If You Give A Mouse A Cookie Thematic Unit

If You Give A Mouse A
Cookie
Preschool Thematic Unit
Stephanie Thompson
EDI 612
Winter 2015
If You Give
A
Mouse A Cookie
Table of Contents
1
Philosophy and Goals... 3

If You Give a Mouse A Cookie Thematic
Rational.5
Learning Environment: Logistics and Organization......7
Curriculum outline14
Learning Experiences..
Language and Literacy15
Mathematics17
Social Studies..19
Science.21
Technology...23
Art..25
Play Center27
Involving Families.28
Assessment29
Resources .31
Philosophy and Goals

I hear, and I forget. I see, and I remember. I do, and I understand.
- Chinese Proverb
My philosophy as an educator is to provide a safe, engaging, respectful, loving, and
consistent environment for children. I strive to develop lifelong learners in my class. I
believe parental involvement is also a key to success in my classroom. As an early childhood
teacher, my focus and intention in the classroom is to provide developmentally appropriate
practice to help children grow and succeed. I actively work to provide learning experiences
that will help my students stimulate their learning in all developmental areas: physical,
social, cognitive, and emotional.
The children are an active part of what learning takes place. The children are active and
engaged, and together the students and I are a community of learners. Building a
relationship with my students help determine what they like and dislike. This will help form
learning experiences to keep them engaged. I will use a play based approach to help engage
all learners. Our routine is very consistent. We use movement and music, and follow the
classroom contract the students made and sign.
In the class we end with a community meeting. This is where we talk about the day. Talk
about if we had a good/bad day and their favorite part of the day. It is a way to build
trust and relationships in the classroom.
I will carefully observe the students in activities of their choice regularly. This helps by
making informed decisions about their learning. This approach will also show student
strength and interest to serve as a curriculum guide. It is my goal to provide meaningful
learning opportunities to student in language arts, science, math, social studies, technology,
and art. According to students interest will determine how to teach and what to teach. I
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want students to be engaged, interested, and challenged. I use exploration and discovery
to help student set the pace for their own learning. Activities that allow these are magical,
because it keeps their minds thinking and their hands busy.
To make sure that all my lessons are based on the state standards, I have refereed back
to the Michigan Common Core State Standards to provide a framework as I develop the
curriculum.
If You Give A Mouse A Cookie

4
Thematic Rationale
I have included in the thematic unit on: If You Give a Mouse a Cookie, I have
developed six diverse lessons that use cross-curriculum and give the students a chance to
develop socially, cognitively, independently and as a team. I used the Michigan Common
Core State Standards as a guideline in my lessons. Each lesson has at least one standard
tied to it. Throughout the unit I have used different approaches for my diverse, inclusive
group of students. I have used literature, concrete materials, active learning, and openended lessons so that each child can grow. I have also used the same book to promote a
teaching that reinforces rhyme, rhythm, and repetition to help foster a creative engaging
environment.
Big Ideas
Language and literacy:
Emergent Reading: Predicting the story based on the front cover of the book.
Recalling story elements (characters, setting and events)
Mathematics:
Practice counting in a set, compare sets to determine less or more.

Student will practice hands on by touching and counting various objects.
Social Studies:
Students will describe economic wants.

Students will distinguish between wants and needs.
Science:
Students will practice observations using measurement.

Students will be able to understand that different bottles but same size hold the same amount of
liquid.
Technology
Students will develop a picture using a drawing program.

Students will manipulate the mouse and computer using a drawing program.
Students will use music to discover personal space and body parts such as the head and toes.
Students will use fine motor skills to cut, paste, and put together a puzzle
Art
Daily Routine and Organization

Daily Schedule
Below you will find a sample schedule for our 3-5-year old preschool program. Blue Sky
Childcare currently has two sections. We have a morning section and an afternoon section.
8:30-8:50 Arrival/Table Tops (fine motor activities): This is the time when children
will get arrive to school and will need time to take off their snow suits (in the winter), sign in,
and get to their tables to work on a fine motor activity at their home table. Fine motor
activities can include playdough, tinkertoys, legos, putty, lacing, buttons, coloring,
stamping, etc. Each table has a different activity, and we rotate them daily so that by
Thursday all of the groups have had a chance to play with each activity. On Friday, all of the
activities are on the tables, but the kids do not have to go to their home table. They may
pick their favorite activity and play at that table.
8:50-9:10 Circle Time: The teacher will gather the students at the large rug, review the
todays schedule, and the kids will get to share any exciting news that they have! Next, we
do calendar activities (counting the days, days of the week song, weather, patterns, etc).
Students will stand up and review the letter of the week and do the Zoo-Phonics song!
Lastly, the teacher will write the morning message on the Mimeo board. The students will
come up and circle the letter of the week, if found in the morning message.
9:10-9:30 Recess: The teacher will take the students out to the playground where the
kids will get 20 minutes of recess. On Tuesday and Thursday, the teacher will use part of
this time to do a short activity with the kids. It could be anything from collecting leaves in
the fall to looking for worms to observe, etc. It could also be practicing writing names,
letters, or numbers with chalk!
9:30-10:15 Centers: The teacher will gather the students at the rug and explain all 4
centers that the students will be working on today. Here is an example of typical day:
Yellow Table: Snack Table/Book Look: The kids will get a snack and a drink at this
center. They will also have a tub of books to look at, etc.
Red Table: Play Center: This center will be at the red table and the large rug area. I will
set out a theme based group of toys on the rug for the kids to play with. For example, if it is
Pirate Week, I may set out a bunch of pirate ships, castles, action figures, blue fabric (for
water), random blocks and toys, etc. Each day there is a new group of toys for the kids to
play with.
Green: Math Center: This center will always have a math activity for the kids to work on.
An example would be having the kids string beads on to pipe cleaners with numbers on
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them. If the pipe cleaner has a number 5 on it, then the child needs to put 5 beads on the
pipe cleaner. Either the teacher or teacher assistant will help the children at this center.
Blue: Literacy Center: This center will always have a literacy activity for the kids to work
on. One example would be having the students cut out, color, and glue a popsicle stick on
this weeks Zoo-Phonics puppet. If the letter of the week is the letter Ee, then they would
make their Ellie Elephant puppet. The kids will then practice identifying the letter Ee and
saying the sound that it says. The teacher or teacher assistant will work at this table to help
the students.
10:15-10:30 Free Choice: The kids will get 20 minutes of time to explore and play in the
different play centers in our classroom. They can choose from the following centers:
Puzzles/Games
Block Center
Math Center
Library Center
Dramatic Play Center
Lego Table
Sand Table
Literacy Center
Painting Center
10:30-10:45 Readers Workshop: This is where the teacher will read a story to the class
and will also teach the students about various reading/literacy concepts, such as: concepts
of print, using the pictures to figure out the story (picture walk), story sequencing, making
predictions, etc.
10:45-10:55 Community Meeting: This is where we wrap up our day and talk about our
favorite events from the day! The person who took home the Show and Tell bag will get to
share what they brought in at this time, too.
10:55-11:00 Pack Up/Go Home!

11:30-12:50 Arrival/Table Tops (fine motor activities): This is the time when children
will get arrive to school and will need time to take off their snow suits (in the winter), sign in,
and get to their tables to work on a fine motor activity at their home table. Fine motor
activities can include playdough, tinkertoys, legos, putty, lacing, buttons, coloring,
stamping, etc. Each table has a different activity, and we rotate them daily so that by
Thursday all of the groups have had a chance to play with each activity. On Friday, all of the
activities are on the tables, but the kids do not have to go to their home table. They may
pick their favorite activity and play at that table.
12:50-1:10 Circle Time: The teacher will gather the students at the large rug, review the
todays schedule, and the kids will get to share any exciting news that they have! Next, we
do calendar activities (counting the days, days of the week song, weather, patterns, etc).
Students will stand up and review the letter of the week and do the Zoo-Phonics song!
Lastly, the teacher will write the morning message on the Mimeo board. The students will
come up and circle the letter of the week, if found in the morning message.
1:10-1:30 Recess: The teacher will take the students out to the playground where the
kids will get 20 minutes of recess. On Tuesday and Thursday, the teacher will use part of
this time to do a short activity with the kids. It could be anything from collecting leaves in
the fall to looking for worms to observe, etc. It could also be practicing writing names,
letters, or numbers with chalk!
1:30-2:15 Centers: The teacher will gather the students at the rug and explain all 4
centers that the students will be working on today. Here is an example of typical day:
Yellow Table: Snack Table/Book Look: The kids will get a snack and a drink at this
center. They will also have a tub of books to look at, etc.
Red Table: Play Center: This center will be at the red table and the large rug area. I will
set out a theme based group of toys on the rug for the kids to play with. For example, if it is
Pirate Week, I may set out a bunch of pirate ships, castles, action figures, blue fabric (for
water), random blocks and toys, etc. Each day there is a new group of toys for the kids to
play with.
Green: Math Center: This center will always have a math activity for the kids to work on.
An example would be having the kids string beads on to pipe cleaners with numbers on
them. If the pipe cleaner has a number 5 on it, then the child needs to put 5 beads on the
pipe cleaner. Either the teacher or teacher assistant will help the children at this center.
Blue: Literacy Center: This center will always have a literacy activity for the kids to work
on. One example would be having the students cut out, color, and glue a popsicle stick on
this weeks Zoo-Phonics puppet. If the letter of the week is the letter Ee, then they would
make their Ellie Elephant puppet. The kids will then practice identifying the letter Ee and
saying the sound that it says. The teacher or teacher assistant will work at this table to help
the students.
2:15-2:30 Free Choice: The kids will get 20 minutes of time to explore and play in the
different play centers in our classroom. They can choose from the following centers:
Puzzles/Games
Block Center
Math Center
Library Center
Dramatic Play Center
Lego Table
Sand Table
Literacy Center
Painting Center
2:30-2:45 Readers Workshop: This is where the teacher will read a story to the class
and will also teach the students about various reading/literacy concepts, such as: concepts
of print, using the pictures to figure out the story (picture walk), story sequencing, making
predictions, etc.
2:45-2:55 Community Meeting: This is where we wrap up our day and talk about our
favorite events from the day! The person who took home the Show and Tell bag will get to
share what they brought in at this time, too.
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2:55-3:00 Pack Up/Go Home!
Daily Routine and Organization (continued)

The classroom is designed to help students learn independently and in
cooperative learning groups. The children have access to all materials and
centers. The room is spaced out nicely so that kids can transition around the
room without any problems. There is an area for whole group instruction along
with small group areas. This classroom is designed for our 3-5 year old preschool
program. It has 4 colored tables where the children will do their center work, fine
motor activities, eat snack, etc. The block area is located by the big rug so that
structures can overflow onto it! The shelving units by the block center hold all of the
trains, cars, and blocks and are easy for the students to access. The literacy ABC
center is purposely located next to the quiet classroom library (cozy corner). Kids
will be able to work and learn in both of these areas with minimal noise. The Lego
table is also in this area because it is a quiet activity, generally. The dramatic play
area is located near the math area (where quietness isnt as big of a concern). This
area includes a kitchen, a puppet theater, and dress up clothes. The sand table is
located near the sink so the kids can easily wash their hands when they are finished.
The lockers are located right next to the entry door to the classroom so as to keep
the foot traffic (and dirty boots) in one small area. There are two bathrooms located
inside the classroom which is quite necessary for children of this age. There are
shelves of games and puzzles in the the storage area by the sink that the students
can access. The students will take these activities to any of the 4 colored tables
during Free Choice time. There is an entire wall of windows which brings in a lot of
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natural light into the classroom. It also allows us to view, ponder, and observe a
beautiful nature scene while in the classroom! At Blue Sky Childcare we believe that
getting kids into nature is very important and since we cannot always be outside, it
is very important that we bring nature to the classroom in any way that we can!
Green
YellowTable
Table
BlueTable
Red
Table
Whiteboard/Mimeo Board
Blocks/Cars/Trains
D Sink/dri
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nking
Cha
Lego
Classroom
E fountain
ir
Table
Windows
Kitchen/Dramatic
Boys
Girls
Library/Cozy
Block
AreaABC
/Counte
Math
Center
Literacy
Paintin
Along
This
S r/Storag
Sand
Play Area
Bathroo Bathroo
Corner
Door
Center
Classroom Rug/ Teaching
Curriculum Outline
Learning Experience Plan
Curriculum Outline
Language and Literacy

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Listening Skills
Recall
Parts of a Book
Predictions
Retell
Counting
Math Language(Less, More, Most)
Sorting
Graphing
Observations
Predictions
Tools
Inquiry skills
Gathering information
Math
Science
Social Studies
Wants
Needs
Self-Regulate
Technology
Navigate Website
Follow Proper Technology Rules
Use a Paint Program
Understand technology has many different uses
Gathering Information
Be Creative
Rhythm
Use Own Ideas
Sing
Different material to make visual art
Dramatic play
Art

Your Name: Stephanie Thompson
Date: January 20, 2015
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Age/grade level: 3 to 5 Preschool

Subject: Literacy/Language
Title of Lesson: If you give a Mouse a Cookie
Big Ideas: The students will listen to a story. Before reading the story the students will
predict what the story will be about. The students will use predications to predict what the
mouse will want next.After reading the story students will recall the elements of the story
using pictures and sentence strips. The students will put the pictures in story sequence and
retell the story using the pictures.
Learning Outcomes:
Students will practice critical thinking by predicating what will happen in a story using
the illustrations and few prompts.
Demonstrate Knowledge of story by retelling the sequence
Demonstrate knowledge and understanding of order of events by putting sentence
strips with picture together.
Demonstrate oral skills by retelling their story strips to peers with prompting.
Standards:
CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions

about key details in a text.
CCSS. ELA-LITERACY.RL.K.2 With prompting and support, tell familiar stories, including
key details.
CCSS.ELA-LITERACY.RL. K.10Actively engages in group reading activities with purpose
and understanding.
Materials Needed
If you give a mouse a cookie by Laura Numeroff.

Large pieces of chart paper or white board
Long white strips of paper with pictures of : milk, cookies, scissors, broom, mop,
crayons, pen, tape, fridge, mirror, straws, napkins, book, pin cushion.
Scissors
Glue
Procedures
Show the students the cover of the book (If You Give a Mouse a Cookie) after reading
the title ask the students:Then what will happen?After the students have taken
turns answering the questions refer back to the book and show the students the
pictures. Do a picture walk. Encourage the students to share their ideas what they
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think the book will be about. After going through the whole book tell the students that
you will read the book to them.
Read the story with h expression. Pause at lines that tell what the mouse asks for
next. (Hell probably want.)have the students fill in the words.
On chart paper or white board list everything students tell you the mouse gets in the
story. (A cookie-Hell want a glass of milk).
Discuss the book one more time by reviewing and talking about the mouse and what
happens. Also look at the chart and go over the chart.
Then have the students act out the story to foster comprehension and internalization
of the sequence of events.
Have students quietly go to their seats
Pass out pictures to each student. Have students cut out each picture and put it in a
pile on their table. Once everyone has finished cutting have students put the pictures
together in story sequence.
Go back and re-read the book and have the students check their sentence strip to see
if it is correct. If incorrect have them fix it and then glue the pictures on the sentence
strip.
To finish the project have the students take turns using their sentence strip to tell the
story.
Enrichment and Extensions

Put mouse and child hand puppets in dramatic play center so students can stage puppet
shows based on the story.
For table time put books and cassette tapes of the story out for the student to follow along
with.
Read different books and have the students compare and contrast the books
Mix the story strips up and see if the students can put them in order according to the book.
Assessment: During whole group discussion I will observe the students and take anecdotal
notes to see if the students can put the story in order when I ask what the mouse asks for
and what will happen next.
When students are cutting the pictures out and putting them in story sequence I will check
to see if the students are able o pout in correct order. By this I will be able to see who has
mastered, in progress, or below to standard to re-teach.
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Your Name:Stephanie Thompson

Date: January 28, 2015
Age/grade level: Preschool
Subject: Literacy and Math
Title of Lesson: If you give a Mouse a Cookie- Counting in a set
predict what the story will be about. After reading the students will practice counting. I will
demonstrate as whole group with 10 cookies. The students will count as I put the cookies in
a cookie jar. After the cookies are in the jar we will practice again counting to 10. The
students will practice counting how many are in a set. They will also compare sets and
determine which has more and less.
Learning Outcomes:
Students will be able to practice counting in a set
Students will compare sets to determine less or more
Students will touch and count objects.
Standards:

and understanding.
K.MD.B.3 Classify objects and count the number of objects in each category.
K.MD.A.3 Describe and compare measurable attributes
K.CC.C.6 Compare numbers
Materials Needed
If you Give a Mouse a Cookie by Laura Numeroff.

4 different types of cookies: chocolate chip, oreo, nutter butter, oatmeal raisin.
A sandwich bag with 4 different cookies for all students.
Pocket chart with pictures of the four different cookies
Cookie made out of construction paper(rough round circle with dots for chocolate
chips) one for each student
Cookie Jar
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10 Cookies
Procedures:
the title. Do a picture walk. Encourage the students to share their ideas what they
Read the story with expression.
After the story practice counting to ten.
Take the cookie jar out and 10 cookies. Have the students count with you when you
put a cookie in the jar.
Explain to the students that they will be getting four different types of cookies. They
will have to try one cookie at a time and when all the cookies are gone they have to
decide what cookie is their favorite
Have students go to their tables.
Pass out the sandwich bags that have the four different cookies in it.
Tell the students the four different types of cookies.
Have the students take out one cookie at a time. Have them eat the cookie and then
proceed to the next cookie. Once the cookies are gone. Have the students decide
what their favorite cookie is.
Have students go to the carpet area. Talk about the cookies and then call on
individual students to put the cookie in the chart next to their favorite cookie.
Once all students have had a chance to put the cookie in the chart.
Look at the chart and ask the students what they notice.
Have them answer: which has less? which has more?
Then talk about the sets that have more and less

Put cookies and a cookie jar at a table. Have them count as they put the cookies in the jar.
For table time put cookies (made from construction paper) with brown dots(for the chocolate
chips). Have students roll a dice and they have to match the number to the number of
chocolate chips.(with assistance) and also play dough out for table time for students to
make cookies with.
Have a cookie sheet with cookies on a cookie sheet they have to count the cookies on the
sheet before they cook them.
notes to see if the students can count. When students are asked to see what set has more
or less, take notes on the students that are able to determine which set has more or less.
For students that need further assistance work with one on one counting, grouping, and
determining less or more.
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Date: February 11, 2015
Age/grade level: Preschool
Subject: Literacy and Social Studies
Title of Lesson: If you give a Mouse a Cookie- Wants and Needs
predict what the story will be about. Next, have students raise their hand if they have been
asked the following questions:If you eat all your dinner I will let you have dessert. If you
do all your homework I will let you watch television. Then explain that you are going to
read a story about a mouse that asks for certain things. Some things he may want or simply
need. Discuss what a want or need is. Finally, read the book having students listening
carefully to what the mouse asks for. Then on chart paper make a list of items the mouse
asked for. Have the students decide if it is a want or need.
Learning Outcomes:
Students will be able to practice identifying a want and a need.
Standards:

and understanding.
E1.0.1 Describe economic wants
E1.0.2. Distinguish between wants and needs
Materials Needed
If You Give a Mouse a Cookie by Laura Numeroff.

Chart Paper
Pencils
Scissors
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Glue
Graph paper with the pictures(for all students)
Procedures:
the title. Do a picture walk. Encourage the students to share their ideas what they
After the story discuss some of the items the mouse wanted.
Discuss what a need and want is.
Ask students to name some of the items the mouse asked for and write them down
on the chart paper. Once all items are listed go over the list.
From the list ask the students if it is a need or want. Circle the items that are a need
and cross the wants out.
Review the list one more time to check for understanding.
Explain to students when they go to their seats they will be given pictures and a chart
they have to cut the pictures out and glue them on the chart according to if it is a
need or a want.
Have students go to their seats to do the activity.
Once activity is completed go over again as a whole class and check for
understanding.

At table time have various items out that students would be interested in. Ask students to
group them into piles that they consider a need or a want.
At house center have a grocery shopping day and have students come up with a list of
items that they need and want.
notes to see if the students understand the concept of a need and a want. When students
are asked to complete the chart, take notes on the students that are able to determine
which items are wants and needs. For students that need further assistance work with one
on one with objects that are wants and needs.
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Age/grade level: 3-5 Preschool
Subject: Science, Literacy and math
Title of Lesson: If you give a Mouse a Cookie- Measuring
predict what the story will be about. After the story the students will use observation to
determine what container holds more liquid.Then show students different sizes and shapes
of milk containers. Talk about volume and what it means. Then students will make
predictions about what container they think holds more.
Learning Outcomes:
Students will be able to practice observations using measurement.
Students will be able to understand the same size liquid but in a different shape
bottle will hold the same amount of liquid.
Standards:

and understanding.
S.IP.00.15 Make accurate measurements with appropriate (non-standard) units for the
measurements.
S.IA.00.13 Communicate and present findings of observations.
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Materials Needed

Different sizes and shapes of milk containers. A good variety in sizes of pints, quarts,
and gallons. Different brands and different containers. (filled with water if preferred)
Procedures:
the title do a picture walk. Encourage the students to share their ideas what they
After the story talk about the word volume and the meaning. Tell students that it is a
way to measure liquid. This is when you will use the vocabulary to go with the
experiment. The student will be able to use hand on manipulates to measure liquids
and make comparison. You could use a sand/water table of tubs at group tables. With
your guidance and scaffolding, the students could play around with measuring and
keep records of their observations.
Have students go to their seats and then show the students the different sizes and
shapes of milk containers.
Talk about volume again and that it is how much a container holds. We use volume to
measure liquid things like water and milk.
Have the students make predictions about which container they think holds the most.
Take two of the smaller containers that are different shape. Have students predict
which one holds more. Then pour each into the same size container or same identical
bowl (can just be filled with water).
Student should draw the conclusion that it is the size of the container that matters
not the shape.

At table time have various items out that students would be interested in. Have students
predict what container has more and less. Then have them test it out. At house center have
a various items that they can use predictions on to determine what has more.In the sensory
table have water in the table with different items that they can fill up and empty to predict
what has more or less.
notes to see if the students understand the concept of volume. When students are asked to
make predictions, take notes on the students that are able to determine which items have
more or less volume. I will also observe the experiment and use the correct langaugae will
be helpful with information, too.
22

Age/grade level: 3-5/Preschool
Subject: Technology
Title of Lesson: If you give a Mouse a Cookie- Technology, Language Arts, Arts
Big Ideas: Have students go to a computer. Tell students that today you are going to read
a special book to them and they will get to draw a picture on the computer. Explain that the
book you are going to read is about an interesting mouse and how every time you give a
mouse an item he wants something else. After reading the book, If You Give a Mouse a
Cookie, have students draw a picture on the computer using a drawing program about the
part of the book that they liked best.
Learning Outcomes:
The students with teacher guidance will be able to use the mouse while operating the
computer.
The student will also be able to develop a picture using a drawing program on the
computer.
Standards:

and understanding.
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PK-2.CI.1. use a variety of digital tools (e.g., word processors, drawing tools,
simulations, presentation software, graphic organizers) to learn, create, and convey
original ideas or illustrate concepts.
PK.2.CC.1 work together when using digital tools to convey ideas or illustrate simple
concepts relating to a specified project.
Materials Needed

Computers
Drawing game
Procedures:
At the computers have a paint program already on and ready for the students to use.
Have students sit at a computer. While at the computer tell the students that you are
going to read a special book to them and they will get to draw a picture on the
computer.
Explain that the book you are going to read is about an interesting mouse and how
every time you give a mouse an item he wants something else.
After the book If You Give a Mouse a Cookie will tell us how an interesting and unique
mouse likes to drink milk, draw pictures and many more things. Explain to students
that while reading this book, maybe they could think of things that they would like to
give to the mouse if he was at their house. Tell the students that maybe they could
come with another item that the mouse might want that is not in the book and they
could write about it or draw a picture.
After reading the book to the students, then have students draw a picture using a
drawing program on the computer of their favorite part of the story. Teacher will use
oral reading strategies, such as picture walk, to introduce the book to students
Have students discuss their pictures and explain how they made their pictures in the drawing
program to you, and if possible to their teacher and peers. Have students discuss some of the
interesting facts about the mouse that they found in the story. Ask students if they were going to
draw another picture in the drawing program, what would they draw? Explain to students that
most computers have drawing programs and maybe they could draw another picture at home or
school. Teacher will review how to find the drawing program on most computers: Start -->
Programs --> Accessories --> Paint
Tell students that you are going to put their picture on the Internet and they will be able to go on
the Internet and share their pictures with friends and family. (If possible teacher should take
brief notes during the lesson and concluding discussions for the lesson plan's assessment and
reflections to be added later.)
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At table time have various items out that students could use to color and make their own
version of the book.
Have Ipads out so students can use the drawing program or listen to the story.
Have small groups of students use the computers and practice using the mouse and
computer with different games and activities.
notes to see if the students understand the concept of a need and a want. When students
are asked to complete the chart, take notes on the students that are able to determine
which items are wants and needs. For students that need further assistance work with one
on one with objects that are wants and needs. Student will be assessed through
observation while using the mouse to control the computer and using the drawing program.

Date: March 11, 2015
Age/grade level: 3 to 5 Preschool
Subject: Literacy/Language and Art and Technology
Title of Lesson: If you give a Mouse a Puzzle
predict what the story will be about. The students will color, cut, and put together a puzzle.
Learning Outcomes:
Students will identify characters and animals. The students will use visual
discrimination to assemble puzzle.
Students will use fine motor skills to paste puzzle pieces together.
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Standards:

Art.VA.I.K.2 Work with materials and tools safely with environmental awareness.
ART.VA.I.K.4 Prepare, complete, and sign finished artwork.
Materials Needed

Work pages (puzzle)
Construction paper
Scissors
glue
Procedures:
the title ask the students:Then what will happen?After the students have taken
turns answering the questions refer back to the book and show the students the
pictures. Do a picture walk. Encourage the students to share their ideas what they
Read the story with expression. Pause at lines that tell what the mouse asks for next.
(Hell probably want.) have the students fill in the words.
Have students color the puzzle, once colored the students will cut the puzzle out.
Demonstrate the correct placement of puzzle pieces.
Then have students glue the pieces together on a piece of construction paper.

Put puzzles out for table time to have students practice putting puzzles together.
Have students practice coloring, cutting, and putting puzzles together in the art center.
notes to see if the students can put the story in order when I ask what the mouse asks for
and what will happen next.
When students are coloring and cutting the pictures to the puzzle will check to see if the
students are able to put in correct order. By this I will be able to see who has mastered, in
progress, or below to standard to re-teach.
26
Play Centers
The centers have many different activities the students can do:
o Dress-Up: There will be dress up clothes so students can retell the story, If
You Give a Mouse a Cookie.
o Kitchen: Students can shop for items that are mentioned in the story. Then
they also can make cookies and set the table for cookies and milk.
o Sensory Table: Students will be able to look for items hidden in oatmeal.
Some of the items to find are cookies, straws, small books, and other small
objects according to the book.
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o Table Activities: Students will be able to listen to the story with cassette
players. They will also have sentence strips with pictures on them to put the
story in order. Play dough will be put on a table to work on fine motor. They
students will be able to make play dough cookies.
o Art: Student will be able to express their ideas of the story using a number of
supplies.
Involving Families
Dear Families,
Our story unit this month will be based on the book If You Give a Mouse a Cookie
written by Laura Joffe Numeroff.
If you give a mouse a cookie, hes going to want a glass of milk and thats where the
trouble begins. One thing leads to another and pretty soon Mouse is off on an
adventure through the house. Your child will love this story and the many fun
activities that will be doing to go with the book. The story follows a sequence and
he/she will love that they will be able to predict what will happen next.
During this unit we will be using creativity, imagination, technology, expermint,
math, social studies, prediction, sequencing, and a variety of materials to help the
student become excited about learning. Im very excited to start this unit with our
fantastic preschoolers.
What can you do at home?
Look through the books you have at home and have your child predict what the
story will be about. Show them the pictures, read the title, and give some hints. Let
their imagination run wild.
28
We will also be have a special snack every day next week. The snack will be based
on our book and will be a different type of cookies along with milk
If you have any ideas please dont feel free to contact me. If you are interested in
donating a snack please call me at 232-856-4392!
Thank you,
Mrs. Thompson
Louis Armstrong Thearter

Field Trip Information
Dear Families,
We will be going on a field trip to attend a performance of the fairytale Rapunzel by
the Louis Armstrong Theater. We will be discussing characters, settings,
fact/fiction and problem/solution in class before attending the field trip to help
prepare the students for the performance.
As you are aware of we have been working on the book: If You Give a Mouse a
Cookie, thematic unit this month. I thought that this performance would be a great
way to show students how a story can turn into a show. I really think that our
students will love the performance.
Each student will need to return the permission slip and a fee of $5.00 to attend
the field trip. We will be taking a bus to the theater. Any parents that would love to
volunteer on this fun day please let me know.
Date: April 23,2015
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Time: We will leave the school at 9:30. We will return by 2:30

Permission Slip and Money Due:
By Friday, April 18,2015
If you have any questions please let me know!
Thank You!
Mrs. Thompson
Assessments
During our, If You Give a Mouse a Cookie unit, I am using a variation of
assessments. A few of the assessments that I will be using are:
observation, note taking, and participation.
30
Resources and Materials

Book List:
If You Give a Mouse a Cookie by Laura Numerof
General Materials:
Large Group instruction area

If You Give a Mouse a Cookie by: Laura Numeroff
SMART Board
Name sticks
If You Give a Mouse a Cookie clipart
Story strips with pictures of story sequence
Pencils
Crayons
Mouse Picture then cut into four pieces for a puzzle
Containers
Sensory Table
Cassettes
Dress up Clothes
Cookies
Play-dough
Art Materials(crayons, pencils, markers, stickers, paint, glue, glitter)
31
Resources and Materials (Continued)

Learning Experience #1- Literacy and Language

Large pieces of chart paper or white board
Long white strips of paper with pictures of : milk, cookies, scissors, broom, mop,
crayons, pen, tape, fridge, mirror, straws, napkins, book, pin cushion.
Learning Experience #2- Mathematics
4 different types of cookies: chocolate chip, oreo, nutter butter, oatmeal raisin.
A sandwich bag with 4 different cookies for all students.
Pocket chart with pictures of the four different cookies
Cookie made out of construction paper(rough round circle with dots for chocolate
chips) one for each student
Cookie Jar
10 Cookies
Learning Experience #3- Social Studies

Chart Paper
Graph paper with the pictures(for all students)
Learning Experience #4- Science

Different sizes and shapes of milk containers. A good variety in sizes of pints, quarts,
and gallons. Different brands and different containers. (filled with water if preferred)
Learning Experience #5- Technology

Computers
32
Drawing game
Learning Experience #6- Art

Work pages (puzzle)
33

If You Give A Mouse A Cookie Thematic Unit

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If You Give A Mouse A

Philosophy and Goals... 3

Philosophy and Goals

If You Give A Mouse A Cookie

Practice counting in a set, compare sets to determine less or more.

Students will describe economic wants.

Students will practice observations using measurement.

Students will develop a picture using a drawing program.

Daily Routine and Organization

10:55-11:00 Pack Up/Go Home!

2:55-3:00 Pack Up/Go Home!

Daily Routine and Organization (continued)

Learning Experience Plan

Language and Literacy

Learning Experience Plan

Age/grade level: 3 to 5 Preschool

CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions

If you give a mouse a cookie by Laura Numeroff.

Enrichment and Extensions

Learning Experience Plan

Your Name:Stephanie Thompson

CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions

If you Give a Mouse a Cookie by Laura Numeroff.

Enrichment and Extensions

Learning Experience Plan

CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions

If You Give a Mouse a Cookie by Laura Numeroff.

Enrichment and Extensions

Learning Experience Plan

Your Name:Stephanie Thompson

CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions

If You Give a Mouse a Cookie by Laura Numeroff.

Enrichment and Extensions

Learning Experience Plan

Your Name:Stephanie Thompson

CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions

If You Give a Mouse a Cookie by Laura Numeroff.

Enrichment and Extensions

Learning Experience Plan

Your Name:Stephanie Thompson

CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions

If you give a mouse a cookie by Laura Numeroff.

Enrichment and Extensions

Louis Armstrong Thearter

Time: We will leave the school at 9:30. We will return by 2:30

If you have any questions please let me know!

Resources and Materials

If You Give a Mouse a Cookie by Laura Numerof

Large Group instruction area

Resources and Materials (Continued)

If you give a mouse a cookie by Laura Numeroff.

Learning Experience #2- Mathematics

Learning Experience #3- Social Studies

If You Give a Mouse a Cookie by Laura Numeroff.

Learning Experience #4- Science

If You Give a Mouse a Cookie by Laura Numeroff.

Learning Experience #5- Technology

If You Give a Mouse a Cookie by Laura Numeroff.

Learning Experience #6- Art

If you give a mouse a cookie by Laura Numeroff.

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