Moo Technologies | Moo-Cafe | Cornerstones Lesson Guide for Click, Clack, Moo Cows

Cornerstones
Lesson Guide
Click, Clack, Moo
Cows That Type
This lesson guide is part of a two-week teaching unit, which is based on a
program from the children’s literacy series on PBS, Between the Lions.
Electronic copies of this guide can be found at www.pbskids.org/lions/
cornerstones. The materials you will need in order to use the unit in the
classroom can be found on our Web site.
The teaching unit was developed by the CPB/WGBH National Center for
Accessible Media, as an outcome of the Cornerstones Project, which
explored innovative use of technology to support literacy development for
children who are deaf and hard of hearing.
The Cornerstones Project was funded under a grant from the U.S.
Department of Education, Office of Special Education Programs,
#H327A010005.
“Click Clack Moo: Cows That Type” Cornerstones teaching unit and lesson guide © WGBH Educational
Foundation, 2002. Between the Lions © WGBH Educational Foundation and Sirius Thinking, Ltd., 2002.
Table of Contents
Overview of Lessons
1
The Daily Sequence
3
Lesson 1
4
Lesson 2
7
Lesson 3
9
Lesson 4
13
Lesson 5
16
Lesson 6
19
Lesson 7
22
Lesson Follow-up
You can find online games, writing activities,
videos, and downloads at the Cornerstones
Web site: pbskids.org/lions/cornerstones
Overview of Lessons
Please read through this entire guide before starting the unit. Familiarize yourself with the
Teacher Resources on the Cornerstones Web site. These include an Activity Workbook that you can
print out and copy for each student in your classroom, several printable games, and interactive
online games.
Key words and essential concepts for understanding “Click, Clack, Moo, Cows That Type” are
spread over seven lessons. Each word has many dimensions; children should learn at least one
beyond the word’s basic meaning in the story.
Lesson 1
Words: farm/farmer, barn, type/typewriter
Concepts
• Characters: Farmer Brown, cows, hens,
Duck.
• Setting: The story takes place on a farm.
• Farmer Brown and the animals are at an
impasse: Farmer Brown demands that the
cows and hens give milk and eggs. The
cows will not give milk and the hens will
not give eggs unless Farmer Brown gives
them electric blankets. He does not want to
give in.
• People and animals have different ways of
communicating.
Lesson 5
Words: neutral, party, ultimatum,
emergency meeting
Lesson 2
Words: note, sincerely
Concepts
• Review the characters and setting of the
story.
Concept
• Duck is the neutral party and helps with
the solution to the problem.
Lesson 6
• Purpose and pragmatics of notes and
note-writing
Lesson 3
Words: problem, believe, impossible,
electric blankets, to go on strike, closed
Concept
• The story has a problem. The cows will not
give milk unless they get electric blankets.
Words: gather, snoop, knock, hand,
exchange
Concept
• The problem is solved. The cows decide
that they will exchange the typewriter for
electric blankets.
Lesson 7
Words: decide, a good deal, pond, boring,
diving board
Lesson 4
Words: busy, to grow impatient, to run a
farm, furious, demand
Concepts
• The story has another problem. The hens
will not give eggs unless they get electric
blankets.
Concepts
• The story has a conclusion. Farmer Brown
decides that exchanging the typewriter for
electric blankets is a good deal.
• He gives the electric blankets to the cows
and hens. He waits for the typewriter to be
returned to him, but Duck now uses it to
write a new note. Duck says the pond is
boring and asks for a diving board.
1
Don’t forget…
to expose your students to the following high-frequency words and do a brief activity with
some each day. Try putting them into a spelling activity, using them in print or
cursive exercises, and writing short cloze sentences where students can fill in the blanks
with appropriate high-frequency words.
a
an
all
and
are
at
be
but
can
day
of
on
our
said
so
the
them
then
there
they
for
has
he
his
how
in
is
like
no
now
2
this
to
too
was
we
were
will
with
you
The Daily Sequence
This guide has seven lessons. The focus of the first two is on building background
knowledge and the last five focus on the story. The document Teaching Strategies, found
on the Cornerstones Web site, explains the instructional practices presented in the lessons.
Please familiarize yourself with Cornerstones’ terms. The sequence for Lessons 1–2 and
3–7 are below.
Lessons 1 & 2
Today’s words
Today’s concepts
1 Preview the story
2 Build word knowledge
3 Whole-class and independent
reading
• Focus on a particular section of the story
text each day.
Show the storyteller video, read the
book, or show the story from the
Between the Lions video.
Teach vocabulary conceptually and in
depth, through experiences, illustrations,
discussions and elaboration. Use semantic
maps, graphic organizers and other visual
techniques that integrate text and pictures.
Teach the written language and the
conceptual meaning of the printed text.
Pause at key points to focus on the
concepts of the day and model
comprehension strategies for the children by making your thinking visible.
Add words, phrases and graphics to your
classroom graphic organizers and semantic
maps as the children deepen their understanding.
Overexpose the children to the words conceptually and in print throughout the unit.
Ask comprehension questions relevant
to the day’s lesson.
• Students should have the opportunity to:
Retell the portion of the story focused
on that day.
Read the printed text independently.
Lessons 3 – 7
Today’s words
After all lessons
Today’s concepts
In addition to the activities in the Activity
Workbook, it is recommended that the
children complete a writing activity every
day throughout the unit. Suggestions are
provided at the end of each lesson.
1 Review material from the
previous day.
2 Build word knowledge
Use visual techniques and teach words
conceptually, as discussed under
Lessons 1–2.
3
Lesson 1
Today’s words
farm/farmer, barn, type/typewriter
Today’s concepts
• Characters: Farmer Brown, cows, hens,
Duck
• Setting: The story takes place on a farm.
• People and animals have different ways
of communicating.
1 Preview the story
• Prior to viewing the Between the Lions show
or reading the story “Click, Clack, Moo,
Cows That Type,” tell the children that
they will be reading a story about some
cows who refuse to give milk and some
hens who refuse to give eggs unless their
farmer gives them electric blankets. The
cows type notes to the farmer on a typewriter. Cows cannot talk and do not know
the English language, but in the story
you’re about to read, this is how they
communicate with the farmer.
• Discuss different ways that people communicate with animals. Ask the students if
they have any pets. How do they communicate with their pets? How do they know if
their pet wants or needs something?
Emphasize that the cows in this story use
a typewriter, something that cows cannot
really do.
• Discuss the kinds of things people can do
that animals cannot do.
2 Build word knowledge
4
Lesson 1 Word Knowledge
farm/farmer
• Ask the children what they know about farms and create a class semantic map. In the center
of the map write farm. Ask the students specific questions in order to build the semantic map.
Who works on a farm? What kinds of animals live on a farm? What are jobs on a farm? What
kind of crops grow on a farm? What types of buildings or machinery are on a farm?
• Discuss different kinds of farms: Milk and dairy farms, vegetable and produce farms, beef
(cattle) and poultry farms.
• Farm can be a noun or a verb.
Noun = a piece of land used to raise crops and animals for food
Verb = to raise crops and animals for human use
• Note that farm comes in different forms: farm, farmer, farms, farmed, farming
• Compound words: farmhand, farmhouse, farmland
• Nursery rhymes and songs: The Farmer in the Dell and Old MacDonald Had a Farm
• Brainstorm other –er words related to a person who does something, for example, worker,
cleaner, dancer, writer, baker, reader, driver, player, singer, skier, helper, skater, climber, painter,
teacher, etc. Explain that most words are made by simply adding –er to a verb, however, some
words need a double consonant, such as winner and runner.
• Make a word wall with the title “Words that end in ‘er.’”
• Discuss and make a word wall of words that rhyme with farm: charm, harm, alarm.
barn
• List and discuss parts of a barn: loft, stables, stall, doors, silo.
• List and discuss things found in a barn: tools, pitchfork, hay, feed, tractor, animals, grain.
• Look at different styles of barns using photographs or clip art.
• Compound word: barnyard
5
Lesson 1 Word Knowledge
type/typewriter
• Explain or show what a typewriter is and talk about the differences between a manual typewriter, like the one used in the story, an electric typewriter, and a computer word processor.
Explain that compared to an electric typewriter, a manual typewriter is noisier and you must
push harder on the keys. An electric typewriter is faster and the keys are more sensitive to
the touch.
• List and discuss parts of a typewriter: keys, paper, cartridge, carriage, ink, ribbon, etc.
• Explain that a person who types is a typist (not a typer).
• Try to get a typewriter into the classroom and other keyboard items such as a computer
keyboard, Alphasmart, TTY and others. Discuss similarities and differences; make a Venn
diagram. Ask the students if these all make the click, clack, clickety clack sound. Why or
why not?
• Use the keyboards to do some fun keyboarding activities and practice typing words, phrases,
sentences or short stories.
• Type can be a noun or verb and has several meanings.
Verb = to hit the keys on a typewriter (when we hit the keys on a keyboard, we often say to
keyboard or to write, rather than to type)
Noun = kind or sort; things that go together because of common qualities
Noun = the raised metal letters used in printing machines
• Make a graph to show different types of things the students like. Ask: What types of food do
you like? What types of activities do you like to do after school? What types of animals do the
students have as pets?
• Click, clack, clickety clack is the sound a manual typewriter makes (at least in our story!).
Writing
• Have each student think of an –er word meaning a person who does something, for example,
a dancer or baker, and write it on a 5x7 index card. On the back of the card have the students
illustrate the word and write the following sentences: I am a ________. I am a person who
_________. Students can then use yarn to wear the card as a necklace. Students can take
turns reading and signing/saying their sentences; for example, “I am a dancer. I am a person
who dances.”
6
Lesson 2
Today’s words
2 Build word knowledge
note, sincerely
Today’s concepts
• Review the characters and setting
of the story.
3 Show the Between the
Lions video
Characters: Farmer Brown, cows, hens,
Duck
Setting: The story takes place on a farm.
1 Preview the story
• Explain that there are various ways in
which people communicate. We can use
sign language, speaking, writing, gestures,
body language, and facial expressions to let
others know what we want or need. Tell the
students that in the story “Click, Clack,
Moo, Cows That Type,” the animals communicate with the farmer by typing notes.
• Discuss the pragmatics of notes. Notes tend
to be short and can be formal or informal.
There are different types of notes for different purposes: a thank-you note, a note from
a parent to the teacher, an apology, etc.
• Notes can have special vocabulary (as letters do). Dear and Sincerely set a certain
tone. When Farmer Brown demands milk
and eggs from the animals and then signs
the note with sincerely, he is really being
sarcastic. Role-play expressions and discuss
how print can convey a certain feeling or
meaning.
• Print out the seven notes used in the story.
These can be found in the Teacher
Resources section on the Cornerstones Web
site. Display them in your classroom for the
students to refer to while working with
this unit.
7
Lesson 2 Word Knowledge
note
• Explain that note has more than one meaning. It can be a noun or a verb.
Noun = a short written message (see comments on the previous page), a musical tone, a
musical symbol, or a written promise to pay a debt.
Verb = to observe or notice something.
• Compound words: notebook, notepaper, notepad, noteworthy, footnote
sincerely
• In a way that is sincere or genuine. Similar in meaning to truly and honestly.
• In letter writing, sincerely is one of several closings. Discuss other closings, such as regards,
thank you, love, fondly, etc. A formal note might end with sincerely. An informal note might
not have any closing or just the writer’s name.
Writing
• Have the students write notes for various purposes:
to invite someone over to your house to play
to explain to the teacher why you were absent from school
to thank someone for a gift
to apologize for something you may have done wrong
to ask permission to do something
to request that the school janitor repair something
• Have the students write a different type of note each day. Try to use different types of paper
products including printed stationary, note cards, scrap paper and 3x5 index cards. Allow the
students to write notes by hand and create others on the computer. They may add graphics
or clip art.
8
Lesson 3
Today’s words
problem, believe, impossible,
electric blankets, to go on strike, closed
Today’s concept
• The story has a problem. The cows will not
give milk unless they get electric blankets.
1 Review
• The title of the story: “Click, Clack, Moo,
Cows That Type”
• The characters: Farmer Brown, cows,
hens, Duck
• Setting: The story takes place on a farm.
• The purpose and types of notes.
2 Build word knowledge
3 Whole-class and
independent reading
• Focus on a particular section of the story
text each day.
Show the storyteller video, read the
book, or show the story from the
Between the Lions video.
Farmer Brown has a problem. His cows like
to type. All day long he hears click, clack,
moo. Click, clack, moo. Clickety, clack, moo.
At first he couldn’t believe his ears. Cows
that type? Impossible! Click, clack, moo.
Click, clack, moo. Clickety, clack, moo.
Then he couldn’t believe his eyes.
“Dear Farmer Brown,
The barn is very cold at night.
We’d like some electric blankets.
Sincerely,
The Cows.”
Teach the written language and the
conceptual meaning of the printed text.
It was bad enough the cows had found the
old typewriter in the barn, now they wanted
electric blankets! “No way,” said Farmer
Brown.
Pause at key points to focus on the
concepts of the day and model
comprehension strategies for the children by making your thinking visible.
“No electric blankets.”
So the cows went on strike. They left a note
on the barn door.
Ask comprehension questions relevant
to the day’s lesson.
“Sorry.
We’re closed.
No milk today.”
• Students should have the opportunity to:
Retell the portion of the story focused
on that day.
Read the printed text independently.
9
Lesson 3 Word Knowledge
problem
• Explain to the students that a problem doesn’t have to be between two people. A problem can
be an argument or disagreement with someone or it can be a situation that is a dilemma to
you alone.
• Explain that there are different types of problems: life/social problems, math problems,
troubling situations, puzzles, riddles, brain-teasers. Provide some examples: leaving your
lunch at home, forgetting the directions to a restaurant, losing your keys, enjoying too many
sweets, finding that a pet has damaged some furniture, finding termites at home, not having
enough players for a baseball/soccer game.
• Explain that most problems can be solved with careful thinking and planning. Most problems
have a solution to them.
• Ask the students what the problem was in the story. How do you think the animals will solve
their problem?
• Ask the students how they solve a problem or conflict with someone at school. Discuss
different ways to problem-solve and use role-play to show some of the ways, such as using
your body (pushing/hitting), using language, ignoring, getting angry or upset, asking an
adult for help, etc. Discuss which methods are effective and why.
believe
• To know something to be true; to have an opinion
• Note that believe comes in different forms: believe, believes, believed, believing
• You can believe something, that is, a piece of information. You can believe someone, that is, what
the person says. You can believe your ears, that is, what you hear, or believe your eyes, or what
you see. Explain that often people will only believe something when they have evidence; they
have seen it with their own eyes or heard with their own ears.
• Ask the students questions throughout the day and ask if they believe it or not.
• Expression: Believe it or not, meaning whether or not you believe it, it is true. “Believe it or
not, they’re serving ice cream for lunch today!” “Believe it or not, I ran 15 miles yesterday.”
• Expression: Seeing is believing.
• Expression: Make-believe.
10
Lesson 3 Word Knowledge
impossible
• Explain that the prefix ‘im’ means not.
• Explain the difference between possible and impossible.
• Brainstorm things that can happen vs. those that cannot happen. Elicit from students things
that are possible for people to do and write them on a large chart. Have students illustrate
their responses on cards. Show the students that if you add the prefix ‘im,’ it means not.
• Ask the students about things that they think are impossible to do. Write these on a chart and
have the students illustrate their responses. After all the illustrations are complete (both
possible and impossible), mix up the picture cards and have the students sort them into two
columns: possible and impossible.
• To reinforce the word believe, when you review each statement or picture, say: “I believe/
don’t believe that could happen.”
• Review the concept of what animals can and can’t do. Emphasize impossible tasks.
• Discuss some other words that begin with the prefix ‘im’ meaning not: impatient
(remind students that this is another key word in the story) and impolite.
• You may also choose to look in a dictionary with your students and point out that there are
several other words that begin with ‘im’.
electric blankets
• Explain that electric blankets are blankets that use electricity to become warm.
• Discuss what electricity is and how it works. Look around the classroom and point out things
that use electricity to work.
• Discuss and list things that can be electric: blankets, typewriters, appliances, lights, some
cars, radios, lamps, computers, vacuum cleaners, etc.
• Math activity: Have students keep track of how many times they use something that needs
electricity during a day? How many times at home? How many times in school?
11
Lesson 3 Word Knowledge
to go on strike
• Discuss the meaning of going on strike = to refuse to do something, particularly work, in
order to make a demand. Explain that there must be a specific reason or purpose to go on
strike (the cows in our story were seeking better working conditions).
• Look in the newspaper and see if there are any strikes going on; transportation system
(trains, airplanes, busses), nurses, teachers, firemen, police, ball players. Discuss the
consequences of a possible strike. What would happen if all the teachers went on strike?
Firemen? Policemen? Hospital workers?
• Give the students opportunities to role-play going on strike. Make sure they are clear about
their demand(s). Examples: The students refuse to clean up after an art activity because they
demand new paints or markers. What would the consequences be? The students refuse to
return their books to the library because they want new storybooks instead of old, ripped
ones. What would the consequences be?
• Explain that strike has more than one meaning. You can have a strike in bowling, or a strike
in baseball. You can strike a match or strike someone or something.
closed
• List and discuss places that can be closed: school, a store, the post office, the library, a pool or
the beach, a bank, a road. Discuss the reasons why some of these places might be closed: it’s
late at night, a particular day of the week, or a holiday. A road may be closed while the city is
building a new bridge.
• List and discuss things that can close: doors, windows, books, drawers, eyes, mouth.
• Opposite: open
• Explain that closed can have more than one meaning. It can be the past tense of to close,
meaning to shut, such as a door, or to come to an end, such as a letter.
• Reminds the students what closed-captioned television is. Explain the difference between
closed captions and open captions. (Closed captions are hidden as data in the TV picture
until you “open” them with a decoder. Open captions are already visible, without any special
technology. Note that they are called “closed” captions, not “close” captions.)
Writing
• Have the students write about what it would be like to live with no electricity.
12
Lesson 4
Today’s words
busy, to grow impatient, to run a farm,
furious, demand
Today’s concepts
• The story has another problem. The hens
will not give eggs unless the farmer gives
them electric blankets.
• Farmer Brown and the animals are at an
impasse: Farmer Brown demands that
the cows and hens give milk and eggs.
The cows will not give milk and the hens
will not give eggs unless they get
electric blankets.
1 Review
• The cows will not give milk unless the
farmer gives them electric blankets.
2 Build word knowledge
3 Whole-class and
independent reading
• Focus on a particular section of the story
text each day.
Show the storyteller video, read the
book, or show the story from the
Between the Lions video.
Teach the written language and the
conceptual meaning of the printed text.
Pause at key points to focus on the
concepts of the day and model
comprehension strategies for the children by making your thinking visible.
Ask comprehension questions relevant
to the day’s lesson.
• Students should have the opportunity to:
Retell the portion of the story focused
on that day.
Read the printed text independently.
“No milk today!” cried Farmer Brown.
In the background, he heard the cows busy
at work: Click, clack, moo. Click, clack,
moo. Clickety, clack, moo.
The next day he got another note.
“Dear Farmer Brown.
The hens are cold too.
They’d like electric blankets.
Sincerely,
The Cows.”
The cows were growing impatient with the
farmer. They left a new note on the barn
door.
“Closed.
No milk.
No eggs.”
“No eggs!” cried Farmer Brown. In the
background he heard them. Click, clack,
moo. Click, clack, moo. Clickety, clack, moo.
“Cows that type. Hens on strike! Whoever
heard of such a thing? How can I run a
farm with no milk and no eggs!” Farmer
Brown was furious. Farmer Brown got out
his own typewriter.
“Dear Cows and Hens:
There will be no electric blankets.
You are cows and hens.
I demand milk and eggs.
Sincerely,
Farmer Brown.”
13
Lesson 4 Word Knowledge
busy
• Note that busy comes in different forms: busy, busier, busiest
• Explain that busy has different usages. It can mean…
doing something active: “Mary is busy cleaning her room.”
full of activity: “Today was a busy day.”
in use: “The phone line was busy, so I will call him later.”
not available: “I can’t help you, I’m busy.”
• Discuss that people can be busy (i.e. doing many things at once) or places can be busy
(traffic along a road, a shopping mall packed with shoppers, airports, train stations, etc.)
• Make a list of the students’ ideas of busy. Ask them what situations could be busy.
• List and discuss things that can keep someone busy: cleaning, writing, building something,
playing with a friend, drawing, watching TV, riding your bike, thinking. Remember that these
answers are subjective because busy can be anything that has you actively doing something.
• Expressions: busy body, busy work
to grow impatient
• Discuss the difference between being patient and being impatient.
• Emphasize that to grow (in this phrase) means the same as to become. It refers to a gradual
change. Explain that growing impatient is one of those things that get worse over time. The
more you have to wait or be patient for something the more dramatic your reaction is.
• Discuss the following phrases and what they mean: to grow angry, to grow bored.
• Work on pragmatic skills. Discuss situations where you need to be patient (waiting in line at
the grocery store, waiting for your turn on the playground). Discuss why it is important to
have patience and to be patient at times. Have students role-play a situation where one is
growing impatient and the other students guess what he/she is growing impatient about.
Some examples could be waiting in line, waiting for a turn in a game.
furious
• Similar to angry and mad but to a more intense degree: very angry!
• Make a continuum to show the various degrees of being mad:
upset – mad – angry – enraged — furious.
• Discuss and list on a chart situations that would make you angry vs. those that would make
you furious.
• Have students role-play the situations on the chart and make sure they use the sentence,
“I am furious because_________ ” or “I am furious about______”
14
Lesson 4 Word Knowledge
to run a farm
• You might want to expose your students to the many dozens of meanings of run; however,
for this unit, it is critical to emphasize the meaning used in this story.
• In to run a farm, run means to be in control of, to take care of the daily chores and tasks that
need to be done on a farm, such as feeding the animals, cleaning the barn, tending the fields.
• Review and reinforce farm/barn concepts.
• Discuss the phrases to run a business and to run a household.
• Discuss and list what is needed to run other environments. For example:
a daycare center
a school or classroom
a restaurant like McDonald’s
the school cafeteria
demand
• Note that demand comes in different forms: demand, demands, demanded, demanding
• Demand can be both a noun and a verb.
Noun = an urgent need or the act of asking for something with extreme authority
Verb = to ask for with authority or urgently
• Discuss if the act of demanding something is polite or impolite (referring back to the list of
‘im’ words). Role-play a situation where you ask politely for something and then demand it.
For example, a student could ask another student to borrow a pencil in two different ways.
“Could I please borrow your pencil?” vs. “Give me that pencil now!” Discuss which is more
effective and why.
• Have the students write sentences using the word demand as well as the more polite way to
ask. “May I have some of your snack?” “I demand that you give me some snack!”
• Explain that some people have the ability or authority to demand, sometimes because it is a
matter of safety, such as policemen, firemen, lifeguards, teachers, principals, and parents.
These people don’t necessarily have to use the word demand, but the manner or tone of voice
in which they speak lets you know that they are making a demand.
Writing
• Pretend you are a person in authority and state a demand that you might make and why.
15
Lesson 5
Today’s words
neutral, party, ultimatum, emergency
meeting
Today’s concept
• Duck is the neutral party and helps with
the solution to the problem.
1 Review
• The story has a problem. Farmer Brown
demands that the cows and hens give milk
and eggs. The cows will not give milk and
the hens will not give eggs unless they get
electric blankets. Farmer Brown does not
budge.
Duck was a neutral party, so he brought the
ultimatum to the cows.
The cows held an emergency meeting.
2 Build word knowledge
3 Whole-class and
independent reading
• Focus on a particular section of the story
text each day.
Show the storyteller video, read the
book, or show the story from the
Between the Lions video.
Teach the written language and the
conceptual meaning of the printed text.
Pause at key points to focus on the
concepts of the day and model
comprehension strategies for the children by making your thinking visible.
Ask comprehension questions relevant
to the day’s lesson.
• Students should have the opportunity to:
Retell the portion of the story focused
on that day.
Read the printed text independently.
16
Lesson 5 Word Knowledge
neutral
• Discuss the complex meaning of the word neutral. It can mean not decided or undecided,
refusal to take part in a war between two powers (countries), to neither agree or disagree
with two opposing sides, to remain neutral (in the middle).
• Someone who is said to be neutral is a person who is not involved in a struggle or conflict.
• Explain that neutral can have more than one meaning. It can also mean the neutral position
on the gears of a car. Ask the students if they’ve ever noticed the letters P-D-N-R on the
steering wheel or shift of a car. Discuss what each letter means and what its purpose is in
driving the car. P (park) – D (drive) – N (neutral) – R (reverse).
• Another meaning can be neutral in color as in shades of gray or beige. A neutral color is not a
bold and bright color, but rather one that is very basic or dull to look at.
• Discuss that when students say “I don’t care” or “It doesn’t matter” or “whatever,” they are
often being neutral and don’t have an opinion either way.
• Discuss and role-play taking sides in an argument where you agree with one side but not the
other and then switch alliances. Role-play an argument between two friends. When they can’t
solve the problem, they go to an adult or other classmate who can be the neutral party and
help settle the issue. During this role-play, remember to point out who the neutral party is.
party
• Explain that the party in the story text neutral party is a person or character who does not
take either side of a dispute.
• Explain that Farmer Brown and the cows are not neutral parties. They each have strong
opinions. Discuss Duck’s role as the neutral party.
• Explain that party can have more than one meaning. It can also mean a social gathering
where people come together to celebrate, as in a birthday party.
17
Lesson 5 Word Knowledge
ultimatum
• A final demand (point out the correlation between ultimatum and demand)
• Explain that an ultimatum is the final demand that someone makes when trying to solve a
problem. Remember that an ultimatum is the last resort and occurs only after someone has
tried unsuccessfully to get what he or she wanted. It is at this point that you would come up
with the ultimatum.
• Discuss the ultimatum in the story where Farmer Brown demands milk and eggs from the
cows and hens.
• Discuss and role-play giving ultimatums and the consequences of these demands.
emergency meeting
• Discuss that an emergency meeting is one that is urgent and unplanned. This type of meeting
must take place as soon as possible.
• Discuss the meaning of meeting and different reasons for having a meeting, such as a party
planning meeting, School Committee meeting, PTA meeting, church meeting, Girl Scout/
Boy Scout meeting, sports or team meeting.
• Discuss why a group might need to hold an emergency meeting.
Writing
• Write what you think the cows discussed at their emergency meeting.
18
Lesson 6
Today’s words
gather, snoop, knock, hand, exchange
Today’s concept
• The problem is solved. The cows decide
to exchange the typewriter for electric
blankets.
1 Review
• The story has a problem. The cows will not
give milk unless Farmer Brown gives them
electric blankets. The hens will not give
eggs unless Farmer Brown gives them
electric blankets. Farmer Brown doesn’t
agree with the demands.
• Duck is the neutral party and helps with
the solution. The cows decide to exchange
the typewriter for electric blankets.
2 Build word knowledge
3 Whole-class and
independent reading
• Focus on a particular section of the story
text each day.
Show the storyteller video, read the
book, or show the story from the
Between the Lions video.
All the animals gathered around the barn to
snoop, but none of them could understand
Moo. All night long, Farmer Brown waited
for an answer.
Duck knocked on the door early the next
morning. He handed Farmer Brown a note:
“Dear Farmer Brown,
We will exchange our typewriter for
electric blankets.
Leave them outside the barn door
and we will send Duck over with the
typewriter.
Sincerely,
The Cows.”
Teach the written language and the
conceptual meaning of the printed text.
Pause at key points to focus on the
concepts of the day and model
comprehension strategies for the children by making your thinking visible.
Ask comprehension questions relevant
to the day’s lesson.
• Students should have the opportunity to:
Retell the portion of the story focused
on that day.
Read the printed text independently.
19
Lesson 6 Word Knowledge
gather
• Discuss the meaning of to gather around = to come close together.
• Discuss and list on a chart things that can be gathered into a collection, such as shells, fresh
flowers, pebbles.
• Discuss that you can gather things together that have scattered or are spread around, such as
paper clips, crayons, papers.
• Note that you can gather together, gather up, gather around.
• Discuss and list on a chart kinds of gatherings or places where people gather: family holidays,
celebrations, parties, meetings, classrooms, church or synagogue services, performances,
movie theaters.
• Role-play commands with gather, for example:
Gather your papers together and place them on my desk.
Gather up your clothes and pack them in a suitcase.
Gather the paper clips that you dropped.
Gather around and I will tell you a story.
knock
• Explain that knock has more than one meaning. You can knock on a door, knock something
down like a tower of blocks or other objects stacked high. Role-play these meanings as you
discuss them.
• Make a classroom bowling game using tin cans and a ball. Have the students play bowling by
knocking down the cans.
• Tell some “Knock knock” jokes.
Recommended books that are available in libraries:
“Best Knock-Knock Book Ever” by Charles Keller
“1,000 Knock Knock Jokes for Kids” by Michael Kilgarriff
“500 Wacky Knock-Knock Jokes for Kids” by Dora Wood
• Discuss the expression: “knocked out” (unconscious)
exchange
• Synonyms: trade, switch, replace
• Discuss how you exchange a gift if it is the wrong size.
• Role-play exchanging things.
• Have the students exchange home addresses, email addresses, and/or phone numbers
with a friend.
20
Lesson 6 Word Knowledge
snoop
• Discuss the meaning of snoop = to look for something or someone in a sneaky way.
• Explain that snoop can be both a noun and a verb.
Noun = a person who snoops can be a snoop
Verb = the act of snooping on someone
• Role-play snooping on a person or group of people.
• List rhyming words and make a word wall: snoop, loop, coop, hoop, troop, droop.
hand
• Explain that hand has more than one meaning. It is part of your body or can mean to give
something to someone. Role-play handing objects to each other.
• Discuss right hand and left hand. Make a graph with the students’ answers to the following
questions: Which hand do you use to write with? Which hand do you use for sports? Point out
that some people write with one hand but may swing a bat or golf club using the other hand.
How many students are right-handed? How many students are left-handed?
• Discuss writing something by hand vs. using a computer.
• Compound words: handwriting (can refer to both cursive and print); handprint (marks that
you leave on the window or in the snow or on a dusty table); handmade (made by a person,
not with a machine); handstand and handshake.
• Expression: Hand it over! Demonstrate the difference between handing someone something
in a general, more relaxed manner and handing it over! The second phrase is more demanding
or forceful. Role-play different situations using these expressions.
• Expression: caught red-handed
Writing
• Have the students write about a family gathering they have attended and illustrate.
• Create sentences using the verb handed. Have the students fill in different names and objects
to complete the sentences. Illustrate the sentences too. ________ handed the _______ to
__________.
21
Lesson 7
Today’s words
decide, a good deal, pond, boring, diving
board
• Students should have the opportunity to:
Retell the portion of the story focused
on that day.
Read the printed text independently.
Today’s concept
• The story has a conclusion. Farmer Brown
decides that exchanging the typewriter for
electric blankets is a good deal.
Farmer Brown gives the electric blankets
to the cows and hens. The cows and hens
will give milk and eggs and return the
typewriter.
Farmer Brown waits for the typewriter to
be returned to him, but Duck now uses the
typewriter to write a new note. Duck says
the pond is boring and asks for a diving
board.
1 Review
• The problem is solved. The cows decide
to exchange the typewriter for electric
blankets.
2 Build word knowledge
3 Whole-class and
independent reading
• Focus on a particular section of the story
text each day.
Show the storyteller video, read the
book, or show the story from the
Between the Lions video.
Farmer Brown decided this was a good
deal. He left the blankets next to the barn
door and waited for Duck to come with the
typewriter. The next morning he got a note:
“Dear Farmer Brown,
The pond is quite boring.
We’d like a diving board.
Sincerely,
The Ducks.”
Click, clack, quack. Click, clack, quack.
Clickety, clack, quack.
The End
Teach the written language and the
conceptual meaning of the printed text.
Pause at key points to focus on the
concepts of the day and model
comprehension strategies for the children by making your thinking visible.
Ask comprehension questions relevant
to the day’s lesson.
22
Lesson 7 Word Knowledge
decide
• Discuss that decide means to make up one’s mind, make a decision.
• Explain the difference between the verb to decide and the noun decision. Write the words
decide and decision on a chart and discuss that when we decide on something, we have made
a decision.
• Role-play throughout the day, allowing the students to make decisions. For example, at snack
give the students two choices: goldfish crackers or graham crackers. Which will the students
decide to have? What was their decision? Have the students use the sentence, “I decided I
wanted _____ for snack.”
• Give lots of choices throughout the day and point out when someone has decided on s
omething or made a decision about something. As the teacher, you should model the language
you’d like from the students.
a good deal
• Ask the students to think of a situation where they think they got a good deal. Maybe it was a
time that they traded a computer game or videotape with a friend. They may feel that they got
a good deal because the one they traded away was old and not as exciting as they one they
got in return. Identify if a situation is a good deal or not.
• Explain that because of the good deal in the story, the problem was solved. Farmer Brown
thought that exchanging the typewriter for electric blankets was a good deal.
• Find and cut out advertisements for sales in the newspaper and ask the students if they feel
the sale price is a good deal. Make flashcards labeled “a good deal” and “not a good deal” and
have the students place the ad under the appropriate title.
• Explain that a good deal can have more than one meaning. It can also mean a lot, or large
amount. You can find a good deal of information in the encyclopedia or on the Internet. You
can have a good deal of food at a barbecue or party.
pond
• A body of water
• Discuss and list things found in a pond: frogs, tadpoles, fish, lily pads, ducks, water.
• Use an encyclopedia or the Internet to find plants and animals that live in or near a pond.
• Make a mural or collage of a pond and its surroundings. The students can draw or paint the
plants and animals found in or near the pond or use old magazine pictures to glue in place.
23
Lesson 7 Word Knowledge
boring
• Boring means dull or not interesting.
• Discuss things that are boring and make a chart (answers will be based on opinion).
Discuss ways in which each of the boring things or situations can be changed to become
more interesting.
• Opposite = interesting
• Explain that what one person thinks is boring another person might think it is fun and
exciting.
• Have a discussion about opinions and then differentiate between something that is a fact and
something that is an opinion. List ideas and statements in the story “Click, Clack, Moo, Cows
That Type.” Have the students identify if the statement is a fact or an opinion. For example:
The cows want electric blankets.
The farmer thinks the cows are wrong.
Farmer Brown is upset with the cows.
The ducks think the pond is boring.
diving board
• Ask the students what they know about diving boards and create a semantic map.
Write diving board in the center of the map.
Where do you find one? (a pool, lake, pond, etc…)
What is the purpose of a diving board?
What kinds of jumps or tricks have the students done off a diving board? (jumped, dived,
flipped, a cannonball, a belly flop, a twirl, a cartwheel, etc…)
• Have students illustrate what they would do or what a duck would do off a diving board.
• Make sure you emphasize safety issues involved in using a diving board and generate
discussion with the students regarding how to properly use a diving board.
24
Lesson 7 Word Knowledge
Writing
• Use a story starter (one of these examples or your own) and have the students illustrate.
Farmer Brown walked by the pond. He looked into the water and saw…
Farmer Brown ran to the pond. All the ducks were furious! Farmer Brown couldn’t believe
his eyes! …
• The next day have students exchange stories with a friend and read aloud. Review the
meaning of exchange.
• Have students create a mobile with top tier titled “Things That Are Boring” and hang several
blank cards off the title. On the front of each card the students must write an activity or
situation that they think is boring. On the back of the card, the students must write because or
the reason why it is boring as well as a way to change it, in order to make it more interesting.
• Invent a name for a jump or fancy dive off a diving board and write about it.
Reinforce the story sequence
• After you’ve finished reading the entire story “Click, Clack, Moo, Cows That Type,” go back
and review the seven notes that the characters wrote during the story. Use the printouts
that you’ve displayed in the classroom throughout this unit. Mix up the notes and have the
students sequence them in the appropriate order.
Nouns and verbs
• Review words that can be both nouns and verbs:
farm
note
demand
snoop
knock
hand
decide/decision
25
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