Masquerade

Grade/Age Level: Birth to age 5 (Preschool- Kindergarten)

Rationale/Goals:

Children need to have art incorporated into their everyday lives. By reading a book and doing an artistic activity afterwards, the children will have a dose of literature and art.

  • Practice fine motor skills such as drawing and gluing.
  • Practice self-competence through completing the task individually with little help from teacher and/ or parent.
  • Practice gross motor skills such as dancing, balancing, and walking.
  • Practice literacy skills by listening to a story and actively participating.

Standards/Objectives/Assessments:

STANDARDS OBJECTIVES ASSESSMENTS
VAK-6.2 Discuss the relationship between visual art and language as a means of storytelling. Students will recreate a character (Pete the Cat) in the form of a mask and then use the mask to act out the story. Informal: Ask the children if they can tell us key points within the story.
VAK-1.3 Use all art materials and tools in a safe and responsible manner. Students will develop fine motor skills through the manipulation of crayons and markers, and glue in order to construct their Pete the Cat masks. Informal: Teachers will walk around the classroom and make sure that the children are using and holding the materials in the correct way.

 

Formal:

Assess children on how much of the mask they complete (Total of 8 Points)

Mask is colored blue 2 Points
Mask contains eyes 2 Points
Mask contain ears 2 Points
Mask contains nose 2 Points
SE-4K-4.5 Interact easily with familiar adults by engaging in conversations, responding to questions and following direction. Students will practice self-control, social interactions, and communication throughout reading, creation, and dance time. Informal: Teachers will monitor the children during story time and during creative time in order to ensure that they are on task. They may also ask the children questions in order to facilitate communication.
DK-3.5 Explore dance movements that communicate feelings and ideas. Students will use the masks they created to dance along to and act out the Pete the Cat, I Love My White Shoes song. Informal: Monitor the children and make sure that they are participating and moving.

Key Concepts:

  • Coloring in a set space (the outlined mask)
  • To dance appropriately to the music.
  • Learning to work as independently as possible.
  • Children will learn descriptive words (ex. Wet, dry.)
  • Children will learn colors (ex. Red, white, blue.)
  • Children will learn about perseverance- theme of the book.

Lesson Sequence:

Intro Activity: While the children come in, we will be playing Pete the Cat music. We will ask the students and their parents to sit on the carpet surrounding the tree stump. We will discuss to rules of circle time (quiet mouths, quiet feet, open ears). We will read, Pete the Cat: I Love My White Shoes. During the book reading, we will ask open-ended questions in order to encourage conversation. After we read the book, we will explain and show a visual example of how the children are to make their own Pete the Cat. We will inform them that they can make their Pete the Cat however they would like.

Main Activity: For our main activity, we will sit and discuss the rules of markers (no touching each other, ourselves, or the table with markers). After informing them of the rules, we will ask them to raise their hands and repeat a rule back to me. We will color the precut Pete the Cat cardstock mask any color of their choosing. The children will have different sized puff balls for the nose and a choice of colored felt for the whiskers. They will then paint the puff ball and felt on the mask using a paintbrush and glue according to the example that we show them at the beginning of the lesson. We will also attach a Popsicle stick to the bottom of the mask in order for the children to hold their masks. During this we will help them if necessary, however, we want them to be able to develop the skills with little help.

Closure: For our closing activity, the children will get their masks and dance freely around to Pete the Cat songs on YouTube. The children will be able to take their masks home at the end of the lesson.

Clean- Up: Children will help place the markers and crayons back in the appropriate containers on the table. When they are finished they will take their mask home with them.

Materials, Supplies, Tools, Visuals, and Equipment:

Pete the Cat: I Love My White Shoes by Eric Litwin

Pre Cut Cardstock Cat Mask, Markers, Glue, Crayons, Popsicle Sticks, Puff Balls, Felt, Paint Brushes, Bowls for Glue Whiskers, Scissors

Pete the Cat Music (Via Download from Phone)

Speakers

Visual samples of the artistic product(s):

Reflection 

I chose to document this activity mostly as a result of my love for Pete the Cat. I love these children’s books, and I have seen how much students love them, as well. I am already excited to be able to use Pete the Cat books in my future classroom, so I thought this was an excellent opportunity to find an open-ended activity that corresponds with this.

Observation and affirmation: I love that the activity supports literacy but also allows for self-expression. The children are read the story and then are given the opportunity to make their mask, and after doing so, they may wear these masks while dancing around to music that connects directly to the lesson. The activity is guided but still open-ended. Students are provided with guidelines, but they have the freedom to create the masks however they would like. Essentially, students are enabled to personalize the lesson, thus enabling them to better absorb its content.

Question about the lesson: What motivated you to use masks as the activity? What are the intentions of choosing this specific art project?

Lesson adaptations: In the future, I would potentially facilitate more discussion during and after the main activity. This would help students to better understand the significance of the mask’s connection to the story. In addition, I would adapt the objectives and assessment for standard DK-3.5. If dance is being used to talk about facilitate the expression of feelings and ideas, I think it would be interesting to have students think about an article of their own clothing that they love, similar to Pete the Cat’s love for his white shoes. Once again, this would encourage social-emotional development, allow for a connection between literacy and performing arts, and would enable students to connect the lesson’s content to something personal.

 

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