Click, Clack, Moo: Cows that Type

Materials/Equipment: Blooms Taxonomy:

The book, Click Clack Moo: Cows that Type,
Curriculum Integration:
Knowledge/Remember Analysis
Reading Writing
letter writing template, Farm Pictionary, animal Comprehension/Understand Evaluate
Art
head cutouts, scissors, glue, pencils, and Application Create
crayons.
Classroom Strategies:
Differentiated Learning: TEKS Achieved: Whole-group
Auditory Visual/Spatial 110.11b (6A) identify elements of a story including setting, character Hands-On
Kinesthetic and key events. Independent Activities
Verbal/Linguistic 110.11b (4A) predict what might happen in the text based on the cover, Simulation
Intrapersonal Interpersonal title, and illustrations Lecture
110.11b (14A) dictate or write sentences to tell a story and put the Problem Solving
sentences in chronological sequence. Pairing
74.4c (4D) use prereading supports such as illustrations and pre-
taught topic-related vocabulary and other prereading activities to
enhance comprehension of written text

Submitted by: Allyson Edge

Grade Level: __K__ Subject: _ELAR and Writing______

Rationale: The students will be able to review characters and plot, and write a letter from a characters point of view.

Objectives:
TSW identify elements of the story, Click Clack Moo, Cows that Type including setting, character, and key
events.
TSW predict what might happen in the text based on the cover, title, and illustrations.
TSW write a letter using sentences in a chronological sequence to tell a story.
TSW use illustrations and pre-taught vocabulary to enhance comprehension of the written text.
Lesson Plan:
Introduction: (Anticipatory Set/Motivation):
The teacher will explain that while reading Click Clack, Moo: Cows that Type, the students will have a special part. When the
students hear the line, Click, Clack, Moo they will hit two fingers on the palm of their other hand and then say moo. The
teacher will allow the students to practice before starting the book.

Process:

Information Giving:
The students will look at the cover and predict what the book will be about. The teacher will read the title of the book, and ask the
students Why do you think the author chose that title?
The teacher will read Click Clack, Moo: Cows that Type.

Modeling:
The students will think about what kind of writing the animals are doing. (The animals are writing letters). The teacher will explain
that a letter needs to have a greeting, body and a closing. Compare letters to the morning message, the morning message as a greeting,
body, and a closing.

Check for Understanding:

Once the book is read, the class will talk about the problems the animals had and how they find a way to solve them.
Students will come to the conclusion that the animals used letters to solve their problems by expressing their thoughts.

Guided Practice:
Talk about how the animals wrote Farmer Brown letters about what they needed. Have the class think of being a cow, duck or chicken
and what they would need. Have the class share their thoughts.
 Independent Practice:
The students will write a letter to Farmer Brown as a cow, duck or chicken. The students will use the letter template to write their
letter. The students may use their Farm Pictionary for farm words. They can then color and cut the cow head cutout and glue it to
the side of the paper.

Closure/Culminating Activity:
The student will read their letter to the teacher for the teacher to check the students work.

Enrichment/Extension:
Students will be able to share their letters with the class or a partner.
Students can edit their written letters to add adjectives to their writing.

Accommodations:
1. For students that have difficulty writing their words, the teacher will help the students sound out their words. The students will also
use the Farm Pictionary for farm words.
2. For students who need extra time, will be allowed extra time to complete the writing activity.

Assessment/Evaluation:
Students will be assessed through teacher observation.
Are students participating, and answering comprehension questions during whole group?
Are students off task or having difficulty with the concept of letters during the independent writing activity?
Students will be assessed on their writing samples:
Are students writing their letters using all the parts (greeting, body, and closing)?
Are students writing from an animals perspective and including what they would need?
Are students using words from the Farm Pictionary?