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The Day the Crayons Quit Book Talk

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Bridget Dudka

on 6 April 2014

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Transcript of The Day the Crayons Quit Book Talk

The Day the Crayons Quit
2nd Grade Level / English Language Arts
: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
Learning Objectives:
 Write informative/ explanatory texts
 Sustain a focused topic
 Include the appropriate purpose, expectations, and length for the audience and genre
 Add facts and details to the writing
 Use organizational structures for conveying information (chronological order, similarities and differences, questions and answers)
 Capture a reader’s interest by writing a personal story in first or third person
 Write fantasy/imaginary stories
 Include the appropriate purpose, expectations, and length for the audience and genre
 Develop characters and setting using sensory details (descriptive adjectives and strong verbs)
 Use organizational structures (beginning, middle, end, and sequence of events) and strategies (transitional words/phrases, time cue
 Develop characters through action and dialoge
Rationale for Selection
The book is hilarious and full of imagination.
There are many opportunities for students to write opinion pieces, narrative journal entries where they are recounting elaborate stories, or informative texts.
The colorful illustrations can help visual learners come up with ideas to help them write.
This book can be a great introduction to help students learn all the components of a friendly letter.
You can easily hook a student with the book.
Many different lesson plans can be created from this book.
You can differentiate and accommodate all learning styles.
A few letters from the crayons......
How I would use this book for my diverse students?
To make sure I accommodate/differentiate all of the different learning styles, I would provide a menu of choices to complete a paragraph writing assignment or a letter writing assignment.
Pre-Assessment / Evaluation Tools
The Day the Crayons Quit
by Drew Daywalt
For the VERBAL learner
For the VISUAL learner
For the KINESTHETIC learner
Create a Foldable Book Report.
The outside of the Foldable Book Report should have:
Interview a school supply item from your desk. For example, you could interview a pencil.
Ask the pencil what the students are doing to make the pencil upset and what could the students do to make it better.
Look at all the students pencils/supplies to see if the pencil/supplies has a right to be upset.
After the interview write a letter to the class from the perspective of that school supply.
Speak to the class about all the things that the school supplies are upset with and tell what they can do to change.
If a student needs it, they can make an audio recording.
The inside of the Foldable Book Report should have all the components of a book report:
The Setting: Where did the story take place? Give a good description of the place with as much detail as possible.
The Characters: Who was the story about? Was there just one main character or were there a few? When you write about the characters, include their names and what they look like.
The Story: What happened in the book? Was there a problem the characters were trying to solve?
Your Thoughts: Did you like the book? Write a little bit about why you liked or didn’t like the book. Would you tell your friends to read this book?
For the WRITTEN learner
Helping ELL or Visually Impaired Students
Add ELL or visually impaired students to a small group of English speakers, maybe 2 or 3.
Ask comprehension questions about story.
Explore the language and vocabulary in the story.
Compare and contrast the bilingual color words using a word wall.
Allow a large printed word wall for the visually impaired student
Give visually impaired student a buddy to help take notes or point out features of the store.
Have the ELL students point to their favorite color from the story.
Have the small group create their favorite color character from the story.
Presented by:
Bridget Dudka
The pre-assessment is great to activate the students knowledge of parts of a story.
The evaluation assessment is great to determine if the student remembers the facts of the story. The student can choose which ever activity they want to demonstrate their understanding of the story.
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