KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Miss Angie Carty Date: 11/8/2019-11/12/2019

Cooperating Teacher: Mrs. Lisa Hunter Coop. Initials:
Group Size: 14 Allotted Time: 1 hour Grade Level: Pre-K
Subject or Topic: Mentor Text Writing Lesson Section: 933

Click, Clack, Moo Cows That Type

STANDARD: (PA Common Core):

• 1.4 PK.D - With prompting and support, make logical connections between drawing and
dictation.
• 9.1.V PK.E - Use imagination and creativity to express self through visual arts.

I. Performance Objectives (Learning Outcomes)

1. Students will be able to create words or sentences that correlate to their drawing by making
their own “Letter to the Farmer” and telling it to an adult to transcribe.
2. Students will be able to create a work of art to represent a real or imagined object which they
will connect to their “Letter to the Farmer.”

II. Instructional Materials

• Book, Click, Clack, Moo Cows That Type by Doreen Cronin
• Cow puppets (attached)
• Letter to Farmer Brown (attached)
• Anchor chart paper
• Popsicle Sticks
• Crayons
• Markers
• Envelopes
• Dramatic Play Mailbox

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
• Prerequisite Skills
• Early concepts of print
• Early vocabulary
• Key Vocabulary
• Create - To produce works of art using materials, techniques, processes, elements,
principles, and analysis
• Community - A group of people who share a common social, historical, regional, or
cultural heritage
• Original Works of Art - Dance, music, theatre, and visual arts pieces created by
performing or visual artists
• Illustration - A picture illustrating a book, newspaper, etc.
• Farmer - A person who owns or manages a farm.
• Dictation - The act of saying words aloud to be written down
• Characterization - The method an author uses to reveal characters and their various
personalities
• Typewriter - A machine with keys for producing alphabetical characters, numerals, and
typographical symbols one at a time on paper inserted around a roller.
• Big Idea
• Mentor Text
IV. Implementation
A. Introduction –
• Students will gather on the carpet after transitioning from last activity, into afternoon
meeting.
• Hook students by introducing another community helper that is a farmer.
• Reveal the book that we will be reading is, Click, Clack, Moo Cows That Type
• Ask…
• “Which way do I hold the book?”
• Ask for volunteer
• “Which is the front cover and back cover?”
• Ask for volunteer
• “Can you point to the title?”
• Ask for volunteer
• Hand out the pre-made cow puppets to each student, so they each have 1 cow on a
popsicle stick

• Explain that the cows are to say “Click, Clack, Moo!” all together during the story
• Students will hold up their cow and say the line as a class when prompted
• Begin reading the story
• Introduce the characters as they appear in the book, tying in the farmer as a
community helper
• Explain how cows and chickens produce milk and eggs
• After finishing the book, collect the cow puppets from the students
• Turn to the large paper that is on the board which says…
“Dear Farmer Brown,
Mrs. Hunter’s Class would like…
Sincerely,
Mrs. Hunter’s Class (each student write their name)”
• Give each student the opportunity to come up and say what they would like from Farmer
Brown, and write it on the board
• Have the student sign their name at the bottom of the paper
• Repeat until all students have participated (that would like to)
• Transition into the corresponding center
B. Development –
• Explain at this center, students have the opportunity to create their own letter to Farmer
Brown:
 Dear Farmer Brown,

I would like…
_______________________________
Sincerely, _____________________

• They will have 1 piece of paper per student

• Students draw a picture in the given box
• They are asked what it is and it is written underneath on the given lines
• Teacher will sit and monitor center to write down what the student says to catch
their dialect and dictations
• Once the students are done they will put their letter into an envelope, then put it
into the dramatic play mailbox on the table, which will be the assessment tool for
the teacher
• (Students are also introduced to a mailman/women, which is another
community helper)
• Teacher will be sure to have a checklist of which students attended the center
• Ensure that students with accommodations and differential instruction are also
appropriately met
• Transition to clean-up time
C. Closure –
“Okay, we are going to be going outside to play soon, therefore clean-up is in 5 minutes!”
• Repeat and remind students at 3 minutes, 2 minutes and at the time of clean-up.
• “Alright, the time has come that we need to wrap it up and clean up our centers! We
are going to be going outside to play, so we need to get our jackets on and meet on
the carpet!”
• Students will begin to clean-up the centers, specifically the markers and crayons they used
at the letter center.
• Continue reassuring and reminding the students of their task at hand.
• Different songs may be sung with the children (optional).
• It’s time to clean up, its time to clean up, please put all the toys away.
• Provide students with instruct on where items go.
• Students will meet on the carpet after clean-up.

D. Accommodations / Differentiation -
• Enrichment
• If a student is above the level of the center that correlates to this lesson, they may
have a sheet with the letters of the alphabet on it and begin to physically write their
own words. They can practice using a marker or pencil to write what they have
drawn on their letter to Farmer Brown.
• Extra Support
• If a student may be struggling to sit during the read aloud or cannot participate in
the drawing/writing of the letters to Farmer Brown, then they have the option to
simply draw. Perhaps, they can just tell the teacher what they would ask for and not
draw either, that is something for the teacher to write down, but not have a
corresponding drawing that goes along with it.
E. Assessment/Evaluation plan
1. Formative
• Letters
• Students will be assessed of the objectives 1 and 2: Students will be
able to create words or sentences that correlate to their drawing by
making their own “Letter to the Farmer” and telling it to an adult to
transcribe. Students will be able to create a work of art to represent a
real or imagined object which they will connect to their “Letter to the
Farmer.” This will be assessed by a checklist of participation and if
they followed the directions. Students will be able to put the letter
inside an envelope and that is a portion of assessment that is not being
assessed with fine motor skills. It is simply if the student understood
the task at hand and participated.
2. Summative
N/A

F. Corresponding Center(s)
1. Fence Making
• AL.3 PK.B - Produce and explain the purpose for a new creation.
• Instructional Materials
• Popsicle sticks
• 4 trays
• Tacky glue
• Explanation
• Students will create a fence using popsicle sticks and tacky glue. This is an
introductory center for the lesson of farm animals and farmers, which
corresponds to the unit of community helpers which the class is focusing on.
The students will be able to create their own type of fence and won’t know
what it is going to be used for quite yet. This is how the introduction of the
center is going to be utilized later for the core lesson and following centers.
• Assessment
• N/A
• Students will not be assessed for this center, therefore it is not mandatory, it
is a center that is an introductory option and students who do participate will
get to use their fence later and understand that fence is used to keep animals
inside of it.
2. Farm Sensory Table
• AL.1 PK.C - Engage in complex play sequences with two or more children.
• AL.2 PK.B - Independently break simple tasks into steps and complete them one at
a time.
• Instructional Materials
• Assorted farm animal toys (minis)
• Assorted colored corn kernels
• Small clear empty containers
• Small scoopers
• Wooden popsicle stick fence
• Milk carton barn/silo
• Explanation
• Students will have a chance to play with the corn in the sensory table, which
will be corresponding to the theme of farm, which is a crop that is harvested
from there. There will be scoops and small containers that the students can
use to scoop and hold the pieces of corn kernels. Students engage also with
the mini farm animal toys which are inside of the center and kept as another
aspect of the farm sensory table.
 • Assessment
• Formative
• Students will be assessed that they can work well with others, but also by
themselves at this center. They will use their fine motor skills to pour and
scoop corn kernels into their scoopers and milk carton barn. This is breaking
simple tasks into independent steps which is completed all at once for a
result. Students are also understanding how when you fill an empty object
with something, you can dump it out. It is simple volume mathematical
concepts.
3. Farm Dramatic Play
• AL.1 PK.C - Engage in complex play sequences with two or more children.
• AL.4 PK.A - Relate knowledge learned from one experience to a similar experience
in a new setting.
• Instructional Materials
• Green colored felt
• Straw
• Farm animal toys, larger
• Wooden play blocks
• Popsicle stick fences
• Explanation
• This center will give students the chance to apply their knowledge of
community helpers and farmers, into a whole new setting. They will be able
to spread out on the floor with their farm animal toys and blocks and create
their own dramatic play farm with their classmates. They are given the
materials and they can create them however they desire it to look like. This
is a wide open center where the students can learn through imagination, play
and experience.
• Assessment
• Formative
• Students will be assessed on their ability to play with their classmates, as
well as apply their knowledge of farm into a new setting. They need to
understand that animals need to be kept inside of a fence or they will run
away, and that animals need to be fed and given water or they will die. They
understand the basic ways of life, while also corresponding their own
imagination with it to create a personal farm.
4. Milk Carton Barns
• AL.3 PK.C - Use materials and objects to represent new concepts.
• Instructional Materials
• 12 cleaned milk cartons without lids
• Red acrylic paint
• White acrylic paint
• Paint brushes
• Black tape
• Exacto blade
• Explanation
• At this center, students will have the chance to paint a milk carton which can
be corresponded and used with their own person farm. The barns can also be
used inside the sensory table as a silo, which will be introduced to the
students. They will first paint the cartons white as a base, then proceed to
paint them red as the top coat. They will tape the top black for the roof and
the teacher will cut out a square for the entrance of the barn. Once they're
dry, the students can use their barns in dramatic play.
• Assessment
• N/A
 • Students are not mandatory to attend this center, it is a collaboration center
that gives them the option to paint the carton if desired. If they do not want
to, they can go to a different center. This will be over two days so that the
paint can dry and the barns can be used by the students.

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students

performance written after lesson is taught, includes remediation for students who failed to meet
acceptable level of achievement)

After completing this lesson, and while it was happening, I was reflecting. Overall, it was
one of my favorite lessons to teach to the preschool class. I think that I could have been a bit
better in some areas, but also I thought it went very well. First, while I was reading the book to
the children, they had already been introduced to community helpers in the classroom, so reading
about farmers correlated to the overall theme of our classroom. While reading, I gave the students
small laminated cows that were on a popsicle stick, as a handle, and they were to say “Click,
Clack, Moo!” with me as I read it. They turned out to only say, “Moo!” and not the “Click,
Clack” part, which was okay. The cows became a problem when one of my students grabbed the
whole stack of them and ran around with them. While I was reading, many of the students
laughed and interrupted to let me know that they love cows, pigs or some type of animal that may
or may not have correlated with the book. That is what I expected because they are 3-5 year olds.
While we were completing the Farmer Brown letter together, the students laughed and were
engaged. They all wanted to add something to the board of which they wanted to ask for. At the
center, may of the students met the objective. They completed the center by making a letter and
having a teacher write their dialect on the bottom. They were very intrigued by being able to put
the letters into the mailbox. So, that was a good addition. Although, almost ALL the students,
could not figure out how to fold the paper to fit it into the envelope, so next time I would teach
them ahead of time, or possibly use larger envelopes. Overall, the lesson went very well and the
students visited the center.

B. Personal Reflection (Question written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)

• Does this lesson have too many components?

At first, I thought that the students would not follow the idea of making a letter and
putting it into an envelope, but they really enjoyed the process. I was nervous that the attention
spans of the students would not last with as long as my lesson was, but they did great! They were
able to sit, a bit fidgety at times, but they worked great! I think that the book was humorous and
engaging for them because they got to hold the cow puppets and say something on every page.
• Will the students be engaged?
 I was nervous at first about the students engagement level, which I touched on a little in
the pervious question, but the students actually amazed me! It was very helpful that they had
something to hold onto and they were able to participate on the board and also create their own
letter at the center. Students love to be able to take something and make it their own, which is
what they were able to do in this lesson.
• Will they be drawn to the center?

The students ended up being drawn to the center pretty quickly! There were a few times that
they needed to make their way over with some direction, but for the most part, they came on their
own. In the lesson, I made sure that I mentioned it was a ‘must-do’ center, which means that they
need to participate atlas once. Therefore, I think that they were drawn to the center, simply because I
sat there and helped them and also because I had just read the book to them. Not to mention, being
able to put your letter in a mailbox is pretty cool for 3-5 year olds.

VI. Resources