The Day the Crayons Quit by Drew Daywalt
Common Core State Standards: Reading standards for Literature K-5.
Grade 5 CCST:
1. CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
2. CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
3. CCSS.ELA-LITERACY.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
4. CCSS.ELA-LITERACY.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5. CCSS.ELA-LITERACY.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
6. CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
7. CCSS.ELA-LITERACY.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
8. CCSS.ELA-LITERACY.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Objective: The students will listen as the teacher reads aloud, making observations, which will allow students to make predictions, connections, and wonderings.
Materials: The Day the Crayons Quit by Drew Daywalt
Lesson Sequence:
Before Reading:
o “Readers today I am going to read you a book by one of my favorite new authors. Have you ever heard of Drew Daywalt? He wrote a great new book about a year ago. You may have heard of it. It is called The Day the Crayons Quit. I want you to look at the cover of the book and share with me what you see. Based on your observations, what do you think the book will be about? Why are the crayons holding signs? Can you make a prediction based off of your observations?”
o Allow students to then predict, asking, “why do you think that?” and “what on the cover do you see that makes you think that?”
o “Your predictions are very interesting. Now I am going to read the book aloud and I want you to listen as I read. Pay attention to whether your predictions were correct or not. If we find our predictions are not confirmed, then we can simple make new predictions as we read.”
During Reading:
o Stop reading occasionally to allow students to confirm or make new predictions. If students appear not engaged with the story, stop and redirect by making a connection or asking a question. If students need redirecting, this is also an opportunity for the teacher to model his/her own thinking.
o Plan to stop at least twice times to ask questions.
- Pg. 1 – “Who do you think the letters are from?”
- Pg. 17 – “Who do you think the next letter will be from? Do you think orange will be happy or mad?”
- Pg. 27 – “What do you think Duncan’s idea is?”
- At end of Pg. 25 – “Here I am wondering why Duncan peeled the wrapping off of the peach crayon.”
After Reading:
o “Readers turn and talk with a neighbor about a few things:”
- Which crayon do you think gave the best reasoning?
- What else could you draw with beige?
- In your opinion, do you think the sun should be colored yellow or orange?
- What’s special about Duncan’s picture at the end of the book?
Assessment:
o How I will know if students are successful in reaching the objective:
- Students will be successful if they are able to make accurate predictions, connections, and wonderings, based off of their observations, through oral discussion.
interactive_read_aloud-the_day_the_crayons_quit.docx | |
File Size: | 126 kb |
File Type: | docx |