For this unit plan, we will be exploring through the familiar “If You Give…” children’s story collection.
This unit will feature the books If You Give a Mouse a Cookie, If You Give a Moose a Muffin, If You Give a
Pig a Pancake, If You Give a Pig a Party, and If You Give a Cat a Cupcake. The goal of this unit plan is to
improve children’s reading and comprehension skills through enjoyable books and fun activities. Lesson
plans are often repetitive to allow the children to master the skills. After reading these books aloud in
class, the students will be given a variety of skills worksheets, reading comprehension quizzes,
vocabulary test, and fun activities and games to go along with each book.
This unit plan is for children ages six and seven. First grade students should have prior experience with
reading comprehension and follow-up activities. The students should know how to listen to a story and
identify the main characters, the sequence of events, and know which characters go with which story.
*RLA.0.1.1.7- Understand level appropriate site words and vocabulary (e.g., prior knowledge, reading
*RLA.0.1.1.8- Use directly taught vocabulary words in oral and written reading experiences.
*RLA.0.1.1.10- Determines and describes how print is organized and read (e.g., author, illustrator,
difference between letters, words, sentences, purpose of capitalization and punctuation).
*RLA.0.1.1.12- Use meaning clues to aid comprehension and make predictions about content (e.g.,
pictures, titles, cover, story sequence).
*RLA.0.1.1.14- Use basic comprehension concepts to understand literary and informational texts (e.g.,
story elements, main idea, sequence, cause and effect, prediction, and re-telling).
*RLA.0.1.1.16- Constructs responses to both literal and interpretive comprehension questions after
reading literary or informational text.
*RLA.0.1.2.9- compose in a variety in forms or genres (e.g., journal writing, written response to
literature, writing poems)
*RLA.0.1.3.1- Listen, recite, and respond to familiar stories, poems, nursery rhymes, songs, and stories
with repeated patterns (e.g., re-tell in sequence, relate information to own life, describe
character/setting/plot, engage in creative and dramatic play, imagine beyond the story).
21C.O.PK-2.1.LS.3- Student articulates thoughts and ideas, representative of real and imaginary
experiences, clearly and effectively through oral, written, or multimedia communication.
21C.O.PK-2.2.LS.1- Student engages with teacher assistance in a critical thinking process by conducting
basic evaluations using simple criteria.
Select Media and Materials:
If You Give a Mouse a Cookie by Laura Numeroff
If You Give a Moose a Muffin by Laura Numeroff
If You Give a Pig a Pancake by Laura Numeroff
If You Give a Pig a Party by Laura Numeroff
If You Give a Cat a Cupcake by Laura Numeroff
Mouse, Cookies, and More: A Treasury by Laura Numeroff
Chart Tablet- for “if, then” statements (cause and effect)
Venn Diagram- compare and contrast
Vocabulary (taught through PowerPoint slides)
Reading Comprehension Quiz
BINGO game sheets (BINGO will also be played by the teacher on the SMARTBoard as a
demonstration for students)
Mini chocolate chip cookies
Stuffed animals (visual for main characters)
SMART Board (sequence worksheet)
PowerPoint (BINGO game)
“The Mouse, Cookies, and More” CD (songs by Carol Kane)
Big Book Pancakes, Pancakes by Eric Carle
Paper bag puppet materials
Mouse coloring worksheet
Different activities available on the SMART Table
Websites for Teachers:
http://atozteacherstuff.com/pages/483.shtml Idea for the chant “Who Stole the Cookies.”
students will make paper bag puppets of the moose.
http://printables.familyeducation.com/coloring-pages/art-and-music/51575.html Students will
be given this coloring worksheet to complete.
http://files.harpercolllins.com/PDF/ActivitiesGuides/0060283246.pdf Idea for changing the
story to get a better understanding of cause and effect.
Websites for Students:
http://www.lauranumeroff.com/kids_fun/index.htm Students will be able to choose an activity
from this website during computer lab or at home.
http://www.mrscowan.com/ifyougiveamouse.htm Students will be able to choose an activity
from this website during computer lab or at home.
will be able to choose an activity from this website during computer lab or at home.
http://www.first-school.ws/activities/crafts/animals/farm/bagpig.htm Students will be able to
choose an activity from this website during computer lab or at home.
Utilize Media and Materials:
On day one, I will introduce the vocabulary words and read If You Give a Mouse a Cookie. I will use the
document camera so the students will be able to see the book clearly. The students will come down to
the carpet and predict what will happen next. Then we will write “If, Then” statements on chart paper as
the students recall and dictate the effects (cause and effect). We will sing “The Mouse Cookie” with the
CD and the children will go back to their desks. The lyrics will be shown on a PowerPoint presentation so
the students can follow along. They will then go back to their desks and I will then give each of them a
mini chocolate chip cookie. While they are eating, we will play the game “Who Stole the Cookies” and
the students will be able to interact with each other. http://atozteacherstuff.com/pages/483.shtml
On day two, I will re-teach the vocabulary words. The children will come down to the carpet and we will
listen to If You Give a Mouse a Cookie on the CD and discuss characters, setting, and plot. We will review
“If, Then” statements on the chart. Students will go back to their desks and we will complete the cause
and effect worksheet together. Students will be able to interact with me as well as among their
classmates. Then we will re-sing “The Mouse Cookie” while the students color their worksheet and talk
about the story among their friends. http://printables.familyeducation.com/coloring-pages/art-and-
On day three, I will introduce the new vocabulary words. We will come down to the carpet and read If
You Give a Moose a Muffin. Again, the story will be put on the digital camera so the students will be able
to see the story clearly. The students will interact and predict what will happen next. We will write “If,
Then” statements on the chart as the students recall and dictate the effects. We will sing “Making
Muffins” and “Doin’ the Moose” together on the CD. The students will go back to their desks and we will
make a paper bag puppet of the moose. Step-by-step instructions will be given through a PowerPoint
presentation. While they are working on their puppet, I will give each student a mini muffin.
On day four, I will re-teach the past vocabulary words. The children will come down to the carpet and
listen to If You Give a Moose a Muffin on the CD and discuss characters, setting, and plot. We will review
both “If, Then” charts and re-sing “Making Muffins” and “Doin’ the Moose.” I will then introduce the
new vocabulary words and we will read If You Give a Cat a Cupcake. The students will predict what will
happen next and then we will write “If, Then” statements on the chart as the students recall and dictate
the effects. Then, the students will take turns changing the story to come up with different causes and
effects if the cat would have asked for something different.
On day five, I will re-teach the vocabulary words. The children will come down to the carpet and we will
revisit If You Give a Cat a Cupcake and discuss characters, setting, and plot. We will review all three “If,
Then” charts and I will introduce new vocabulary words. We will then read If You Give a Pig a Pancake
and the students will predict what will happen next. We will write “If, Then” statements on the cart as
the students recall and dictate the effects. Next we will sing “Flippin’ the Flapjacks” and “The Piggy
Polka.” The students will go back to their desks and I will give each of them a mini pancake.
On day six, I will re-teach all the vocabulary words. The children will come down to the carpet and
review all “If, Then” charts. We will listen to If You Give a Pig a Pancake on the CD and discuss
characters, setting, and plot. We will also discuss the sequence of events and read Big Book Pancakes,
Pancakes. We sill sequence the ingredients needed to make a pancake on the SMARTBoard as the
students recall and dictate. The children will then return to their desks. I will give each student a mini
pancake and they will be able to discuss their favorite part of the story among the other students.
On day seven, I will review and re-teach all the vocabulary words and all charts. I will introduce the new
vocabulary words and the children will come down to the carpet. We will read If You Give a Pig a Party
and discuss characters, setting, and plot. The students will then return to their desks and we will make a
Venn diagram of the two pig books (compare and contrast). We will also discuss common titles, author,
and illustrator then complete the matching worksheet on SMARTBoard.
On day eight, I will review the vocabulary words and charts and the children will complete the
vocabulary and the comprehension quizzes. After the children are finished with both quizzes we will play
“If You Give...” BINGO. The children will then complete a sequence worksheet. Then the students will
choose, write, and illustrate their favorite story in their journals or response logs. They will be given the
option to create one on the computer or with paper and crayons. Once all of the students are done, we
will re-sing all of the songs on the CD.
On day nine, I will show a digital story using photos I have taken of the students throughout the unit.
When the video is over, we will go to the computer lab and visit the websites and activities that are
listed in the student’s website list. I will allow the students to choose one or two activities such as
coloring worksheets, matching worksheets, sequence worksheets, and a variety of other crafts and they
will complete them during computer lab time.
Require Learner Participation:
To keep the students interested in what is being taught, I will provide many different activities where
the students can interact. The students will be making paper bag puppets, coloring worksheets, and
completing mini assignments. They will also be singing songs, writing “If, Then” statements, playing
games, and sampling the different desserts that go along with each book. This will allow the children to
become part of what is being taught and engage their minds in different areas. They will also be able to
complete a hands-on assignment using the SMART board, and listen to the stories on a CD as they follow
along in the book. Participating in the activities and becoming part of the story will keep the students
interested and engaged in the material.
Evaluate and Revise:
*RLA.0.1.1.7- I will be introducing and review vocabulary words throughout the stories. At the end of
the books, I will review the vocabulary and the students will take a vocabulary quiz to test their
*RLA.0.1.1.8- We will go over the vocabulary orally every day in class and I will observe which students
comprehend the words and which students and are have difficulty.
*RLA.0.1.1.10- While reading through each book, we will discuss the authors pattern when writing as
well as discuss how the illustrations help tell the story. I will see which students understand the material
and which ones do not.
*RLA.0.1.1.12- Before we read each book, we will discuss the author and use the illustrations to predict
what is going to happen in the story. I will have all the students to participate and observe their
*RLA.0.1.1.14- At the end of each book, the students will write “If, Then” statements on the chart based
on the story we just read. The students will also be participating in the Venn diagram on SMARTBoard. I
will be giving the students a participation grade for these assignments.
*RLA.0.1.1.16- Once all of the books have been read and reviewed, the students will take a
comprehension quiz at the end of the unit to test their knowledge.
*RLA.0.1.2.9- The children will be presented with the information in a variety of ways such as hands-on
activities, worksheets, and listening comprehension when reading and listening to the stories. During
this time I will be taking grades on some worksheets as well as observing as the students work and
giving them participation points.
*RLA.0.1.3.1- The students will be singing a song that goes along with each story. They will also be
completing a sequence worksheet which I will take for a grade.
21C.O.PK-2.1.LS.3- Then the students will choose, write, and illustrate their favorite story in their
journals or response logs. I will read through all of these and give them all stickers for participation.
While I am reading through them, I will be observing which students are excelling and which ones are
21C.O.PK-2.2.LS.1- I will be working with the students as a whole while we do many activities together
on the carpet. Some activities will be graded, and I will observe each individual student as they
participate in discussions.