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The Day the Crayons Quit is a humorous picture-book that I think would be suitable for any
grade, but specifically a lower elementary class would enjoy it immensely. Published in 2013, Drew
Raymond creates a funny narrative about the

frustrations

of Duncans crayons, and why they might go on strike.

Oliver Jeffers

creates colorful images that enhance the crayons

problems,

and gives emotion to an otherwise normal object. Each

crayon is

given their own personality and concerns; and even

how

relationships can be formed between the colors. For

example,

yellow and orange crayons argue over who is a better suited color for the sun, and brag about how
Duncan uses them. Of course, this book has a message. By the end of the book, the reader is being
challenged to think outside of the box and stray away from color norms. Instead of pink only being a girl
color and used for princesses, why cant it be used to color a pink dinosaur? I believe it will make
children think about how they use their crayons and open their eyes to more creativity in their work. As
far as classroom applications go, a lower elementary class will only enjoy the book, but also be able to
learn something from it. Throughout, it praises neat coloring and staying within the lines; and how the
colors

appreciate being used nicely. It even warns

against

ripping the paper off so the crayons dont

feel naked!
for their

The book not only teaches physical respect

crayons, but to appreciate the colors full potential. Being able to

appreciate color is how my second book connects to the first. The Black Book of Colors by Menena
Cottin is about that enhances the sense of touch, while The Day the Crayons Quit is all about vision and
using color to its full potential.
Cottin worked with Rosana Faria (illustrator) to create a book that brings awareness to the
visually impaired. The Black Book of Colors challenges the reader to perceive their world in a whole new
way. The book describes colors rather than shows how they can be used. Each page contains a sentence

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in braille and print that describes the color, and then an indented all black image of the color being
described. The image provides another dimension to the senses being tested, as it forces the reader to use
their sense of touch to think about the color

and object

being described. The whole book is printed in black and

white, in order to

enhance the imagery of the color. Each

color is

brought to life by the other available

senses. It

compares them to feelings or smells, in an

attempt

to light up the readers mind. The color

brown is

described through sounds, touch and smell. This book is suitable for any grade, but could be a great
reflective English or art prompt. It will challenge students to think about how the world can be perceived,
and if they could not see or knew someone who could not, how would they describe their surrounding
world. Again, it makes students think outside of the box, but at a higher level of thinking. Instead of just
thinking of how they would use the colors out of their norm, it makes the student think about what they
would do

if color did not exist in their world.

Activity #1:
Lesson
Title/Focus

The Day the Crayons Quit Color

Mixing Assignment

Subject/Gra
de Level

Grade 1: ELA and Science

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcome
s:

Grade 1 English, GLO 1: use the 6 strands of literacies to

discover and articulate personal reflections

Specific

Grade 1 Science, Topic A, GLO 1-5, SLO #4: predict new color
2

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Learning
Outcome
s:

after mixing the primary colors, and the primary colors with
black or white, and then describe the new color
ASSESSMENTS

Observations:

Key Questions:

Assessments/Perfor
mances:

Do students understand how the mixing of colors creates a new

color (is it a nice, deliberate color?)
Do they create an original (in comparison to the book) and
appropriate written response to their new color
What primary colors mix together to create new/secondary
colors?
How would your new color feel?
Students will need to fill out a worksheet explaining their new
color (what colors will they be mixing, in what quantities/ratio
will they be mixing colors, predict what color they hope to
make, opportunity to name their color) in order to assess
their prior knowledge of color mixing and how deliberate their
new color was
Students will be assessed on their written response/letter:
originality of their letter (in comparison to the book),
representation of their new color, correlation between letter
and picture painted with new color

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

The Day the Crayons Quit by Drew Daywalt

Science and ELA Programs of Study

The Day the Crayons Quit

Color mixing and predicting worksheet
Paint of primary colors, black, and white
Paint brushes, water cups and plates for
mixing
Black pen
White paper for picture
Lined paper for letter

PROCEDURE
Prior to lesson

Body

Make and copy color mixing and predicting worksheet

Get paint, brushes and plates
Set up table for painting (table cloth, plates, brushes, water, etc)
Read The Day the Crayons Quit
Handout color mixing and predicting worksheet and go over
instructions
o Students will be required to choose the colors they will be
using (two primary and black or white to darken or
lighten) and estimate the amounts they will be using
o Allow time for students to finish worksheet completely
o As students finish, allow them to go over to the painting
table to mix their colors
Mix paint color
o Students will be mixing 2 primary colors and then adding
black or white in order to lighten or dark color (should
have been decided on handout)
o Do not overcrowd table (have students start working on

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letter if there are too many students working at paints

table)
o Allow students to mix enough of their new color in order
to have an ample amount for their picture (might be a
good idea to write students names on plates and set
them to the side while they write their letter)
Write the letter
o Students will write a letter to themselves from their new
color
o Write in pencil to allow for correction
o Encourage them to come up with own ideas and try not to
copy from the book; how would their new color feel?
o Students can trace over letter with a felt or type letter on
computer when completely finished and checked over by
teacher (highly consider this if planning on displaying
them)
Paint picture
o Students can use a black marker to outline/add detail to
their picture, otherwise their pictures need to painted
ONLY in their new color
o Encourage students to think about what they wrote in
their letter and make sure their picture matches their
letter
When pictures are dry, it might be nice to glue letter and picture
onto a piece of paper together, and then hang on bulletin board
to display

Color Mixing and Predicting

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Circle the two primary colors that you want to use:

RED

BLUE

YELLOW

Draw a circle of the amount of paint you think you would need of each color and
label your circles:

Will you use white to lighten your color?

Will you use black to darken you color?

Draw a circle of the amount of white or black paint you might use and label which
one you are using:

What do you think your new color will look like? Have you ever seen it before?
Where have you seen it?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________

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My name for my new color is
_________________________________________________________________________________

Activity #2:
Lesson
Title/Focus

The Black Book of Colors

Sculpture Assignment

Subject/Gra
de Level

Grade 7 ELA and Art

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcome
s:

Grade 7 English, GLO 5: utilize the 6 strands of literacies to

work with, trust, and be open-minded with their peers

Specific
Learning
Outcome
s:

Grade 7 Art, Compositions-Component 2: : use materials and

resources to create a 2 or 3 dimensional product
ASSESSMENTS

Observations/Key
Questions:

Assessments/Perfor
mances:

How did the students work together? Was there effective and
respectful collaboration?
Do they provide trustworthy descriptions to their classmates?
Did they have respect for their own art project and put in effort
to have a decent final project?
Did they understand the conceptcreate something from
descriptions and feelings without knowing the colorsand
portray that through their final product and written reflection
Observe their ability to work well with others
Observe their ability to describe while following strict guidelines
Assess their final product and written reflection (final product
should be a comprehensive object and the written part should
include reflection on their partners description, what they felt
themselves, how their perception developed throughout the
project, description of their object, final thoughts on the
whole project)

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

The Black Book of Colors by Menena Cottin

ELA and Art Program of Studies

The Black Book of Colors

Blind folds
Various items to be observed/described
Black, gray, and white plasticine
Reflection criteria handout

PROCEDURE
Prior to lesson

Create pairs that you think would work well together

Have list of different objects that will be described
o Cup of coffee

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o
o
o
o
o
o
o
o
o

Body

Glass of water
Cake/muffin/cupcake
Flower
Leaves
Fruit/vegetables
Lego
Blanket/pillow
Box of crayons/pencil crayons
Anything around the school that is relatively easy to
access

Read/Pass around book

The Assignment
o STUDENTS SHOULD NEVER KNOW WHAT THEIR OBJECT
WAS
o Students will be paired up and take turns being
blindfolded
o The partner without the blindfold will have to describe to
the other student what the object is without saying what
it is and using color as a descriptor
o Students should try to describe the object via the 5
senses
o Example: A Cup of Coffee
What the students might want to say: it is a cup
of coffee, you drink it in the morning, it is a
brown liquid
What the student should try to say: it is a warm
liquid, held in something cool and hard
o Students can describe object until the blindfolded student
has enough information to infer what the object may be
o The blindfolded student is allowed the feel their object
o Students will switch roles and will describe different
objects
o After an ample description is given students should reflect
and roughly sketch what they believe the object to be
o Once sketch has been approved by teacher, they can
start modelling their object with the plasticine
o Black, gray, and white plasticine can be used in different
ways to create dimensions, detail and depth
o Once done sculpture and it has been given a title, student
should reflect on the process (see reflection criteria
handout)
Final products can be put on display with a title and artists name

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The Black Book of Colors Sculpture Criteria

Reflection on the Description Process:

1. On a scale of 1-10, how well did you follow instruction (do not say color, do not
say what the object is)? __________

2. On a scale of 1-10, how much effort did you put into describing your partners
object knowing it would affect their final product?__________

3. Yes or now, do you feel you and your partners descriptions were equal in quality?
__________Why or why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__

4. What information do you wish your partner would have included?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__

Your Written Response Should Consider:

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-How did your partners description affect your final product? (Note: negative
comments against your partner will be taken into consideration for your final grade)
-How did your object feel? Did you know what it was initially or did the verbal
descriptions help?
-How did your perception/ideas change throughout the project?
-Describe your final product.
-Concluding thoughts on the project: What did you learn about your senses? How
did being blindfolded help or hinder you artistic abilities? Relate you concluding
thoughts respectably to someone who may have a vision impairment.
-Your written response should be in a paragraph form.