TEACHER/STUDENT STUDY GUIDE - Magical Theatre Company
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TEACHER/STUDENT STUDY GUIDE
Teacher/Student Study Guide
Teachers:
Thank you for booking our production of
Click, Clack, Moo: Cows That Type. Within
Contents:
this guide we have included a range of Title Page
materials and activities. As teachers, you
know best the needs and abilities of your Theatre Etiquette
students; therefore, please feel free to
pick and choose and/or adapt any of the Cast Biographies
suggestions for discussion or activities.
We encourage you to generate copies of the
Synopsis & The Big Ideas
guide for each classroom and copies of
handouts for students. If you have any
Vocabulary Words
questions about this Study Guide or the
Short Answer and
performance, please let us know.
Discussion Questions
Enjoy the show!
Curriculum Connections:
Please Note:
• Language Arts
A Strobe Light Effect is used
in this production.
• Social Studies
• Science
If you require special seating needs for any • Math
students with disabilities and did not
indicate your need when you booked, please
call MTC at (330) 848-3708 NOW. Our Fun & Games
knowledge of your need will enable us to
serve you better upon your arrival at
Barberton High School.
Adapted by James E. Grote
Music by George Howe
Lyrics by James E. Grote & George Howe
Musical Director Choreographer
Tim Longfellow Allison Prucha
Scenic Design Costume Design Lighting Design
Ben Needham Deborah Slinger John Ebert
Scenic Carpenters Light Board Operator
Dave & Pat Tilk Rick Montgomery Jr.
DIRECTED BY Holly Barkdoll
THE CAST
Adam Hoffman………………………………………………Duck
Jamie Finkenthal……………………………………..…..Cow 1
Deb Lemire………………………………………….…………Cow 2
Amanda Kidd…………………………………………………….Hen
Eric Lualdi………………………….…………..Farmer Brown
HOW TO BE A GOOD AUDIENCE
The audience is a very important part of any live theatre performance. Without the
audience, there would be no one to laugh when the show is funny, to gasp when it is
scary, or to applaud at the end. But it is important to be a good audience.
If you have been to the theatre before, you know it is different from watching
television or going to the movies. The actors will be right in front of you. It is
important to be quiet and attentive. You can’t hit a rewind button if you miss
something the actor says, and noise can be distracting for other people in the
audience.
Here are some things you can do to make this a great experience for everyone:
• Stay in your seat. Make sure you use the bathroom before the show starts.
• Listen quietly. Save comments and questions for later.
• Keep your feet on the floor. It will keep the seats clean for the next audience,
and nobody likes having the back of their seat kicked when they’re trying to
watch the play.
• Save snacks and treats for after the show. Food and drinks are not allowed in
the theater, and crinkling candy and gum wrappers can disturb the actors as
well as the rest of the audience.
• Please don’t take photographs. We don’t allow photos during the play
because when a flash goes off, it is very hard for the actors to see and it can
be dangerous for them.
• The house lights (lights in the theatre) will go out to signal that the show is
about to start. That is your cue to settle down and get quiet so the play can
begin.
• Turn off all cell phones, pagers, and electronic devices.
• Fire safety rules, seating and dismissal procedures are necessary in order to
insure that everyone has a safe and happy theatre experience. Please listen
carefully, and follow all instructions given to you and your group before and
after the performance.
We at Magical Theatre Company feel that by simply following these few basic
guidelines, a trip to the theatre can be a fun and fulfilling experience for children,
adults, and anyone young at heart!Adam Hoffman (Duck) is very happy to return to the MTC stage. He has appeared in numerous productions here at Magical, including The Cat In The Hat, James and the Giant Peach, Charlie and the Chocolate Factory, The Giver, A Wrinkle in Time, To Kill a Mockingbird, A Little House Christmas, Number the Stars, A Year with Frog and Toad, A Christmas Story, and Island of the Blue Dolphins. Tours for Magical include: Kidscripts, Ferdinand the Bull, The Bully Show, Bunnicula, and Aesop's Fables. Adam has adapted many shows for Magical including Myths and Monsters, Quoth The Raven, Beowulf, The Odyssey, The Hobbit, and Lincoln: A Man For The Ages. He has also been seen at the Ohio Shakespeare Festival, Great Lakes Theatre Festival, Porthouse, and Dobama. Adam works as a playwright, acting coach, and Creative Dramatics instructor. He was the director of the Cain Park School of the Arts for ten years and as a director/ teacher for Stage Crafters in Orange. Lots of love to the cast, crew, friends and family, and most importantly, his beautiful wife Wendy and wonderful little boy, Maxwell. Jamie Finkenthal (Cow 1) Originally from Solon Ohio, is a graduate of Chicago College Of Performing Arts/Roosevelt University where she received her B.F.A. in Musical Theatre. She has worked as a professional all over the country at theatres such as Tent theatre, Apollo Theatre (Chicago), The Little Theatre on The Square, Timber Lake Play House, Theo Ubique Cabaret Theatre Chicago, Pagosa Center For The Arts, Emerald City Theatre Company, and Cain Park. This summer she will be performing in New Hampshire at Interlake Theatre in the role of Sister Mary Patrick in Sister Act and Adams Family. Come Christmas she will be a singer at the Galt House in Kentucky. Jamie is so excited to be working with the Magical Theatre Company. Amanda Kidd (Hen) graduated with a B.F.A. in Acting from Wright State University. In Chicago she worked on many new shows, sketch and stand-up comedy and helped found Rogue Theatre. Upon returning to Ohio she worked with Karamu House. She is the mother of a three year old, and is also a stained glass artist. An avid reader and poet, Amanda is thrilled to be back at Magical Theatre Company after having appeared in A Midsummer Night’s Dream and KidScripts. Deb Lemire (Cow 2) keeps busy with her own production company, Queen Bee Productions, and she loves being a part of the Magical Theatre Company family. Some of Deb’s work on stage at Magical includes A Wrinkle in Time, James and the Giant Peach and Tuck Everlasting; and on tour Aesop’s Fables, Quoth the Raven, and KidScripts. She also plays a role behind the scenes working on Magical Theatre’s Capital Campaign. Deb holds a BFA in Musical Theatre from Kent State University and lives in Cuyahoga Falls with daughter Rachel, husband Russell, snake Miss Ellie and the dynamic dog duo of Butch Cassidy and the Sundance Kid. Eric Lualdi (Farmer Brown) very happily returns to Magical for his 6th season. Prior appearances include Miracle on 34th Street, The Giver, Miss Nelson Has a Field Day, To Kill a Mockingbird, A Wrinkle in Time, If You Give a Mouse a Cookie, Beowulf, A Little House Christmas, and Number the Stars, along with touring productions of Ferdinand, Quoth The Raven, Aesop's Fables, The Bully Show, KidScripts, and others. Other area appearances include Porthouse Theatre, Great Lakes Theatre, Cleveland Play House, and 7 seasons with the Ohio Shakespeare Festival. Eric's favorite role will always be that of husband to Leba and father to Jack.
Click, Clack, Moo is a short and relatively simple picture book. In order to
adapt it for the stage, James Grote and George Howe brought two cow
characters to life, along with some of their barn animal friends. One cow is
a calm, gentle character, while the other is impulsive and radical. Duck is
the knowledgeable narrator.
Farmer Brown loves his farm and his animals. He relishes his daily routine,
and the sounds of the animals as he works are music to his ears. However,
he has no idea what they are really saying. While he hears only a peaceful
‘moo’ or ‘quack,’ the animals are actually quite discontent.
The cows try to communicate with Farmer Brown, but he doesn’t
understand them. Then the cows and the hen find a typewriter. Once they
figure out how it works, they are delighted with the click-clack rhythm. The
cows type a message explaining that the barn is cold and they would like
electric blankets.
Astonished, Farmer Brown laughs at the very idea. After their request is
denied, another note follows: “Closed. No milk. No eggs.” The animals
have gone on strike! Farmer Brown struggles to find a solution. When Duck
suggests a trade, the strike is resolved and peace returns to the farm.
The Big Ideas
• Communication only happens when both
parties hear and understand
each other.
• Stories about animals and people can help
us understand truths about human behavior.
• It is difficult to accept and understand the
unexpected or the impossible.
• Change is possible when people work
together and cooperate with one
another.COCOON - a silky case spun by the larvae of many
insects for protection in the pupal stage
COOPERATE - to work or act together or jointly for a common
purpose or benefit
ENFOLD - to wrap up, like in a blanket
FREEDOM - the state of not being imprisoned or enslaved
LIBERTY - freedom from external or foreign rule;
independence
NEUTRAL - not aligned with or supporting any side or
position in a controversy
OPPRESSOR - someone who treats people in an unfair and
cruel way and prevents them from having
opportunities and freedom
PANTOMIME - a play or entertainment in which the
performers express themselves mutely by
gestures, often to the accompaniment of
music
RUCKUS - a noisy commotion
STRIKE - stopping of work by employees in support of
demands made on their employer, as for
higher pay or improved conditions
THAT’S RICH - something false that is so outrageously
off the mark, it's ridiculous
TRANSLATE - to turn from one language into another
TYRANNY - cruel and unfair treatment by people with
power over others1. Who are the characters in the play? 2. Where does the play take place? 3. What skill did Farmer Brown’s cows have that made them special? 4. Why do the cows want electric blankets? 5. Are electric blankets a want or need? (See Discussion Question below) 6. When the cows go on strike, what do they do? 7. Why is Farmer Brown mad when the cows and hen refuse to give milk and eggs? 8. At the end of the play, Duck types a note to farmer Brown. What does he want? 1. Do you think the cows and the hen had a good reason to write to Farmer Brown demanding changes in the way they were treated? 2. What is the difference between “needs and “wants.” 3. Was it a good idea for Farber Brown to accept the animals deal/offer? 4. In the play, Farmer Brown thought Duck was neutral. What does this mean? When is it OK to be neutral? When isn’t it a good idea to be neutral? 5. What would happen if animals really could go on strike? What would happen if we did not have milk or eggs? 6. How was the play different from the book? 7. What was your favorite part of Click, Clack, Moo: Cows That Type?
ACTIVITY I: LETTER WRITING
In the play, the cows type notes to Farmer Brown asking for electric blankets. This
activity will introduce the concept of the Persuasive Letter and will have them write their
own notes to Farmer Brown.
Persuasive writing is an important skill that can seem intimidating to elementary
students. This lesson encourages students to use skills and knowledge they may not
realize they already have. Click, Clack, Moo introduces kids to the basic concepts of
lobbying for something that is important to them (or that they want) and making
persuasive arguments. (For younger students see note below.)
WHAT YOU NEED:
• Pencils & Paper or Computers/Printers & Paper
• Whiteboard, Chalkboard or other area on which to write for the group
• List of persuasive words (included in this Study Guide)
WHAT TO DO:
1. Explain what a persuasive letter is, referencing Click, Clack, Moo.
2. Have students listen to or read examples of persuasive writing. Together, listen
and look for words, phrases and techniques that helped the writer persuade the
listener.
3. Brainstorm something that is important to an individual child or the group. Is it
extra recess? Another chapter of the read aloud? The potential closing of a
library? The more authentic the issue, the more passionately your students will
write.
4. Once the important privilege is chosen, have the child (or class) start to list
reasons why they should be allowed this privilege. "Just because," and "because
I like it" should not be considered valid reasons. Students can work together to
generate at least three good reasons to support an argument. The list of
persuasive words may help get them started. Have students do some research
to gather facts or examples that support their reasons.
5. Have students summarize their position.
PLEASE NOTE: The above activity can be modified for younger students by making it
either an oral activity or turning the letters into posters that convey their needs/wants.Persuasive Words and Phrases I am writing to… Do you really think… I have a rumour that… This needs to be dealt with We can do without this… Surely… How unfair! Of course… Now… Local people feel that… Obviously… This will mean… We can solve this by… Another thing… I believe that… Please think about… This will cause… What would happen if… A friend of mine says… If these plans go ahead… I am speaking to you today because… Is it really worth… Here's a persuasive letter written by an elementary school student:
ACTIVITY I: WHERE IS FARMER BROWN’S FARM?
The author never mentions exactly where Farmer Brown and his animals
live, but this activity helps to narrow it down!
WHAT YOU NEED:
• Maps of Ohio and of the USA
• Paper & Pencils
WHAT TO DO:
1. Discuss how climates throughout the country vary by region.
2. Have your students find your city and state on a map.
3. Discuss whether or not your area has the same climate as Farmer
Brown.
4. Identify other cities, states or regions in the United States that the
students think have the same climate as their city.
5. After talking through Click, Clack, Moo (point out the fact that the
cows are cold and there may even be snow where the farm is
located) discuss what cities, states or regions in the USA would
not be likely homes for them.ACTIVITY I: WHY ELECTRIC BLANKETS?
In this activity, students compare a regular blanket with an electric blanket to determine
why the cows and hen requested electric blankets in the play. The teacher models data
gathering and record keeping on a chart. This chart becomes a reference for future
work in science.
STUDENTS WILL:
• Observe the difference between the heat of a regular blanket and an electric
blanket.
• Gather information using simple equipment and tools.
• Observe appropriate record-keeping (teacher models this).
• Feel the difference between the regular blanket and the electric blanket for
themselves.
• Contribute to a class chart describing the experiment.
• Learn a model for future science investigations in the classroom.
• Collect data from an investigation.
• Analyze data and interpret results.
• Use the data collected to explain the results, presenting a conclusion.
WHAT YOU NEED:
• Table and chairs
• Electric outlet close to one end of the table (Place chair at the other end)
• Regular blanket
• Electric blanket
• Insta-Read cooking thermometer that reads temperatures from 0-220 degrees
Fahrenheit
• Chart paper to describe the experiment, on which the teacher has written:
Question: Why did the cows ask Farmer Brown for electric blankets?
• Observation: Compare temperatures under a regular blanket and an electric
blanket
WHAT TO DO:
1. Place a regular blanket on a table.
2. Invite a student to sit at the table and place his/her hand palm down on the table,
under the blanket.
3. Note and record the time.
4. Discuss the play and ask students why they think the cows and the hen requested
electric blankets rather than regular blankets.
5. Plug in an electric blanket and place it at the other end of the table. Repeat steps 2
and 3.6. Use the Insta-Read thermometer to measure the temperature of the child’s hand
under the regular blanket. Record the temperature on the board or on a chart along
with the number of minutes that have passed since the child first put his/her hand
under the blanket: e.g. 99 degrees 5 min.
7. Measure the temperature under the electric blanket. Record the temperature on the
chart.
8. Measure the temperature of the child’s hand under each blanket at the same
intervals (10 minutes) and record.
9. Ask the students to tell you what this activity demonstrates.
10. Write a conclusion on the chart: e.g. “Electric blankets are twice as warm as regular
blankets.”
11. Allow all the students a chance to feel the warmth of a regular blanket and compare
it to the warmth generated by the electric blanket.
Extension
1. Use two electric blankets, two regular blankets, and two quilts.
2. Set up a third and fourth station with an electric blanket and a regular blanket, each
under an insulating quilt.
3. Record temperatures at 5 and 10 minute intervals.
4. Determine whether the insulated electric blanket provides more heat than an
insulated regular blanket.
5. Write a class letter to the cows suggesting that they ask for both electric blankets
and quilts.
INVESTIGATION PLAN
Data: Blanket: Electric Blanket:
5 min.
________ degrees F ________ degrees F
10 min.
________ degrees F ________ degrees F
15 min.
________ degrees F ________ degrees F
Conclusion:ACTIVITY I: GRAPHING ON THE FARM Using Click, Clack, Moo as a starting point, this activity introduces your students to the concept of graphing. WHAT YOU NEED: • Blank Sheets of Paper • Drawing & Writing Materials • Farm Animal Graph (provided in this Study Guide) • Whiteboard or Bulleting Board WHAT TO DO: 1. Have each child draw their favorite farm animal. 2. Have the children show their pictures of their favorite farm animal and share with the class whether they have seen a real one (and if so, where). 3. On the whiteboard, keep a tally of the classroom's farm animal favorites, or have the children hang their pictures on the bulletin board. 4. Pass out the Favorite Farm Animal Graph to the class. 5. Have the children use the whiteboard tally marks or visit the bulletin board to make their own tally sheet and fill in their graphs. 6. Review the graphs in front of the class and have the children self assess their work. 7. Ask the children if they know which is the most popular farm animal in the class based on the results of the graphing exercise.
WHO DID WHAT?
character activity
Draw a line connecting the with the correct
FARMER Sits on the Serves
BROWN typewriter. as
narrator
for the
play
COW 2 (Feisty Cow)
HEN Pretends to be
Farmer Brown in
the pantomime
DUCK
Tells the animals about
electric blankets
COW 1 (Sweet Cow)
Buys
electric
blankets
DUCK
Wants to get rid
of Farmer
Brown and take Delivers
over the farm the
HEN lettersYou can also read
