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The Day The Crayons Quit

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The students can complete general online story writing activities that assist them with identifying the story theme/s, characters Students will be able to compare opinions about characters, events and settings in and between texts (ACELT1589). Students will be able to create and display artwork to communicate ideas to an audience(ACAVAM108). The students perform their shared activity – five students- while maximum of two questions from different students to be asked to each of the five students completing their shared activity. All the students will create a brainstorming and mind mapping document prior to writing their letters.

The Day The Crayons Quit (Paperback) - Waterstones

The students will need to have completed two prior lessons relating to the storybook – The Day the Crayons Quit The teacher asks the students questions relating to their letter writing strategies and ideas – to summarise the lesson, identify the students level of knowledge – prior, current and new against the lessons learning objectives – the teacher writes summary points on the whiteboard – refers to the 5 w”s and 1 H, joining words – and, but, then, sentence formation letter writing strategies and format.

The students can choose to either handwrite, type – Microsoft program – Word or use both options to be created and displayed. Sue Cowley is an experienced teacher, author and presenter. Her latest ebook is The Seven Ts of Practical Differentiation. Visit suecowley.co.uk to find out more. Which coloured crayon has just communicated to Daryl – what did they say and how did they explain their comment to Duncan? The teacher then models the lesson by placing one of their written letters on the whiteboard – the letter to the crayon. Can the children match the emotion cards to the letters that the crayons have written? What words or other features in the letter tell them this is how the crayon is feeling? What other ‘emotion words’ can they come up with to describe how the crayons are feeling?

Day the Crayons Quit - Years 1/2/3 3 Lesson Plans on The Day the Crayons Quit - Years 1/2/3

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Find synonyms for different colours (e.g. Red = Crimson, maroon, rose, cherry). Make a colour thesaurus that you can refer to in your own writing. The teacher asks the students to complete a reflective activity -think about what they learnt most during this lesson and the teacher will ask them to state it out verbally. The teacher places a butcher paper on the whiteboard and writes the heading What we learnt….in these three lessons – prior, current and new…and writes down the student’s key words and students names / & visual image with a text bubble and then adds them to the display board. Students will draw themselves to add to the text bubble.

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