The Day The Crayons Quit

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The students can communicate with the person sitting next to them on their table in a low voice – their ideas relating to the story – The Day the crayons quit – focusing on the 5 w’s and 1 H while using their small – normal sized student set of the story book to refer too – creating brainstorming and mind mapping documents which highlight their ideas. Which coloured crayon has just communicated to Daryl – what did they say and how did they explain their comment to Duncan?

The Day the Crayons Quit - Penguin Random House

When students are using paint can crayon to fill in the different colours for each crayon they are encouraged to think about which colours combined make a specific crayon colour – yellow and red make orange – instead of just using the orange colour create the orange crayon. In the story, Duncan normally uses his colours to colour things the ‘right’ colour. Talk with your children about what using the ‘right’ colour means. Do the children always colour their drawings in the ‘correct’ colour? If not, why do they sometimes choose to use a different colour? The teacher leaves one of the letters on the whiteboard as an example that the students can refer to. Demonstrate and become independent readers focus on sequence of events and present unusual happenings. Have your learners explore whether or not they’ve ever experienced the same feelings as the crayons by playing emotion charades and following the game up with a discussion. Divide the class into two teams. Each team will have a chance to act out their chosen emotions whilst the other team tries to make predictions as to what they are.Duncan has not used the pink crayon all year. Why do the children think this is? Asking them whether pink crayon is right to say that Duncan thinks pink is a ‘girl’s colour’ can create some interesting debate. Where else have the children seen pink being associated with girls? Now look more closely at the letters in the book with your class to explore how they are written. If you have time, it is a lovely idea to present the letters in the same way they ‘arrive’ in the book – in envelopes, saying ‘To: Duncan’ and tied up together with string. Created open discussions about various topics connecting to the storybook – The Day the Crayons Quit This lesson will enable students to understand that simple connecting clauses made between ideas by using compound sentences with two or more clauses usually include a coordinating conjunction (ACELA1467) (ACARA, 2017). Now divide the children up into small groups, one for each crayon. Ask the children to devise a still picture to dramatise and sum up the emotion that their crayon is feeling. How would their faces look if they felt like this? How would their bodies appear if they were feeling this way? What images might they include in their freeze frames? Get the children to show their frozen pictures to the class and talk about how emotion is conveyed. Can the children tell which emotion is being expressed, just through how the faces and bodies of their classmates look? Next ask each group to bring their still picture to life for a few seconds – what kind of movements can they use to convey the emotion?

The Crayons — Oliver Jeffers The Crayons — Oliver Jeffers

The tidy up monitors go around the room to ensure all resources are placed neatly in their location. This delightful children’s book tells the story of Duncan, a little boy, who opens his box of crayons to find a pile of letters telling him - they've quit! The teacher introduces the storybook by firstly pointing to the cover of the big book – which the teacher has placed on the whiteboard ledge and uses a hand pointer to direct the students to what the teacher is asking or referring to in connection to the storybook – to ensure the students have a clear view of the storybook.The students are using their listening bodies – while sitting on the floor – bottoms on the floor, hands not fidgeting with anything, hands on knees if not hands are up in the air answering or asking a question and eyes and ears facing and listening to the teacher and other students’ answers, questions or comments. Created mail box – red postage box during an Art lesson – as a whole class activity made out of cardboard.

The Day the Crayons Quit - Teaching Children Philosophy The Day the Crayons Quit - Teaching Children Philosophy

Look at the illustrations of each crayon in the book – what is it about the face and the body of each crayon that puts across the emotion? Talk about how the drawings are quite simple, and yet we can still tell how each crayon is feeling. For instance, you might talk about how the beige crayon is bent over, with its arms drooped downwards and a frown on its face. What emotion does this body position and facial expression convey? Measure the lengths of the coloured crayons in your classroom. Could you use this information for data handling / statistics activities?

Both yellow and orange crayon think they are the colour of the sun – which one do the children think is correct? Do they have any alternative solutions to saying one crayon is ‘right’ and another is ‘wrong’?

The Day The Crayons Quit (Paperback) - Waterstones

Why does Duncan’s teacher says he is more ‘creative’ when he decides to use the colours in unusual ways? Testing students level of knowledge and understanding about the story book against their completed work and learning objectives Once the mini conference has been completed the students can then begin writing their first letter. Firstly, using the teaching guide, decide on the right timetable for your learners, organizing your children into five groups (or less).Secondly, open and read the relevant activity plan for week 1.Thirdly, print and copy the relevant resources for week 1.Lastly, follow the suggested timetable for each day of the week.

Did you know? You can find out more about the author Drew Daywalt with our handy Teaching Wiki. What’s ‘The Day The Crayons Quit’ about? Demonstrate and become independent readers focus on sequence of events and present unusual happenings.