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A. TITLE OF LESSON (Writing Focus): The Day the Crayons Quit mentor text with a
focus on the characteristics of a letter.
Strand: Writing
C. LEARNING OBJECTIVES
UNDERSTAND
Students will understand the importance of the five features of a letter.
Students will understand that the five features are used to organize the letter.
KNOW
Students will know the five elements and features that should be included in a
letter.
DO
Students will discuss what is included in the letters found in the book and
what it is used for.
Students will write a letter that includes a date, greeting, body, closing, and
signature.
D. ASSESSING LEARNING
For this lesson, I will assess my students by collecting their letters at the end of
the lesson and using a checklist that is found below. I will ask my students to write their
own letter to Duncan, the owner of the crayons in the book, from the perspective of any
color crayon they would like. I will put an emphasis on them including a header, date,
body, closing, and signature in their letter. (The letter template that I will be giving the
students is found at the end of this document) The checklist will allow me to assess
every student individually. Along with this formal assessment, during the discussion
about the book and letters in general, I will be pinpointing what the student knows
beforehand and what they bring to the conversation. I also will have the chance to move
around and conference with the individual students while they are writing their letters to
understand what each one of them knows.
http://boymamateachermama.com/2015/07/29/book-mama-the-day-the-crayons-quit-
review-and-activity/
A. CONTEXT OF LESSON
For this lesson, I am focusing on the important elements that a letter should
include. In second grade, the curriculum discusses that students should learn about
different narrative writing styles, however this is the first time formally learning the
specific components. My coordinating teacher will read the book, The Day the Crayons
Quit, the week before or the week I complete my lesson. I will be completing this lesson
during the literacy block, over the course of an hour, with 4 separate small groups. The
students will come to me on the carpet with their reading groups during their writing
station. So I will have about 20 minutes with each group. For this lesson I will be going
over one of the letters in the story, talking about the aspects a letter should include, and
then giving them a chance to write their own letter to the character in the story.
When I asked my coordinating teacher what she hoped the focus would be for
this mentor text, she said writing letters. I had previously read The Day the Crayons
Quit, and really enjoyed it as a book, in general. I thought that this would be a fun book
to use to guide students through the elements of a letter. For the rest of the lesson, I
just thought through it myself and believed it would be cool and fun for the students to
be able to write their own letter to Duncan, the main character, from the perspective of a
crayon of their choice.
B. MATERIALS NEEDED
The Day the Crayons Quit Written by: Drew Daywalt, Illustrated by: Oliver
Jeffers
Chart paper
Markers
Letter outline paper (found below)
C. PROCEDURE
D. DIFFERENTIATION
For this lesson, I think the main differentiation will come with the different reading level
groups in the class. However, since I will be meeting with the group separately it allows
for me to base the conversation and expectations on each group. One group is on a
very low reading and therefore writing level so I would focus more on the specific
elements than the content of the letter. Since this group only has two kids, I will have
them stay on the carpet with me and I can work with them to write their letters and even
allow them to bounce ideas off each other. I also can have the chart paper up for them
and the whole class to reference while they are writing. In the case that students who
are back at their table finish their letter before everyone else I can have a one-on-one
mini conference with them about what they included and what they wrote in their letter.
For the students who are struggling in the other three groups I have the ability to be
walking around and helping them out, especially since I will only be working with no
more than 7 students at a time.
E. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?
I think one of the main concerns about this lesson is that there will not be enough
time for the students to finish their letters and still have time for a student to
share. For those students that do not finish I will allow them to put them in their
work folders to finish during power up or another time during the day. Also, when
I send the students back to their seats to write their letters I will ask them to write
four sentences in the letter, because the main focus is not the content of the
letter but instead the 5 features they should remember to include.
Another concern would be that the students have limited prior knowledge about
the parts of a letter before our discussion. In this case I think it will be very
important that I bring in their prior knowledge of letters in general and what they
would include if they were going to write a letter to someone. This is where the
mentor text is very important and useful to point out what the author included. I
think that it will also be very important to emphasize the definition of each
feature.
Student: _____________
The letter tells Duncan how he/she feels being his crayon ____
Comments _______________________________
_______________________________
_______________________________
_______________________________