Elementary Inclusive Preservice Program Lesson Plan

Your name: Helen Wong

Title: Reading: Click, Clack, Moo, Cows that Type
Grade/Age Level: 1st Grade
Teaching Date: 2017.05.05

Learning Objective(s) Students will be able to identify what a character wants in a story, who they are trying to
What do you want students to know, convince, and what they say to convince someone.
understand, or be able to do as a result of
this lesson?

Evidence for Assessment
How will you know that students have
achieved the objective named above?
(What will you look for in their work?
What will you listen for in their discussions
and conversations?)
Students will be verbalizing their thoughts during whole class discussions. I will be listening
for students to talk about the reasons that each character has given for his/her argument with
persuasive language. I will also be listening for students to name persuasive methods.
Students will be completing persuasive graphic organizers identifying characters, what they
want, and how they persuade others.

Rationale This lesson is part of a unit on teaching persuasive reading and writing.
Why are you teaching this lesson? Does
CCSS.ELA-LITERACY.W.1.1
it connect to students interests, strengths,
and needs? How does it fit within the Write opinion pieces in which they introduce the topic or name the book they are writing
curriculum? What connections does it about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
have to standards?

Prerequisite Knowledge Students will have previously read persuasive mentor texts and began to learn how to
What prior knowledge are you counting structure persuasive writing.
on? Will this be a problem for any of your
students and if so, what will you do?

Learning Experience Detailed Assessment Plans

In each section below, specify the
sequence of instructional activities.
Consider how you will manage materials,
bodies, and time. Use small boxes to
indicate time.
Starting It (Introduction)
How will you invite students into the
learning experience?
What understandings will you look for/
listen for throughout the lesson? In other
words, how will you continuously check
in to see that students are moving
toward the objective you named above?
Minutes: 5-10
5-10mins: Readers today I wanted to introduce
myself to you. I am Ms. Wong, a student teacher
who works down the hall from you, you may have
seen me walking in the hallway. Today Ms. Gum
has asked me to work with you in reading a
persuasive mentor text so thats what we are going
to do.
But before we start, Id like to ask you, what is a
silent signal that you use in your class? A sign that
you use so your teacher can tell you that she needs
your attention to give directions? Okay can I show
you mine? This is how you will know that I need
your attention up here and that I will be giving
directions. When I give this signal, I need you to
stop talking, to turn your bodies to face me, and to
put your eyes on me. Can we try it together?
Now my expectation is that you will have your
attention up here, but if there are students that
struggle to do that, I will have a consequence for
talking. You will get one warning but the second
time you talk you will need to go back to your seat.
Does everyone understand my expectations? Can

Doing It (Exploration/Concept
Development)
Outline your sequence of instructional
moves including participation structures,
materials, intellectual resources, and time
allotted.
you put up your thumb if you understand?
Minutes: 35
Today we are going to read a story called "Click,
Clack, Moo, Cows that Type."
5mins: Preview words in the book. Write out on the
whiteboard and explain the meaning of the following
words: strike, neutral, ultimatum and snoop. Have
students place their hand over their heart when they
hear the key words. Listening to students discussion around
the meaning of keywords to assess their
5mins: Preview book: Lets take a quick look at the background knowledge. Asking
photo thats on the cover of this book to see what students if they are familiar with any of
this book might be about. What do you see here? the words to determine what needs to
Yes I see three cows and a chicken looking at a be explained.
typewriter. Do you know what a typewriter is? A
typewriter is a machine that people used to use to
type up a letter (before there were computers).
Informal observation through listening to
Why do you think cows might need to type up a
what students are saying in response to
letter? Ill give you a clue about this book. The
discussion.
cows want something from the Farmer and they are
using the typewriter to write notes to Farmer Brown
to convince or persuade him to give it to them.
Anytime you see a white square like this? You will
know that is another note that the cows typed up.
Let me tell you about one more thing in this book
that you might need to know about? That is electric
blankets. Electric blankets are blankets that you
plug in. They are plugged in so that you can stay
warm!

20mins: Read book pausing to review and discuss

the characters, who they are trying to convince, and
what they say to convince Farmer Brown.

Words to define:

Impossible - I dont believe it will happen

Sincerely - A formal way to say, From at the end of

a letter

Impatient - dont want to wait

Furious - really, really mad

Demand - insist, say you have to

Exchange - switch

T&T: Pause at the emergency meeting for students

to make a prediction as to what will happen.

15mins: Model completing graphic organizer for

Observation by seeing what students
hens. Have students complete graphic organizers
are writing in their graphic organizers.
for the cows and the ducks.

Students can also draw instead of writing.

If students finish early, they can draw a sketch of

the book on the back of the graphic organizers.
Finishing It (Closure) Minutes: 5
How will you bring students to closure with
this learning experience and connect it to 5mins: Review graphic organizers with students. Observe completion of graphic
future learning? Emphasize need to identify who the characters are, organizers to determine if students can
who they are writing to, what they want, and how identify the characters, who they are
they try to convince the others of what they want. writing to, what they want, and how they
convince others.

Accessibility
What accessibility and participation
challenges have you taken into account
and how have you addressed them?
(material and human resources, sequence
of instruction)
Book will be both displayed and read to the class so visual and verbal learners will have
access.
Key words will be written out on the whiteboard.
Other words of interest will be written out on chart paper.

Materials Needed Book Click, Clack, Moo, Cows that Type by Doreen Cronin.

Whiteboard to write down keywords.

Graphic organizers.

Questions Character Character Character

 1 2 3
Who is writing or talking? Hens Cows Ducks
Who are they writing or talking
to?
What do they want?

What do they say or write?

Does it work?