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Title of Unit Grade Level Curriculum Subjects Time Frame Developed by
Title of Unit Grade Level Curriculum Subjects Time Frame Developed by
Title of Unit Grade Level Curriculum Subjects Time Frame Developed by
Rationale
The Day the Crayons Quit by Drew Daywalt is a book of many concepts – one of colours, one of community, and one of emotions. This is
the text I have chosen to be the basis of my unit because of the many areas one could relate it to. I thought it would be a great starting place to
launch a unit on the examination of colours and of feelings in kindergarten. Additionally, I plan to use The Day the Crayons Came Home by Drew
With these two texts as my basis, I plan to connect the areas of language arts, mathematics, social studies, science, and health into this
cross-curricular unit. When exploring the curriculum for kindergarten, I immediately saw connections between the outcomes of math and
science. By connecting these areas and strategically planning the activities, students may not realize that the subject has switched. In language
arts, I want students to become familiar with the names of colours, and the associations of names and shades. I want students to begin to
understand letter-writing and participate in the process of writing letters, with and without guidance. In mathematics, I want students to explore
patterns because patterns are so often associated with colours. In social studies, I want students to explore a sense of community and
uniqueness within a community. In science, I want students to explore the patterns and properties of objects in the natural world around them.
This will help them to make connections to self and to the word. In health, I want students to be aware of feelings and the fact that everyone
around them, including those in the classroom have feelings. With the many ways I have stated I want students to learn, my main goal is to have
well-rounded students who understand and are aware of the things – objects and people – around them. Reading a book about crayons who
have feelings, I think is a good way to hook students because they themselves use crayons on a daily basis - it is relatable to them.
Throughout this three-week unit, students will have opportunities to work together with their peers as well as time to work as an
individual because I think this is important for students to experience. Many opportunities for play are incorporated into this unit plan because I
believe students, especially young ones can learn a lot through play. Through play, students learn pieces of actual curriculum as well as pieces of
the hidden curriculum. Aspects of the actual curriculum they will learn through play in this unit specifically are incorporated into the subject
areas of language arts, social studies, and health but may also include other areas. The daily structured play time is intended to help students
connect their curricular areas together without them even knowing. Aspects of the hidden curriculum that students will learn through play
include the ability to cooperate with each other and to start understanding each other’s differences. This specifically applies to the structured
play time each day, but play will also occur through literacy and numeracy centers. There will be days where conferences for reading, writing,
and math understanding will be scheduled for the teacher to do with individual students, contributing to the ways students will be assessed.
Other than conferences, the main method of assessment will be observations while students are busy at work.
The big ideas of this unit are related to my teaching philosophy in many ways. I believe that students need to feel included and that they
need to be aware of the other people around them. I think it is important to start teaching from an early age that feelings are okay, but that the
way in which feelings are dealt with and expressed is what really matters. Through this unit, I believe students will be exposed to this idea in
multiple forms. The play-based learning aspect of this unit also relates back to my teaching philosophy as I believe students grow and develop
through play in the classroom. I am a strong believer of read-alouds and involving students in the process. Although the unit is based on two
pieces of literature, there will be many other books and stories that students will be introduced to and will work with throughout the unit for
various activities.
Mathematics:
2.1. The child demonstrates an understanding of repeating patterns (two or three elements) by identifying,
reproducing, extending and creating patterns using manipulatives, sounds and actions.
2.2. The child sorts a set of objects based on a single attribute, and explains the sorting rule
Social Studies:
1.1. The child values his or her own unique characteristics, interests, gifts and talents.
1.2. The child appreciates the unique characteristics, interests, gifts and talents of others:
Appreciate feelings, ideas, stories and experiences shared by others
1.3. The child examines what makes his or her own unique individuals by exploring and reflecting upon the
following questions for inquiry:
What are my gifts, interests, talents and characteristics?
How do my gifts, interests, talents and characteristics make me a unique individual?
2.4 The child examines the characteristics and interests that bring people together in groups by exploring and
reflecting upon the following questions for inquiry:
What brings people together in a group?
What might we share with people in our group?
Can we belong to several groups at one time?
How do we know that we belong to groups or communities?
Science:
1.2. The child explores and investigates objects and events in the environment.
1.4. The child demonstrates awareness of the properties of objects and events in the environment, by:
Describing some properties
Sorting objects according to common properties (colour, size, shape, and texture)
3.1. The child becomes aware of colours, shapes, patterns and textures in the environment.
Health:
4.1. The child demonstrates knowledge of different kinds of feelings and a vocabulary of feeling words (ex.
happiness and excitement).
4.2. The child explores the relationship between feelings and behaviours (ex. feelings are okay, but not all
behaviours are okay).
4.3. The child expresses personal feelings in appropriate ways.
5.3. The child demonstrates a positive, caring attitude toward others (ex. expresses and accepts encouragement
and demonstrates fair play).
Strategy Description
Each morning, I have a morning meeting planned because I feel it is a good way to get students prepared for
the day. The activities of the morning meeting will include a variety of activities to get students going –
Morning Meeting
stories, calendar activities, sharing time, songs, and more. Morning meetings are designed to be a safe place
for students to share with their teacher and with their peers – this is my hope for all my students.
Each day, for the last 15 minutes, students will prepare themselves for going home. During this time, the
teacher will read a story to the students to give them some regulation time before sending them home. I feel
End-of-the-Day Routine
that this is important because some students find school over-stimulating. By providing this end-of-the-day
activity, I am helping these students to relax before going home.
I believe in play-based learning as a way for students to succeed! Students, especially those in early childhood
education need play time to get themselves through the day. Although in some instances there is motive
behind the planned play activities, I think it is important to also give them the chance to have free play.
Structured Play Time
During this time, students can also colour, read, rest, or do whatever they need at that moment. This time
period after lunch each day, is another designated spot for regulation among students. Having students
participate in structured play time helps combine curricular areas.
I believe word walls are a fantastic way to engage students in a little bit of reading anytime they look at it. In
kindergarten, I think it is important to have each student’s name on the wall because students like to write to
Word Wall each other. Throughout this unit specifically, the colour words (yellow, green, blue, red, etc.) will be added to
the wall as they are words that we are talking about every day. The more students see them, the more they
will be able to recognize them.
TQS
Fostering Effective Relationships Throughout this unit, there are many opportunities for relationship building! I believe relationships
between each member in the classroom are important. Here, students can build relationships with
each other as they work together during centers and in other activities that require group participation.
Also, the teacher can strengthen their relationship with each student throughout activities in the unit,
but especially during the designated conferencing time when the teacher meets individually with each
student.
Throughout this unit, there are many opportunities for a teacher to engage in career-long learning. As a
teacher goes through the unit, reflections happen many times throughout the day but always at the
end of the day. With these reflections, teachers can evaluate how a lesson was and if students
Engaging in Career-Long Learning
understood what the concept(s). With reflection, teachers are committed to continual growth
throughout their career by constantly improving their teaching and being responsive to the needs of
students.
Throughout the planning of this unit, there were multiple instruction and assessment practices
included to accommodate the wide range of students’ needs in any given class. The ability to provide
Demonstrating a Professional Body
multiple forms of instruction and assessment in the planning process as well as in the classroom when
of Knowledge
the unit is being completed demonstrates that the teacher has professional knowledge about how to
work with each student.
Throughout this unit, the activities are encouraging and engaging for every student. The topics
discussed in this unit also help to promote the idea that everyone is different but that we all belong
Establishing Inclusive Learning
together because of those differences. I believe this is something young students need to be aware of
Environments
as they grow up and interact with others. Through this unit, this concept is being taught in a way that is
relatable to students – with crayons!
Throughout this unit, there are no explicit links to FNMI content, but in our morning meetings, an
Indigenous practice is used. The sharing time in our daily morning meetings is done in the form of a
Applying Foundational Knowledge
sharing circle. This creates a safe place for students to share their thoughts and feelings with no
about First Nations, Metis, and Inuit
judgement – a place for everyone to be heard. I believe that this is an important process to involve
students in even at a young age.
Adhering to Legal Frameworks and Throughout the unit, the teacher is sticking to the obligations of their school community as well as the
Policies code of conduct provided by the Alberta Teacher’s Association.
Assessment Plan
Assessments
Learning Title Participation Observations Conferences Learning Portfolios
Outcomes Type Formative/Summative Formative/Summative Formative/Summative Formative/Summative
Weighting 10% 50% 30% 20%
Language Arts (GLO 1 and X X
associated SLO’s)
Language Arts (GLO 2 and
X X X X
associated SLO’s)
Language Arts (GLO 4 and
X X
associated SLO’s)
Mathematics (GLO 2 and
X X X X
associated SLO’s)
Social Studies (GLO 1 and
X X X
associated SLO’s)
Social Studies (GLO 2 and
X X X
associated SLO’s)
Science (GLO 1 and
X X
associated SLO’s)
Science (GLO 3 and
X X X
associated SLO’s)
Health (GLO 4 and
X X
associated SLO’s)
Unit-At-A-Glance
Wee
Monday Tuesday Wednesday Thursday Friday
k
1 Language Arts: Mathematics: Language Arts: Mathematics: Art:
Read “The Day Introduce Read “The Day Whole class Crayon designing
the Crayons pattern types the Crayons multi-coloured for classroom
Quit” (AB, AAB, AABB) Came Home” patterns crayon box
Discuss colour Language Arts: Discuss colour Physical patterns Play:
words (add them Centers: Colour words (add them Language Arts: Emotion role
to the word wall) activities to word wall) – Centers playing (be the
Mathematics: (identifying identify the new (identifying crayons)
Recall the names names, writing words names, writing Language Arts:
of some of the names, matching Mathematics: names, matching Book buddies –
colours from the names with Centers (object names with share with
book colours, book sorting, pattern colours, book buddies about
Sort objects into exploration) identifying, exploration) colours
colour groups Play: reproducing, Play: Read with
Play: Crayon names extending, Crayon songs buddies
Colour scavenger Science: creating) Health:
hunt Playground Play: Recall the letters
Social Studies: exploration Free play around from the book
Recall the book (what colours the classroom Identify the
Review the main can be seen, feelings of each
idea of the story how many crayon
(each crayon felt colours do we Discuss why they
differently) see) might feel that
Discuss (Are the way
crayons the
same?)
Language Arts: Mathematics:
Reread “The Day Centers (pattern Mathematics:
the Crayons making, pattern Create a colour
Quit” identifying, pattern page for
Examine one colour sorting) Language Arts: learning
crayon’s letter with conferences Brainstorm the portfolios
Identify parts of Language Arts: feelings of some Language Arts: Art:
a letter) Review colour crayons in the Student letter Crayon making
Mathematics: words classroom writing Play:
Centers (pattern Create a class Write a class Write a letter Finish crayon
making, pattern letter back to letter to the (pre-formatted) making
identifying, one crayon (the teacher from a back to a crayon Free play around
colour sorting) one examined classroom (will include all the classroom
2 with conferences the previous crayon student letters in Language Arts:
Play: day) Mathematics: a class book) Book buddies –
Create crayon Play: Centers (pattern Play: share with
puppets Crayon puppet making, pattern Practice and buddies the class
Crayon puppet show identifying, present puppet letter to the
show Science: colour sorting) shows crayons
Social Studies: Find objects in with conferences Health: Read with
Showcase crayon the environment Play: Read the “The buddies
classroom box outside (weather Free play around Crayon Box that
Identify that permitting) the classroom Talked”
there are so Sort objects Discuss the
many differences through feelings of those
between different crayons
classmates classifications
3 Language Arts: Mathematics: Language Arts: Mathematics: Art:
Centers (colour Centers (pattern Centers (colour Pattern art Pattern Zebra
words, making, words, designs project Project
identifying designing with identifying Language Arts: Play:
colours, crayon shapes) colours, crayon Create an “I Free play around
name creations)
with conferences
Mathematics: Language Arts:
Pattern building Centers (colour know my colours
(with blocks) words, page” for
Centers (pattern identifying learning
making, colours, crayon portfolios
name creations)
designing with name creations) Play:
with conferences
shapes) with conferences Free play around
Mathematics:
Play: Play: the classroom the classroom
Pattern art
Free play around Free play around Health: Language Arts:
designs project
the classroom the classroom Connect “The Book buddies -
Play:
Social Studies: Science: Day the Crayons
Free play around
Consider how Create a learning Quit” crayon
the classroom
the differences portfolio page characters with
of each person in that includes the crayons from
the classroom patterns from “The Crayon Box
make the the outside that Talked”
classroom a environment
good place
(community)
Week 1 Details
Differentiation Plan
Resources
Main Books:
The Day the Crayons Quit by Drew Daywalt
The Day the Crayons Came Home by Drew Daywalt
The Crayon Box that Talked by Shane Derolf
Other Books could include:
Books Purple, Green, and Yellow by Robert Munsch
The Crayon Man by Natascha Biebow
Sky Color by Peter H. Reynolds
A Day with No Crayons by Elizabeth Rusch
Monsters Love Colors by Mike Austin
Color Dance by Ann Jones
Alberta Kindergarten Program Statement
Tompkins, G. E. (2013). 50 literacy strategies: Step by step. Boston: Pearson.
Other Resources Tompkins, G. E., & Rodgers, E. (2020). Literacy in the early grades: a successful start for preK-4 readers and writers
(5th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Trehearne, M. P. (2016). Multiple paths to literacy K-2. Calgary, Alberta: Miriam P. Trehearne.
Lesson Plan
Introduction
Unit Colours, Colours Everywhere! Grade Level Kindergarten Subject Language Arts
Curriculum Alberta Kindergarten Program of Studies (Alberta Kindergarten Program Statement)
Lesson # Week 1 – Monday Lesson Length 60 minutes
Developed By Brianna Nolan
Desired Results
GLO:
1. The child listens, speaks, reads, writes, views and represents to explore thoughts, ideas, feelings and
experiences.
2. The child listens, speaks, reads, writes, views and represents to comprehend and respond personally and
critically to oral, print and other media texts.
SLO:
Learning Outcome(s): 1.1. Expresses ideas and develops understandings
1.1.1. The child shares personal experiences prompted by oral, print and other media texts.
1.1.2. The child talks about ideas, experiences and familiar events.
2.2. Uses comprehension strategies
2.2.1. The child begins to use language prediction skills when stories are read aloud.
2.2.2. The child asks questions and makes comments during listening and reading activities.
2.2.3. The child recalls events and characters in familiar stories read aloud by others.
1. Where can we find colours in the environment around us?
Unit Essential Questions 2. How many colours are there?
3. How do colours help us?
Students will explore a new story read aloud to them.
Learning Objectives Students will identify new written words associated to colours.
Assessment Evidence
N/A Participation and Observation:
As students participate in read
aloud activities, the teacher will
observe and monitor student
participation. If students are not
participating willingly, the teacher
Summative Assessment Formative Assessment
can start asking them to answer
questions.
At the end of the lesson, the
teacher will make a few notes
about their overall observations
from the lesson.
Learning Experience
Book – “The Day the Crayons Quit”
Whiteboard
Tech to Materials and Whiteboard markers
N/A
Prepare Equipment Crayons
Colour word cards (for word wall)
Word wall
Time Content/Description Differentiations
Introduction:
Teacher will introduce colours to students and assess their prior
knowledge
10 minutes
Students will answer questions by moving around the room
(What is your favourite colour? What is your least favourite
colour?)
Interactive Read Aloud: Teacher will be sure that ALL students
Teachers will read “The Day the Crayons Quit” aloud to students get to see the pictures
15 minutes using the interactive approach The book will be available for students
Teachers will engage students before, during, and after the to look through and read after the
reading to guide student understanding story is read
BRAIN BREAK
Exercise Activity (examples shown below):
5 minutes
o Do 5 jumping jacks if you’re wearing a red shirt.
o Do 7 toe touches if you’re wearing a blue shirt.
Review Story:
Teachers will ask students to name each crayon from the story
10 minutes and state what they were upset about
As students share, the teachers will write their answers on the
board
Word Wall: Teachers will help students put the
10 minutes Teacher will help students put each colour word on the word wall words on the wall ensuring they go
after they are done discussing the feelings of that crayon under the correct letter
Closure:
Students will share one colour from the story – it should be
5 minutes
different from the student before them
The teacher will get students excited for the next lesson
5 minutes Getting Ready for Recess
Reflection