 Basic  Intermediate  Advanced

Lesson Plan
Business/Materials Lesson Objectives
- Copies of "The Day the Crayons - By the end of the lesson, students will be able to
Quit" by Drew Daywalt practice reading skills by identifying key details.
- Color Clue Cards - Students will use descriptive language to express
- Papers and Crayons feelings.
- Students will write imaginative response from
Duncan’s perspective to convince the colors to come
back.

Warm-up and Objective Discussion

- Start with a "mystery box" game. Set a blind box with colorful objects inside a box.
- Describe the color clues for students to guess the color of the object. (It reminds me of the
clouds and paper.)
- Tell them that they are now detectives and will use clues in the story to understand the
characters, figure out the reasons why the colors leave.

Instruct and Model  R  W  L  S

- Show them the cover illustration and ask students what clues the cover gives about the
book's mood and theme to practice prediction.
- Briefly introduce the story and the main character (Duncan)
- Read aloud the first few pages, emphasizing Duncan's surprise and the crayons' complaints.
- Ask questions: "Why are the crayons quitting?" to see if they can understand the main idea of
each crayon’s reason to quit.
- Show illustrations of some colors and point out specific words in the reading that describe
emotions.
- Explain the skill that they are doing is instensive reading skill.

Guided Practice  R  W  L  S
- Divide students into small groups and give out the color cards, emotion cards and reason
cards.
- Guide students through the reading and tell they have to match the color with the reasons for
their feelings in each crayon’s letter.
- Ask them to look at the illustration to find additional clues.
- If there's wrong answer, teacher will help them to how to find the answer, not show the
answer

Independent Practice  R  W  L  S
- Ask them to imagine that they are Duncan and they want to one favorite crayon of their
preference to come back to the color box.
- Give them some short letters as a model, explaining why they want to color to come back
and what they will do if they see that crayon again.
- Ask them to pay some attention to the conventions (greeting, opening and closing paragraphs
and signature)

Assessment  R  W  L  S
- Students share their letters with the class by reading aloud.
- Teachers and other students will be that color and raise their hand if they want to come back.
- Teacher will then collect their letters and give further feedback on their writing.

READING AND WRITING

 Business/Materials
- Copies of "The Day the Crayons
Quit" by Drew Daywalt
- Color Clue Cards
- Papers and Crayons
Lesson Objectives
- By the end of the lesson, students will be able to
practice reading skills by identifying key details.
- Students will use descriptive language to express
feelings.
- Students will write imaginative response from
Duncan’s perspective to convince the colors to come
back.

Warm-up and Objective Discussion

- Start with a "mystery box" game. Set a blind box with colorful objects inside a box.
- Describe the color clues for students to guess the color of the object. (It reminds me of the
clouds and paper.)
- Tell them that they are now detectives and will use clues in the story to understand the
characters, figure out the reasons why the colors leave.

Instruct and Model  R  W  L  S

- Show them the cover illustration and ask students what clues the cover gives about the
book's mood and theme to practice prediction.
- Briefly introduce the story and the main character (Duncan)
- Read aloud the first few pages, emphasizing Duncan's surprise and the crayons' complaints.
- Ask questions: "Why are the crayons quitting?" to see if they can understand the main idea of
each crayon’s reason to quit.
- Show illustrations of some colors and point out specific words/vocabulary in the reading that
describe emotions.

Guided Practice  R  W  L  S
+ Reading:
- Divide students into small groups and give out the color cards, emotion cards and reason
cards.
- Guide students through the reading and tell they have to match the color with the reasons for
their feelings in each crayon’s letter.
- Ask them to look at the illustration to find additional clues.
- If there's wrong answer, teacher will help them to how to find the answer, not show the
answer
+ Writing:
- Groups will then brainstorm ideas of how to convince the group’s favorite crayon to come
back after knowing the reason why they quit.
- Groups will go around the class to look at other group’s ideas.

Independent Practice  R  W  L  S
- Ask them to imagine that they are Duncan and they want to their favorite crayon to come
back to the color box.
- Write their first draft, explaining why they want to color to come back and what they will do
if they see that crayon again.
- Show them some short letters as a model, highlights requirements in the letter (vocabulary,
grammar structure…)
- Student will then rewrite their draft.
- Ask them to pay some attention to the conventions (greeting, opening and closing paragraphs
and signature)

Assessment  R  W  L  S
- Students share their letters with the class by reading aloud.
- Teachers and other students will be that color and raise their hand if they want to come back.
- Teacher will then collect their letters and give further feedback on their writing.

READING AND WRITING AND GRAMMAR

 Business/Materials
- Copies of "The Day the Crayons
Quit" by Drew Daywalt
- Color Clue Cards
- Papers and Crayons
Lesson Objectives
- By the end of the lesson, students will be able to
practice reading skills by identifying key details.
- Students will use descriptive language to express
feelings.
- Students will write imaginative response from
Duncan’s perspective to convince the colors to come
back.

Warm-up and Objective Discussion

- Start with a "mystery box" game. Set a blind box with colorful objects inside a box.
- Describe the color clues for students to guess the color of the object. (It reminds me of the
clouds and paper.)
- Tell them that they are now detectives and will use clues in the story to understand the
characters, figure out the reasons why the colors leave.

Instruct and Model  R  W  L  S

- Show them the cover illustration and ask students what clues the cover gives about the
book's mood and theme to practice prediction.
- Briefly introduce the story and the main character (Duncan)
- Read aloud the first few pages, emphasizing Duncan's surprise and the crayons' complaints.
- Ask questions: "Why are the crayons quitting?" to see if they can understand the main idea of
each crayon’s reason to quit.
- Show illustrations of some colors and point out specific words/vocabulary in the reading that
describe emotions.

Guided Practice  R  W  L  S
+ Reading:
- Divide students into small groups and give out the color cards, emotion cards and reason
cards.
- Guide students through the reading and tell they have to match the color with the reasons for
their feelings in each crayon’s letter.
- Ask them to look at the illustration to find additional clues.
- If there's wrong answer, teacher will help them to how to find the answer, not show the
answer
+ Writing:
- Groups will then brainstorm ideas of how to convince the group’s favorite crayon to come
back after knowing the reason why they quit.
- Groups will go around the class to look at other group’s ideas.

Independent Practice  R  W  L  S
- Ask them to imagine that they are Duncan and they want to their favorite crayon to come
back to the color box.
- Write their first draft, explaining why they want to color to come back and what they will do
if they see that crayon again.
- Show them some short letters as a model, highlights requirements in the letter (vocabulary,
grammar structure…)
- Student will then rewrite their draft.
- Ask them to pay some attention to the conventions (greeting, opening and closing paragraphs
and signature)

Assessment  R  W  L  S
- Students share their letters with the class by reading aloud.
- Teachers and other students will be that color and raise their hand if they want to come back.
- Teacher will then collect their letters and give further feedback on their writing.