The Day The Crayons Quit

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I haven’t been reading many picture books lately, but with large groups of college students above and below me (don’t get me started) while I can’t focus on my current novel, I was able to concentrate on a picture book, and thanks to Goodreads friend Kathryn for encouraging me to read this particular book, and due to it being due at the library Monday, I just read it, and I’m glad I did. This is all apropos of nothing, except to say that the book was worth the trip . . . and putting up with Joe. In it we learn that Duncan's crayons are not happy. And what better way for crayons to express their disapproval than by leaving handwritten notes for their owner to find. A hilarious twist on a classic bedtime story: When a boy who routinely refuses to go to bed gets a talkative stuffed animal, the tables are turned! Conducted conferences with their teacher about their ideas and understanding of the storybook – The Day the Crayons Quit A Wall Street Journal Best Children’s Book of 2015 / A TIME Magazine Top 10 Children’s Book of 2015

The Day The Crayons Quit | Downloads To Support KS1 Reading The Day The Crayons Quit | Downloads To Support KS1 Reading

This lesson is connected to the context of Visual Art and the storybook – The Day the Crayons Quit. Oliver Jeffers, the illustrator of The Day the Crayons Quit is well known for his children’s books. His other titles include Lost and Found (HarperCollins, 2006) and The Incredible Book Eating Boy (HarperCollins, 2009). If you can get hold of copies of some other books by Oliver Jeffers, the children could compare and contrast the way he chooses to illustrate the stories. Find synonyms for different colours (e.g. Red = Crimson, maroon, rose, cherry). Make a colour thesaurus that you can refer to in your own writing. The students have created a large card board mail box from a prior Art lesson which the teacher has decided to use for this lesson.All the students will create a brainstorming and mind mapping document prior to writing their letters. The teacher fills in the table with the students answers and reasons and also places a visual image next to the written context.

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Measure the lengths of the coloured crayons in your classroom. Could you use this information for data handling / statistics activities? 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?

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The teacher asks the students questions relating to their letter writing strategies and ideas – to summarise the lesson, identify the students level of knowledge – prior, current and new against the lessons learning objectives – the teacher writes summary points on the whiteboard – refers to the 5 w”s and 1 H, joining words – and, but, then, sentence formation letter writing strategies and format.