Discover lesson plans and classroom activities for teaching about community, seasons, language, friendship, and more, all featuring Clifford the Big Red Dog.
- Empathy for others
- Social and emotional awareness
- Geometric and mathematical skills
- Language and literacy skills
- Discuss the meaning of the word down. Explain to students that down means in a low place or towards the ground. Down also means unhappy.
- Read Clifford, We Love You to your students. Preface the read-aloud by telling the class that they will hear a story about a dog who is feeling down. Ask students to listen to how his friends try to make Clifford feel better.
- Following the read-aloud, ask students the Story-Based Questions. Or you may ask questions throughout the story, depending on your students' needs.
- Have students complete the Counting Activity and How Does Clifford Feel? worksheets as independently as possible, or complete the worksheet as a whole group activity.
- Help students complete the I Will Cheer You Up Writing Activity, or work on it as a whole group.
- What do we mean when we say that Clifford is feeling down? (We mean that Clifford is sad.)
- What do you think might have happened to make Clifford so upset? (Answers may vary.)
- What did Emily Elizabeth do first to cheer up Clifford? (She served his favorite foods.)
- What did Clifford do when Alison brought him flowers? (He sneezed.)
- Why did Clifford start crying? (The witch tried to push the girl and the boy into the oven during the puppet show.)
- What are some nice things Emily Elizabeth said about Clifford in her song? (He is always by her side; he is the one children love the most; he takes Emily for a ride; he waits for Emily after school; he makes every day so fine; he’s the best dog of all.)
- What idea finally cheered up Clifford? (Emily Elizabeth wrote a song and sang it to Clifford.)
Visual and Geometric Comprehension
- Show students the first page of the story, then ask: What words describe where Clifford is? (He is on top of the grass.)
- Show students page 6 of the story, then ask: Where do the neighborhood kids march for Clifford? (In front of him.)
- Show students page 17 of the story, then ask: Are the musical notes on top of or under the kids? (On top of.)
- Show students page 19 of the story, then ask: What is Clifford under? (A sheet.)
- How many things did Emily Elizabeth and her friends try to cheer up Clifford? (Help the class list out the things Emily Elizabeth and her friends did before counting them. They did five things: served his favorite foods, brought him flowers, put on a parade, put on a puppet show, and wrote a song.)
- When do you feel upset like Clifford was? What would you do to make yourself feel better? What you would do for a friend to make them feel better?
Pre-Kindergarten Common Core Standards, based on New York State standards
- Pre-K Geometry Standard: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as top, bottom, up, down, in front of, behind, over, under, and next to.
- Pre-K Counting & Cardinality Standard: Count to answer “how many” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 5 things in a scattered configuration; given a number 1-10, count out that many objects.
- Pre-K Reading for Literature Standard: With prompting and support, answer questions about details in a text.
- Pre-K Language Standard: Identify new meanings for familiar words and apply them accurately (e.g. duck as noun and verb).
- Pre-K Writing Standard: With prompting and support, use a combination of drawing, dictating, or writing to express an opinion about a book or topic.