Lesson plan: Monday March 2, 2015

The Day the Crayons Quit

Reading
Subject Topic: Reading/Comprehension and Writing
Grade: 5th
Number of students: 22
Time: 9:15-10:15
Objective:
The students will comprehend the story being read aloud to them and be able
to write a letter stating an opinion, like those in the story.
Standards:
CCSS.ELA-LITERACY.RF.5.4.A:
Read grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.W.5.3:
Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.5.1.A:
Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which ideas are logically grouped to support the writer's purpose.
Materials:
Book, The Day the Crayons Quit by: Drew Daywalt
Crayons
White Paper
Pencils
Teacher preparation:
I will have white paper already folded (hotdog style, vertically), enough
for each student to have one sheet.
Pre read the story so I am aware of any questions I could ask students
prior to reading, during, and after being read the story.
Crayons laid out for students to have access to.
Directions written on whiteboard (see below)
Instruction:
Discuss what they think the story is going to be about (5 minutes)
o Have students raise hands and see what they predict the book to
be about.
Whole group read the story out loud (15 minutes)
o read story aloud to students. Stop occasionally to ask questions
about what they think of each crayon.
o give students the chance to sit on the floor, but use best judgment
and if need be, keep students at their desk.
Throughout the story, be asking the questions that are highlighting the
important parts of the story and make sure that you are giving the
students enough time to engage and answer.

Ask students to list previous crayons and what their problems were
occasionally throughout the book. Ask them to predict what crayon is
next.
Have students guess which crayon you are reading about.
As a whole group and discuss the main characters, how the story was
written, compare and contrast the crayons, give opinions towards
crayons, etc. (10 minutes)

Transition: Tell students to quietly return to their seats and have nothing
but a pencil on their desk.

Have students look on white board

You should have written on board prior to lesson: Pick one crayon to
write about. Write letter describing your feelings being that crayon. Draw
an illustration on the right side. Address it like a letter on the outside.
Give directions, On a scrap paper write your own letter, as though you
are a crayon. Do this in pencil. When finish come to my desk and read it
aloud to me. If I give you the okay, you may grab a white paper and
crayon and begin your final draft. (10 minutes)
Have students begin workingwhen they begin to come back to read
their letters, be looking for them to be writing in first person point of view
(crayon color), vocabulary, comprehending main idea of assignment, etc.
(15 minutes)
When students appear to be finished, have students take turns reading
their letters aloud to the class. Students may use microphone if needed,
or if not comfortable reading theirs, offer to read it for them. (10 minutes)

Assessment:
I will be able to do an informal assessment on their assignment by
listening to them present their letters, as well as a formal assessment, by
looking over their letters when they turn them in after presenting.
Accommodations:
If students are struggling with the comprehension of the story, try having
other students help them when they are working on their crayons.
Offer students to look throughout the book for examples of the different
crayons.