Pete the Cat: I Love My White Shoes

by Eric Litwin

Pacing Material

Pete steps in strawberries, blueberries, and mud — but no matter what, he keeps walking and singing his song.

Big Idea

When things go wrong, you can choose to keep your cool and keep moving — attitude is everything.

Discussion Questions

1.How does Pete feel when his shoes change color?
2.Why does Pete keep singing his song?
3.What would you do if you stepped in mud?
4.What does 'it's all good' mean to you?

Classroom Activity

Color Walk Song

Make up your own verse for Pete's song. Choose a new color Pete steps in, and write what Pete would say about it.

Lesson Plan

⏱ 30–35 minutes📦 Pete the Cat: I Love My White Shoes, drawing paper, pencils, crayons or washable markers, chart paper, and tape

Learning Goals

Retell how Pete’s shoes change color after he steps in strawberries, blueberries, and mud.
Identify Pete’s calm response to unexpected changes and name one strategy for handling a small frustration.
Create an original song verse that connects something Pete steps in with a new shoe color.
Use drawing, dictation, or writing to communicate a new event in Pete’s story.
Share a verse aloud or through singing, movement, or supported participation.

Activity Steps

1.Read Pete the Cat: I Love My White Shoes aloud, inviting children to join the recurring song. Pause at each shoe-color change and ask, “What happened? How does Pete respond?”
2.Review the sequence: strawberries turn Pete’s shoes red, blueberries turn them blue, and mud turns them brown. Discuss how Pete keeps walking and singing. Practice a calming response: pause, take a breath, and decide what to do next.
3.Brainstorm new things Pete could step in and the colors they might leave on his shoes, such as green paint or purple grape juice. Record children’s ideas with matching color swatches.
4.Have each child choose a new color and draw Pete wearing shoes of that color. Support children in dictating or writing: “Pete stepped in ____. His shoes turned ____. Pete said, ‘____.’” Encourage a calm response such as “I can keep going!”
5.Help children turn their ideas into short, original verses: “I’m walking in my green shoes, taking one more step. A splash of paint surprised me, but I’m not upset!” Children may use their own words and a familiar or invented tune.
6.Create a classroom Color Walk: children display their drawings and take turns sharing or singing their verses while classmates walk gently in place. Close by asking, “What could you do if something unexpected happened to you?”

Standards Connections

ELA: RL.K.2 — With prompting and support, retell familiar stories, including key details.
ELA: RL.1.3 — Describe characters, settings, and major events in a story, using key details.
ELA: W.K.3 — Use drawing, dictating, and writing to narrate an event and provide a reaction to what happened.
ELA: SL.K.5 — Add drawings or visual displays to descriptions to provide additional detail.
SEL: Self-management — Practice calming strategies and flexible responses to unexpected changes.

Pace-Write-Read Study with Pace-Write It!

Focus question: How does Pete the Cat keep the story moving even when his shoes keep changing? In Pete the Cat: I Love My White Shoes by Eric Litwin, Pete walks through one colorful problem after another, but the story stays calm, playful, and upbeat. The pacing works through repeated lines, quick page turns, and Pete’s steady song, showing children that resilience can carry a story forward.

Element	How to notice or teach it in the novel
Pace	Read: Notice how the story moves in quick steps as Pete walks, steps in something new, sings, and keeps going. The fast, simple pattern matches Pete’s calm resilience. Classroom Activity: Write a 4-sentence mini story about a character walking through three small problems and still moving forward.
Plot	Read: Notice the clear sequence in Pete the Cat: first white shoes, then strawberries, blueberries, and mud, and each event changes the shoes but not Pete’s mood. The plot grows through repeated action with one small change each time. Classroom Activity: Draw and label the beginning, middle, and end of a story where one object changes again and again.
Prosody	Read: Notice how Pete’s song invites a sing-song reading voice with strong beats and a cheerful tone. The repeated lines help children hear the music of the words. Classroom Activity: Write one repeated line your class can read aloud in a happy, steady voice.
Word pause	Read: Notice where a reader naturally pauses before naming the new mess Pete steps in, which builds playful anticipation. Those tiny stops help children predict what might happen next. Classroom Activity: Write a sentence that pauses before the big reveal, such as 'Then he stepped in... pudding!'
Concept	Read: Notice that the big idea is resilience: Pete stays positive even when things do not go the way he planned. The changing shoes make the SEL theme easy for young children to understand. Classroom Activity: Write or dictate one sentence about a time you kept going after a small mistake.
Voice & World View	Read: Notice the book’s upbeat, reassuring voice that tells children problems can happen without ruining the day. Pete’s world view is simple and hopeful: stuff happens, and we can keep walking. Classroom Activity: Write two sentences in a cheerful voice about a problem that turns out to be okay.
Setting & Place	Read: Notice that the setting is simple and open, keeping attention on Pete’s walk and what he steps in along the way. The uncluttered places help the pacing stay smooth and easy to follow. Classroom Activity: Draw a path with three places your character walks through and label what might be on the ground there.
Point of View	Read: Notice the story is told from an outside narrator who watches Pete and repeats what he does and sings. This point of view lets readers focus on Pete’s actions and steady feelings. Classroom Activity: Write two sentences about a character from the outside, using 'he,' 'she,' or 'they.'
Original Characters	Read: Notice how Pete the Cat feels original because he is cool, calm, musical, and never upset about his white shoes changing color. His personality makes a very simple story memorable. Classroom Activity: Invent an animal character with one special trait, like always humming or always smiling, and write one sentence introducing them.
Dialogue	Read: Notice that most of the speaking comes through Pete’s song, which acts like dialogue with the reader and class. The words he sings help reveal his feelings without a long conversation. Classroom Activity: Write one line your character says or sings each time a problem happens.
Details	Read: Notice the specific details of strawberries, blueberries, and mud instead of vague words like 'stuff.' These exact details make each page feel fresh while keeping the pattern familiar. Classroom Activity: Make a list of three messy things a character could step in and choose one for your story.
Descriptions	Read: Notice the color words and simple sensory details that help readers picture Pete’s shoes changing. The descriptions are brief, which keeps the story moving quickly. Classroom Activity: Write one describing sentence about shoes, boots, or paws changing color.
Strong First Lines	Read: Notice how the opening quickly introduces Pete, his white shoes, and his happy feeling. This strong start gets readers into the rhythm right away. Classroom Activity: Write a first line that introduces a character and something they love, such as 'Lila loved her shiny yellow rain boots.'
Immediacy & Engagement	Read: Notice how the repeated question about whether Pete cries keeps children involved right in the moment. Readers want to answer back and join the story. Classroom Activity: Write one question to ask your readers during your story, like 'Did Max stomp and shout?'
Story Scenes & Summaries & Unique Structures	Read: Notice that the story is built from short repeated scenes instead of long explanation: walk, step, notice, sing, continue. This circular structure helps young readers follow the pacing easily. Classroom Activity: Use this frame to plan your story: 'My character walked. My character stepped in ____. My character said ____. My character kept going.'
Flashback & Flash Forward & Cliffhangers	Read: Notice that this book does not use flashbacks or flash-forwards, and that helps the action stay in the present moment. The tiny cliffhanger comes before each page turn when readers wait to see what Pete stepped in next. Classroom Activity: Write a page-turn sentence that makes readers wonder what comes next, such as 'But Pete’s day was about to get even messier...'
Tension & Suspense & Surprise	Read: Notice the gentle tension comes from wondering what will happen to Pete’s shoes next, not from danger. The surprise is that Pete stays calm every time, which supports the resilience theme. Classroom Activity: Write one surprise moment where your character reacts in an unexpected but positive way.
Page Turns and Chapter Breaks	Read: Notice how page turns help reveal each new color and each new mess Pete steps in. In a picture book with no chapters, the turn of the page acts like a pacing tool. Classroom Activity: Fold a paper into four parts and plan what surprise will be revealed on each new page.
Performance	Read: Notice that this book is meant to be performed with singing, repeating, and movement. The performance style stretches some moments and speeds up others. Classroom Activity: Write one repeated chant for your class to clap or tap while reading your story.
Personality	Read: Notice Pete’s laid-back personality shapes the pacing because he never stops to fuss for long. His calm attitude keeps the story flowing forward. Classroom Activity: Write two words that describe your character’s personality and then write one sentence showing those traits.
Humor	Read: Notice the humor in watching Pete keep loving his shoes even when they are no longer white. The funny pattern makes the lesson feel light instead of preachy. Classroom Activity: Write a silly change for an object, like a hat turning green after falling in guacamole.
Pause	Read: Notice how the reader can pause after 'Did Pete cry?' so children can answer before the story continues. That pause adds participation and rhythm. Classroom Activity: Add one class-response pause to your story by writing a question after a problem happens.
Poetry and Poetic Devices	Read: Notice the song-like language, repeated phrasing, and rhyme-like sound patterns that make the text feel close to poetry. These poetic features help the pacing feel bouncy and memorable. Classroom Activity: Write a short two-line chant for your character to repeat.
Repetition	Read: Notice how repeated lines, repeated structure, and repeated song lyrics create a predictable pattern in Pete the Cat. Repetition helps young readers join in and understand the story’s steady pace. Classroom Activity: Choose one sentence to repeat three times in your own mini book.
Rhythm	Read: Notice the beat of the words in Pete’s song and in the repeated story pattern. The rhythm sounds like walking: step, step, sing, step. Classroom Activity: Tap a beat and write one sentence that matches it, such as 'Sam kept walking down the street.'
Punctuation	Read: Notice how question marks and exclamation points help show when to ask, answer, and sing with energy. The punctuation supports expressive read-aloud pacing. Classroom Activity: Write one question sentence and one excited sentence for your character.
Questions	Read: Notice the important repeated question 'Did Pete cry?' encourages prediction and participation. Questions make the reading interactive and help hold attention. Classroom Activity: Write two questions your narrator can ask readers during the story.
Compare-Contrast	Read: Notice how readers compare Pete’s white shoes at the start with his red, blue, brown, and wet shoes later. These contrasts make each change easy to track. Classroom Activity: Make a T-chart comparing 'before' and 'after' for one object in your story.
Objects	Read: Notice that one simple object, Pete’s shoes, holds the whole story together. Because the shoes keep changing, they become the center of the pacing and theme. Classroom Activity: Pick one object, like a backpack or umbrella, and write how it changes three times.
Threes	Read: Notice the satisfying pattern of stepping in strawberries, blueberries, and mud before the final water ending. Groups of three help the story feel complete and easy to remember. Classroom Activity: Plan three things your character will bump into, spill, or step in.
Whitespace & Negative Space	Read: Notice how the clean page design and open space around Pete help children focus on the action and color changes. Less visual crowding helps the pacing feel clear and calm. Classroom Activity: On a page, draw one character and one big object with lots of open space, then add one sentence.
Art & Graphics	Read: Notice how the bold illustrations show Pete’s changing shoe colors right away and support children who are not yet reading every word. The art carries part of the pacing by making each change instantly visible. Classroom Activity: Illustrate one page of your story so the picture shows the problem before the words explain it.
Interactives & Gamification	Read: Notice how children can sing Pete’s song, answer the repeated question, and predict the next color, making the book feel like a game. This interaction keeps energy high and pacing lively. Classroom Activity: Create a class story where listeners guess what the character stepped in next before the page is revealed.

Pace-Write It!

20-Minute Classroom Flow Read (5 min): Read Pete the Cat: I Love My White Shoes by Eric Litwin aloud with expression. Sing Pete’s repeated song each time and pause for students to answer, 'Did Pete cry?' Notice (5 min): Guide students to notice the pacing pattern: Pete walks, steps in something, his shoes change, he sings, and he keeps going. Talk about how repetition, page turns, and questions help the story move while showing resilience. Write (7 min): Students write or dictate a tiny patterned story about a character who keeps going through small problems. Writing frame: '___ loved ___ . Then ___ stepped in ___ . Now ___ was ___ . Did ___ cry? Goodness, no! ___ kept going and said, "It’s all good." Then ___ stepped in ___ .' Share (3 min): Invite students to read their repeated line or question aloud. Let the class respond to the question together. Exit ticket: Tell your partner or teacher one way the author made the story feel quick, catchy, and easy to join.

Pace-Write-Read Connection

Teach this book using the Pace-Write-Read method — Tool 26: Repetition.

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