Teacher: Mrs. Alana Z.

Bilanski
Lesson Title and Grade Level: Grade 3rd
Unit Theme: Diversity
Lesson Topic: The Crayon box
Context for Learning
Student Teaching:
Demographics and
classroom can be obtains
through BEDS.

Central Focus

Complete the chart below to include demographic information including learning needs, number of
students and supports and accommodations pertinent to the IEP goals. Consider the variety of
learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment (e.g. students with IEPs or 504 plans,
English language learners, struggling readers underperforming students or those with gaps in
academic knowledge, and/or gifted students needing greater support or challenge).
Learning Needs Category

Number of Students

Students with NWEA reading

scores below grade level.
Some problems observed were
of fluency, decoding and
phonemic awareness

Trouble concentrating

Supports, Accommodations,
Modifications, and/or
Pertinent IEP Goals
Frequent monitoring of
progress
Additional literacy instruction
in a small groups
After making revisions
continue to review
May require personal
attention/ can be a helper.
Pair student with another
student who shows proper
classroom etiquette.
Use cues to keep students on
track.

DLTA
Goal: Students will understand diversity and apply literacy skills to make and analyze predictions.

Content

Objective 1: Given students prior knowledge, students will be asked fill out the columns
Know and Want in a KWL chart, students will be expected to list at least two points in the
Want to Know column.
Objective 2:
Given the book The Crayon Box that Talked by Shane Derolf, students will participate in a

Standards/Objectives

DLTA activity recording and analyzing predictions. Students will be expected to make
predictions, align their predictions with clues from the story and analyze those predictions
with one hundred percent accuracy.
Objective 3:
Given the book The Crayon box by Shane Derolf, Students will be expected to list at least
two points in their learned column of their KWL chart.
Objective 4
Given the book The crayon box by Shane Derolf, Students be expected to create their own
crayon and list one reason why a diverse world/classroom is beneficial.

Objectives must be measurable

Common Core Content Standard

Learning Objective

CCSS.ELA-Literacy.RL.3.1
Ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers.

Objective 1: Given students prior knowledge,

students will be asked fill out the columns Know
and Want in a KWL chart, students will be
expected to list at least two points in the Want
to Know column.
Objective 2:
Given the book The Crayon Box that Talked by
Shane, students will participate in a DLTA
activity recording and analyzing predictions.
Students will be expected to make predictions,
align their predictions with clues from the story
and analyze those predictions with one hundred
percent accuracy.
Objective 3:
Given the book The Crayon box by Shane Derolf,
Students will be expected to list at least two
points in their learned column of their KWL
chart.
Objective 4
Given the book The crayon box by Shane Derolf,
Students be expected to create their own
crayon and list one reason why a diverse
world/classroom is beneficial.

Include New York State Learning Standards/Common Core Standards appropriate for grade
level/content on the left and construct a specific/measureable objective that matches the standard in
the column on the right.
All objectives must be assessed in the lesson plan. Include at least one objective that
addresses academic language (vocabulary, syntax, discourse). Language functions for art may
include:
Professor will include academic language from edTPA assessment: register, fluency,

language demands.

Vocabulary/Concepts/Langu
age

Diversity, KWL chart

This is an important lesson because it requires students to make and analyze their predictions, as
well as make text to world connections. In addition to analyzing predictions and making text to world
connections, this lesson requires students to look to the text to find clues to support their
predictions.

Rationale

Essential Questions
(Formative Questions)

What is diversity?
How is our classroom/world diverse?
How do we make and analyze predictions?

Assessments:
Running records, observation checklists
Type of assessment

Formative or
Summative

Description of
assessment

Modifications to the assessment

so that all students could
demonstrate their learning.

Evaluation Criteria - What evidence

of student learning (related to the
learning objectives and central focus)
does the assessment provide?

Examples include: teacher

observation, discussion,
questions, project rubric,
entry/exit ticket,
presentation rubric, essay
rubric, checklist, student
self evaluation

What materials will you use to

modifications to assesments.and
also based on the lesson. Conetxt
of the students
Who are the students who are
struggling and what are the
students going to do that have
excelled at the lesson.

List specific objectives. All lesson plan

objectives must appear in this column.
Provide evidence of the point in the lesson
that clearly identifies instruction (how and
why of the lesson)

Only list necessary modifications not

all assessments will require
modifications.

Formative

Students will be
given a KWL

If students are unable to make

the connection from the activity

Objective 1: Given students prior knowledge,

students will be asked fill out the columns

handout and
asked to fill out
what they know
and want to
know about
diversity.

Students will be
given two sheets
of white paper,
crayons and
explicit
instruction as
follows:
I want everyone
to choose one
color/crayon
from the crayon
I have given
you. Now please
draw a picture
ONLY using that
one color.
Next I want
everyone to
draw me a
picture on the
second sheet of
paper using as
many colors
from the box as
youd like.
Discussion

to their world. I will guide the

discussion by asking.
Is everyone in the classroom
the same? How so?

Know and Want in a KWL chart, students will

be expected to list at least two points in the
Want to Know column.

questions:
1. Which picture
do you like
better? Why?
Explanation:
So most of us
agree that we
like the picture
better when we
were able to use
a variety of
colors? How can
we apply this to
our classroom?
World?

Summative

Student will fill in

the learned
column of their
KWL chart,
listing at least
two points.
Students will
create their own
crayons
explaining why
diversity is a
positive thing.
Students will use
their crayons to

Objective 3:
Given the book The Crayon box by
Shane Derolf, Students will be
expected to list at least two points in
their learned column of their KWL
chart.
Objective 4
Given the book The crayon box by
Shane Derolf, Students be expected
to create their own crayon and list
one reason why a diverse
world/classroom is beneficial.

create our
classroom
crayon box.

Instructional Strategies and Learning Tasks

Procedure

Teacher will:

Anticipatory Set
__10___ minutes

give students a
KWL handout

Brainstorming, Assessing Prior

Knowledge, Do Now, Question
of the day, literature,
think/pair/share, group
activity, visual or video

Explicit
instruction
Can someone
remind the class
what the K stands
for in our chart?
The W? I want
everyone to fill out
the Know column
for what we know
about the topic of
diversity. Then I
want everyone to
fill out the Want to
know column for
the same topic.

will give students

two sheets of white

Students will:

Participate in pretopic activity.

Listing at least one
thing that they
would like to learn
about diversity.

Students will draw

a picture using one
color crayon and
repeat the activity
with a variety of
different colors.
Students will
analyze the
drawing and relate
this activity to real
life.

Modifications (RTI/UDL
Strategies)

paper, crayons and

explicit instruction
as follows:

I want everyone
to choose one
color/crayon from
the crayon I have
given you. Now
please draw a
picture ONLY using
that one color.
Next I want
everyone to draw
me a picture on
the second sheet
of paper using as
many colors from
the box as youd
like.
Discussion
questions:
1. Which picture
do you like
better? Why?
Explanation:
So most of us
agree that we like
the picture better
when we were able
to use a variety of

colors? How can

we apply this to
our classroom?
World?
Define Diversity: Is
the differences in
skin color, eye
color, hair color
etc. that exist in
our classroom and
world.
Learning Tasks and
Instructional
Strategies
___15__ minutes
Demonstration, Guided
Practice,
Journals, Critique, Activity,
Work Time (for example)
This section should be
separated into individual rows
as needed.
Consider transitions: supply
distribution and clean up.

Give students
prediction handout

Read Aloud The

Crayon Box that
Talked by Shane
Derolf.
Ask Questions:
1. Can anyone
make a
prediction as to
what they think
the story is
going to be
about?
2. Can anyone
make a
prediction about
what might
happen in the

Listen actively

Fill out the Make a

Prediction handout
at two points
throughout the
story
Analyze and
correct their
predictions as we
read the story
together.
Discuss the moral
of the story.

If students cannot define prediction,

teacher will define.
A prediction is a guess based on
clues that we make about whats is
going to happen next in the story.
If students cannot define moral,
teacher will define.
The moral of the story is the lesson
learned at the conclusion of the
story.

story based on
our activity and
the cover of the
book?
Instructions:
Now I want everyone to
write down your
prediction in the center
of the ball as well as
what clues from the text
helped you make that
prediction.
Page 4-Pause
Now we are going see if
our predictions were
right and in the column
next to your predictions,
I want you to write what
really happened or if
your prediction were
right you can write that
your prediction was
proven to be true

Continue to read
aloud the book,
pause shortly into
the story.

Next we are going to

make another
prediction!

What do you think is

going to happen? Write
down your prediction
and two clues from the
text that make you
believe that.
At the end of the book:
Alright everyone lets
briefly discuss
What do you think the
moral of the story is?

Independent
Practice/Exploration
of Concepts
__20___ minutes
Practice/implement skills;
cooperative learning; group
work, etc.
Consider transitions: supply
distribution and clean up.

Closure
___5__ minutes
Share understanding of the
concepts (journal, verbal
share-out, exit slips, etc)

Instruct students

Students will color

their crayons and
write a short
paragraph on why
diversity is a good
beneficial.

Participate in a
share out.

We are now going to

create our own crayons.
Each of you are going to
pick a color and explain
why diversity is
beneficial to the world
and classroom please
reference the text!

Instruct students to
volunteer to share
their work with the
class.

Instructional Resources, Materials and References: (Including all images used.):

White printer paper
Crayons
The Crayon Box that Talked by Shane derolf
Prediction worksheet
KWL chart

Rationale and Reflection/Commentary:

1-Rationale Prior to Teaching:
This lesson is important because it encourages students to make predictions and analyze those prediction, as well as
understand diversity and how it relates to the world around them. In addition to text to world connections, this lesson
requires students to look to the text for explicit clues to support their predictions. Prior to this lesson students should
have a basic knowledge of KWL charts and how to fill one out.
2-Reflection/Commentary After Teaching:

What influenced your decisions/choices (strategies, materials, activities, assessments, etc.)

What were the outcomes of the lesson/student learning
Self- Reflection what would you do differently