Professional Documents
Culture Documents
Citizenship and Community Life Students will be able to point out the main message
The children will be read a story that revolves the story and interpret its importance. Furthermore,
around the idea that everyone is different and will critique the literary piece by explaining why/wha
these differences should be embraced. did or did not like about the story. Students will be
Therefore, the students will become aware of expected to create deep and meaningful connectio
how important it is to set and follow rules of between their personal experiences and the text.
social conduct [interacting with others
appropriately] and democratic institutions [i.e.
school, workplace]. (QEP, 2011, p.50)
Students will understand the main message During the story telling:
of the story as well as its importance. Red A - What is funny about the first page? What do
Crayons Story focuses on differences. notice?
Everyone has different characteristics and we - What did Red draw? (A fire truck) How do w
should embrace and appreciate individuals know that this is a fire truck?
for who they are. Furthermore, they will - What do you think he wasnt very good at it
understand that we should not judge means?
someone based on what we see on the - What do you think is going to happen next?
outside. Who a person really is can only be (Mixing with other colours)
seen from within.
- Why are the grandparents gray?
- What did you notice about the crayon sizes?
are the older crayons shorter?
- Are the crayons saying nice or mean things
Red? How do you think Red would feel if he
heard the other crayons speaking about him
How would you feel if you were Red?
- When Red meets Berry. What do you think is
going to happen?
- For the last page. What do you notice about
narrators sentence? (Red is crossed out, blu
written in)
On graphic organizer:
- What is the main message of the story?
- Why is it important for you to remember the
authors message?
- Did you like the story, why or why not?
- What does this story remind you of? Draw a
picture of a time you have seen, heard, or
experienced something similar in your life?
o Below the drawing box, students will h
to write a few sentences explaining th
picture they drew. They are essentiall
explaining their connection.
**Bonus question: Who should read this book and w
Group Size & Materials:
Twenty-one students will participate (if everyone is present). The lesson will take place in the classr
When I am reading the story, the students will sit in a group on the floor in front of the class.
Afterward, they will return to their desks to complete the response activity sheet (I created the shee
Students materials:
- Graphic organizer
- Writing tools
- Colouring pencils, markers, and/or crayons
Teachers materials:
- Red A Crayons story book
Time Lesson
After the brief run through, I will provide them with my expectations for the
lesson. Once completed and the students know what I will be expecting o
them, I will invite them to come and sit at the front of the class. I plan on
inviting them one group at a time based on whos sitting quietly and waitin
further instructions.
Note that when students are expected to answer a question I will do one
following. Select a student who has their hand raised or ask the students
keep their hands down and I will select the student myself.
Development:
1:37/1:38 p.m.
(Roughly ten mins) I will be reading the story Red A Crayons Story aloud to the class. As we
along I will prompt them with the questions mentioned in section Essenti
Questions above.
After which, they will be asked to return to their desks. I will take some tim
(2-3 mins) explain the graphic organizer and answer any questions the students may
have.
The students will be provided time to complete the graphic organizer (see
(Approximately fifteen attached template). Should a child finish early I have prepared an enrichm
mins) activity (also attached) where the children colour in a colour pencil templa
and answer the question If you were a crayon which colour would you be
why?
If the entire class is not behaving they will all be sent back to work at their
desks and work in their printing books until they are calm and ready to try
again.
If only a few children are not behaving as expected, they will be kept at re
the following day to practice sitting.
Conclusion:
To close the lesson, the class will be asked to share what they thought th
main message was, what was its importance, their connections (what this
reminded them of), their thoughts on the story and activities, as well as an
other ideas they may have that are related to the lesson.
Assessment Criteria:
The answers they provide to the questions linked to the storytelling portio
indicate if the students are understanding the story line. I will be able to s
what they notice or pick off.
Their ability to answer the questions on the response sheet will be the fac
used to show if they are understanding the process of responding to a tex
Assessment Tools:
To assess students learning I will keep note of their answers during the
storytelling part of the lesson and I will be looking over their response she
as well as the enrichment activity. However, the focus will mostly be on th
response sheet.
Enrichment:
The students will be asked to answer the question If you were a crayon,
colour would you be and why? Not only will the activity create further link
between the story and their lives but it will provide me with an idea of wha
students think of themselves. Which characteristics they see in themselve
and why that colour is linked to who they are. It will help them see that the
crayons in the story represent people in real life.
REFLECTION: Overall, the lesson ran smoothly; however, there is definitely room
(on lesson) further development in certain areas. For one, I did notice that the studen
were cramped in the area they were seated in which resulted in some stu
not being able to see the book. I did move it around and give students a
chance to look at the photos and writing but it would be better if I had set
the seating differently. (During my follow up activity I sat in the corner of th
room near my CTs desk. The students were much more comfortable this
I made sure to use the proper terminology linked to what the stude
were looking for or doing. For example, when I asked them to tell me wha
thought would happen next, I would say Now I want you to make a predi
What do you think is going to happen next? At one point, I asked student
predict what would happen when Yellow and Red drew an orange. What w
it look like? Many answered green but a few answered orange since they
only recognizing the label rather than the colour the crayon really was.
At the beginning, I would pick students who raised their hands but
started to get repetitive since it was always the same students who had th
hand raised. As we progressed I did end up picking certain students who
not participated. Furthermore, my co-operating teacher instructed me to k
look out for calling out, one student kept saying the answers. My CT also
that I had a good pace when reading and asking questions. However, I do
need to work on providing students with more praise. For example, saying
things like, I like the way you are listening to the story and sharing your id
I did get the students to answer all together which my CT later told me is
choral answer and is good to do once in a while rather than having one st
on the spot.
PROFESSIONAL
COMPETENCIES Competency 1: To act as a professional inheritor, critic, and interpreter of
ADDRESSED: knowledge or culture when teaching students
- In order for the children to have a meaningful learning experience
this lesson, I will display a critical understanding of the content bein
taught. The worksheets created, the students will be provided with
opportunity to create links between themselves and the story.