1 AN EDUCATOR S GUIDE TO by Drew Daywalt illustrated by Oliver Jeffers A guide to LETTER WRITING for grades K 5 aligned to Common Core State Standards PENGUIN YOUNG READERS GROUP penguinclassroom.com PenguinClass PenguinClassroom
2 Dear Educator, In The Day the Crayons Quit the crayons have had enough! Red is tired, beige is bored, and black is just misunderstood. Filled with charming illustrations and told in letters from the crayons themselves, this story is the perfect tool for teaching students the art of persuasive writing. This guide, aligned to Common Core State Standards grades K 5, will help you teach your students how to effectively interpret evidence, make an argument, and analyze its effect. It will help empower your students to express an opinion, be involved in decision making, and become proficient users of the English language. EACH PLAN HAS: -A step-by-step guide to conduct the lesson & a list of materials needed to complete the lesson So have fun reading The Day the Crayons Quit with your students. After all, the crayons deserve a voice! Your friends from Penguin School & Library TABLE OF CONTENTS Page 3. Common Core Standards (K 5) Pages 4 5. Support the Crayons Campaign! Pages 6 7. Crayon Sentence Completion (K 2) Page 8. Friendly Letter Writing Convincing Class Color (2 3) Page 9. Persuasive Writing Duncan Writes Back (4 5) Page Persuasive Writing Find the OREO (3 5) This guide was written by Andrea Burinescu, M.A.T. Andrea was most recently a teacher at an independent school in White Plains, NY. She previously worked as a 3 rd grade teacher at an inclusion classroom in Needham, MA.
3 COMMON CORE STANDARDS ADDRESSED (K 5) CCSS.ELA-Literacy.W.K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). CCSS.ELA-Literacy.W.1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. CCSS.ELA-Literacy.W.2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,because, and, also) to connect opinion and reasons, and provide a concluding statement or section. CCSS.ELA-Literacy.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. CCSS.ELA-Literacy.W.3.1b: Provide reasons that support the opinion. CCSS.ELA-Literacy.W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. CCSS.ELA-Literacy.W.3.1d: Provide a concluding statement or section. CCSS.ELA-Literacy.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.W.4.1a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer s purpose. CCSS.ELA-Literacy.W.4.1b: Provide reasons that are supported by facts and details. CCSS.ELA-Literacy.W.4.1c: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). CCSS.ELA-Literacy.W.4.1d: Provide a concluding statement or section related to the opinion presented. CCSS.ELA-Literacy.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.W.5.1a: 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. CCSS.ELA-Literacy.W.5.1b: Provide logically ordered reasons that are supported by facts and details. CCSS.ELA-Literacy.W.5.1c: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). CCSS.ELA-Literacy.W.5.1d: Provide a concluding statement or section related to the opinion presented.
4 SUPPORT THE CRAYONS The Crayons Need Your Support! On September 30 th, join in the campaign to SUPPORT THE CRAYONS with your classroom and library: HOLD A READ ALOUD Read The Day The Crayons Quit with your students and patrons. Talk about why the crayons have had enough, and why they are threatening to quit. If you are participating school-wide, assign different classrooms different colors, and have the teacher or a selected student that letter to read aloud. Incorporate questions and answers, and add humor where you can. Make the read aloud interactive and fun! CREATE A DEBATE There are a lot of different discussions that you and your students and patrons can have. Which color has the strongest argument? Which color should paint the sun? Why? Are any of the arguments based on facts? Remember, this is a day of FUN, so don t keep score. Enjoy the process of building an argument with a group and expressing it! HOST A PEP RALLY Split the students and patrons into groups by color, providing them with material to create signs (similar to the ones in the book). Have them make up fun chants, and give each color the opportunity to show their signs and chant!
5 ON SEPTEMBER 30 TH! COLOR YOUR SCHOOL OR LIBRARY The crayons seem to be upset because they are being used for the same purpose. So free the crayons! Give them a chance to express themselves. Providing students and patrons with a large piece of craft paper, let everyone color a different part of a community wide mural. Use the colors in non-traditional ways. Make the clouds purple and the sun blue! Let black do something other than an outline! When the mural is complete, hang it up in your classroom or library, with the headline WE SUPPORT THE CRAYONS! FOLLOW THE CAMPAIGN FROM THE ROAD! Use the hashtag #supportthecrayons on facebook and twitter, and see what other schools, libraries, and bookstores are doing to support the crayons. September 30 th is Crayons Quitting Day! Chime in on Facebook.com/PenguinClassroom and Twitter.com/PenguinClass with your group s participation, and visit penguin.com/oliverjeffers for new ideas for next September!
6 CRAYON SENTENCE COMPLETION (K 2) Length: 30 minutes Topic: Introduction to Persuasive Writing Structure Common Core Standards: CCSS.ELA-Literacy.W.K.1, CCSS.ELA-Literacy.W.1.1, CCSS.ELA-Literacy.W.2.1 I. OBJECTIVE: Students will be able to generate persuasive responses by completing sentences that state their opinion and provide a reason, example, and closure. II. PREPARATION Purpose: The purpose of this lesson is to introduce the structure of a persuasive writing piece: opinion statement, reason, example, and conclusion. Materials: The Day the Crayons Quit Crayons for each student Scissors Crayon shaped template (See next page) III. PROCEDURE: Introduce the book The Day the Crayons Quit. In this story, we will read about a boy named Duncan. He finds a stack of letters written to him by his crayons. Let s read to find out what they have to say. Read the story, stopping to ask questions and make comments. Identify instances of persuasion. Ask students to restate why each crayon is unhappy. After reading the book, introduce the word persuasive to the class. Define it for the students. Explain that each crayon was trying to persuade Duncan to use it differently and reference specific examples from the text. Elicit or tell students: The crayons letters worked! Duncan learned to use each crayon [a little bit] to make a colorful and creative picture. Now it is the students turn to be persuasive. Provide crayons to the students. Ask the students to choose their favorite color crayon from the box. Now students will have to fill in the blanks on the crayon-shaped template stating their opinion, giving a reason, providing an example, and concluding. This may also be done orally, using the teacher as a scribe. Students can color the top and bottom of the crayon. Consider making a yellow crayon box poster similar to a Crayola box. Assemble the students, crayons together to create the look of a crayon box as a way to display the student s work.
7 OPINION: I like the best REASON: because. EXAMPLE: I can use to draw. CONCLUSION: is the best crayon in the box!
8 FRIENDLY LETTER WRITING CONVINCING CLASS COLOR (2 3) Length: 45 minutes Topic: Persuasive Writing/Friendly Letter Writing Common Core Standards: CCSS.ELA-Literacy.W.2.1, CCSS.ELA-Literacy.W.3.1, CCSS.ELA-Literacy.W.3.1a, CCSS.ELA-Literacy.W.3.1b I. OBJECTIVE: Students will be able to compose persuasive text in a friendly letter format. II. PREPARATION Purpose: The purpose of this lesson is to provide students with an opportunity to generate persuasive reasons and examples to support their opinions. Materials: The Day the Crayons Quit 4 crayon colors, selected by the teacher Paper and pencils for each student III. PROCEDURE: Define the word persuasive for students, giving examples and eliciting examples from the class. Introduce the book The Day the Crayons Quit. In this story, we will read about a boy named Duncan. The crayons in his crayon box have some complaints. They will try to persuade Duncan to use them differently. Let s read and be on the lookout for persuasive language the crayons use. Read the story, stopping to ask questions and make comments. Locate instances of persuasion and ask students to be detectives and identify examples of persuasion during the read aloud. Consider keeping a list of persuasive words and phrases on a chart. Students might refer to this chart when drafting their own letters later in the lesson. After reading the story, tell the class that they will be electing a class color. They will have to choose between four colors. Choose four colors from a crayon box. Put one crayon in each corner. Ask students to move to the corner that has the crayon they think should represent the class color. Students in each corner should brainstorm a list of reasons why the color they chose is best. Students should also make a list of different examples/symbols of the color. Students will use the notes from their brainstorming session and the class-generated persuasive words and phrases chart to compose a friendly letter with the purpose of convincing the teacher or class why his or her color should be the class color. Begin by reviewing the friendly letter format. Keep this posted for students to refer to as they write. Encourage students to use at least three reasons and examples in their letters. Students will edit and revise with teacher support. Students may choose to share their final drafts with the class. Once students have read their letters aloud, take a class vote.
9 PERSUASIVE WRITING DUNCAN WRITE BACK (4 5) Length: 45 minutes Topic: Persuasive Writing in Response to a Read Aloud Text Common Core Standards: CCSS.ELA-Literacy.W.4.1, CCSS.ELA-Literacy.W.4.1a, CCSS.ELA-Literacy.W.4.1b, CCSS.ELA-Literacy.W.4.1c, CCSS.ELA-Literacy.W.4.1d, CCSS.ELA-Literacy.W.5.1, CCSS.ELA-Literacy.W.5.1a, CCSS.ELA-Literacy.W.5.1b, CCSS.ELA-Literacy.W.5.1c, CCSS.ELA-Literacy.W.5.1d I. OBJECTIVE: Students will be able to generate an opinion piece of writing in response to a persuasive text. II. PREPARATION Purpose: The purpose of this lesson is to provide students with an opportunity to generate counter arguments to a persuasive text. Materials: The Day the Crayons Quit 4 crayon colors, selected by the teacher Paper and pencils for each student III. PROCEDURE: Define the word persuasive for students, giving examples and eliciting examples from the class. Introduce the book The Day the Crayons Quit. In this story, a boy named Duncan finds a stack of letters written to him by his crayons! They are writing to persuade Duncan to use them differently. Let s read to find out what persuasive words and phrases they use and if it works! Read the story, stopping to ask questions and make comments. Identify instances of persuasion and ask students to be detectives by locating examples of persuasion during the read aloud. Consider keeping a list of persuasive words and phrases on a chart. They might refer to this chart when drafting their own letters later in the lesson. (Red, grey, green, blue, and pink are the best pages for this) After reading the story, tell students that they will take on the role of Duncan. They will write counter-arguments to the crayons. Define a counter-argument. Refer to the counter-arguments made by the yellow and orange crayons regarding the true color of the sun as an example. Allow students to choose one of the crayons from the story, preferably one of the colors listed above. They should reread the page and generate a list of counter-arguments to include in their response. Review the format of persuasive text. The first sentence should state an opinion. The next sentences should provide reasons that support the opinion. The reasons should be followed by examples. Students should wrap up with a closing statement that clearly counters the crayon s letter. Once students have revised and edited their writing, they can share it with the class. Consider compiling the writing into a class book entitled: The Day the Crayons Went Back to Work.
10 PERSUASIVE WRITING FIND THE OREO (3 5) Length: 30 minutes Topic: Decomposing the elements in a persuasive text Common Core Standards: CCSS.ELA-Literacy.W.3.1, CCSS.ELA-Literacy.W.3.1a, CCSS.ELA-Literacy.W.3.1b, CCSS.ELA-Literacy.W.3.1c, CCSS.ELA-Literacy.W.3.1d, CCSS.ELA-Literacy.W.4.1, CCSS.ELA-Literacy.W.4.1a, CCSS.ELA-Literacy.W.4.1b, CCSS.ELA-Literacy.W.4.1c, CCSS.ELA-Literacy.W.4.1d, CCSS.ELA-Literacy.W.5.1, CCSS.ELA-Literacy.W.5.1a, CCSS.ELA-Literacy.W.5.1b, CCSS.ELA-Literacy.W.5.1c, CCSS.ELA-Literacy.W.5.1d I. OBJECTIVE: Students will be able to locate the opinion, reasons, examples, and conclusion in persuasive texts. II. PREPARATION Purpose: The purpose of this skills lesson is to explicitly teach students the four key components in a persuasive text. Materials: The Day the Crayons Quit 4 crayon colors, selected by the teacher Paper and pencils for each student III. PROCEDURE: Define the word persuasive for students, providing examples and eliciting examples from the class. Introduce the book The Day the Crayons Quit. In this story, a boy named Duncan gets a series of letters from his crayons who are not too happy with him. They are trying to persuade him to use them differently. We have learned that there are four key parts to a persuasive text. What are they? List them on the board. We can use the word OREO to help us remember! Let s read to find out if Duncan s crayons are convincing! Read the story, stopping to ask questions and make comments. Identify instances of persuasion and ask students to be detectives by locating examples of persuasion during the read aloud. We just read and talked about many examples of persuasive language. We know from the ending that the crayons were convincing and Duncan learned a lesson. You and a partner will look at a few letters written in this story. (Red, grey, green, blue, and pink are the best pages for this). Your job will be to break apart each letter in search of the OREO. Use this template to record what you ve found. If there is an element missing from the letter, make up your own and add it to the template. Provide students with a template that reads: Opinion: Reasons: Examples: Opinion Restated: Assign pages of the book to pairs of students. Students will decompose the letters in these pages into their persuasive components as an exercise in eliciting the elements of a persuasive text. In each letter, students must locate the opinion statement, reasons, examples, and conclusion and copy them into the OREO chart. If an element of the persuasive structure is missing from the letter, students should generate one to include in the template. For example, if there is no conclusion, students could develop one that would fit with the letter. Student pairs who were assigned the same pages can compare their work. Teachers should check for accuracy.
11 OPINION: REASONS: EXAMPLES: OPINION RESTATED:
12 PRAISE FOR THE DAY THE CRAYONS QUIT! we ve got a new contender for most successful picture book strike. BCCB laugh-out-loud text... an uproarious story time School Library Journal Indeed, Jeffers ability to communicate emotion in simple gestures, even on a skinny cylinder of wax, elevates crayon drawing to remarkable heights. Booklist A comical, fresh look at crayons and color. Kirkus Reviews H Making a noteworthy debut, Daywalt composes droll missives that express aggravation and aim to persuade, while Jeffers s (This Moose Belongs to Me) crayoned images underscore the waxy cylinders sentiments... These memorable personalities will leave readers glancing apprehensively at their own crayon boxes. Publisher s Weekly, starred review Although DREW DAYWALT grew up in a haunted house, he now lives in a Southern California home, haunted by only his wife, two kids, and five-monthold German Shepherd. His favorite crayon is Black. The Day the Crayons Quit is his first book for children. OLIVER JEFFERS (www.oliverjeffersworld.com) makes art and tells stories. His books include How to Catch a Star; Lost and Found, The Way Back Home; The Incredible Book Eating Boy; The Great Paper Caper; The Heart and the Bottle; Up and Down; the New York Times bestselling Stuck; The Hueys in the New Sweater; and This Moose Belongs to Me, a New York Times bestseller. Originally from Belfast, Northern Ireland, Oliver now lives and works in Brooklyn, New York. PENGUIN YOUNG READERS GROUP penguinclassroom.com PenguinClass PenguinClassroom
A RIF GUIDE FOR EDUCATORS Themes: Persuasive Writing, Opinion, Group Conflict crayons have quit! Read the letters in this book to find out why all Duncan s colors have run. Content Connections: Language
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Salvador Dalí (Spanish, 1904-1989). Equestrian Fantasy: Lady Dunn, 1954 Every Painting Tells A Story Beaverbrook Story Starter Teacher Kits MIDDLE YEARS: GR. 5-8 wag.ca/schools Winnipeg Art Gallery 300
CD-104655 Interactive Notebooks 4Grade Ideal for organizing information and applying learning Perfect for addressing the needs of individual learners Includes step-by-step instructions for each page Great
Writing Personal Narratives By Kristen Nunns & Lisa Smith Preface! Personal narratives are a good place to start teaching writing, especially if you have a group of reluctant learners. Who doesn t want
Let the Little Children Come to Me Teacher Pep Talk: We wonder if God will accept us; if we can be smart enough, or good enough, or brave enough to impress Him somehow. But none of that makes any difference
GOD MADE THE LIGHT (A.1.FALL.2) Biblical Reference Genesis 1:3-5 Key Verse Genesis 1:1 Key Concept God gave me light in the day and darkness at night Educational Objectives At the end of the class today,
Analyzing TV Commercials Sandra Gutiérrez Background: Unit: Persuasive Writing and Media Lesson Topic: Analyzing TV Commercials Length of Lesson: 90 minute Language Arts block. Background to Lesson: This
K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White Session Objectives Review expectations in Common Core Writing Gain ideas for teaching opinion writing Collaborate and articulate
Grade 1, Unit 3 Realistic Fiction Adapted from Realistic Fiction (Unit 3) in A Curricular Plan for the Writing Workshop, Grade 1 by Calkins Section of the Unit of Study Minilesson Focus Points Time (approximate)
Lesson: General: Time: Objectives: 40 mins - 1 hour Talking about ability, asking Can you? questions and answering with I can. Structures: "Can you..?" "I can " "What can you do?" Target Vocab: jump, run,