Pete the
Cat - I Love My White Shoes - Live Telling
Bibliographic
Information
Pete the Cat - I
Love My White Shoes - Live Telling.
By Eric Litwin. Perf. Eric Litwin. Pete the Cat - I Love My White Shoes -
Live Telling. Little Shop of
Stories. 18 May 2009.
Plot Description
In this telling of Pete the Cat, I love My White shoes,
author Eric Litwin is accompanied by producer Michael Levine on guitar and the
book’s artist James Dean.
Super cool Pete the Cat is walking down the street with his
brand new white shoes. As he’s walking down the street Pete steps in all kinds
of things that change the color of his shoes. Does Pete worry? Goodness no! He
just walks along singing his song. Why? Because it’s all good!
Quantitative Reading
Level
Flesch-Kincaid
Grade Level: 1.6
Flesch-Kincaid
Reading Ease: 106.2
ATOS Level: 4.0
Qualitative Reading
Level
Meaning: Low. Text contains a single level/layer of simple
meaning.
Structure: Low. The narrative structure is mostly simple and
is more explicit than implicit and is largely conventional. Narration does not
shift in point of view. The order of events is chronological.
Language: Low: Text contains little or no use of figurative
language or irony. The language is contemporary, familiar, conversational
language that is explicit, literal and easy-to-understand.
Knowledge Demands: Low. Requires only everyday, practical
knowledge. No references to other
texts.
Content Area
English, Music
Subject Area Tag
English, Music, Media Item
Content Area Standard
New York State Content Area Standard (Grades K-5)
1. Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content
and style of a text.
7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
9. Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational
texts independently and proficiently.
11. Respond to literature by employing knowledge of literary
language, textual features, and forms to read and comprehend, reflect upon, and
interpret literary texts from a variety of genres and a wide spectrum of
American and world cultures.
New York State Learning Standards for the Arts
Standard 1: Creating, performing, and participating in the arts
Standard 2: Knowing and using arts materials and resources
Standard 3: Responding to and analyzing works of art
Standard 4: Understanding the cultural dimensions and
contributions of the arts
Curriculum
Suggestions
- Show the video in music class and have students play along with instruments
- Unit on colors, what other things could Pete step in and what would happen to his shoes?
Links to Supporting
Digital Content
Artist’s website
Author’s website
Optional:
I chose this because my kids LOVE this video (and of course
all of the Pete the Cat books). Apparently we were “singing the song all
wrong!”
*photo obtained from Goodreads
*photo obtained from Goodreads
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