The adventures of a fourth grade teacher in East Central Illinois.

The Day the Crayons Quit

Continuing my effort to incorporate more picture books into my instructional practices this year, I shared a new book with my students that I discovered at Barnes & Noble one evening and immediately decided to read. Yes, I judged the book by its cover. Yes, I am glad I did! At first I wasn’t sure about using it for my class, but once I read it, I knew I could use it for a writing prompt and for an examination of writer’s craft.

The book was The Day the Crayons Quit, written by Drew Daywalt and illustrated by Oliver Jeffers. It is a delightful story about a boy named Duncan whose crayons all revolted one day. Fortunately, each one wrote a letter explaining exactly why they were upset with him. Well, except Green Crayon. Green is perfectly content to be used how and as often as he is. He’s just upset because Yellow Crayon and Orange Crayon are feuding over which one is the true colour of the sun.

 

Before reading the story, I asked my class to think about what items they have in their desks that never get used. Then I asked them to think about the items they use all the time. I didn’t want them to discuss it, though, until after we’d read the book. As I read aloud, I showed the illustrations, read the letters from the crayons, and then showed the illustrations again. It was wonderful seeing reactions as the students realised what was being told with the pictures: Red is angry about being used on all the holidays, Blue is sad because he is used way too much, Gray wants to be used for small things like pebbles and baby penguins instead of elephants, hippos, and rhinos, and White wants to be used as more than filler and for pictures of a white cat in a snow storm.

After I finished reading, I gave the students their writing task: write a letter to themselves from the perspective of the item used the least and the item used the most. After we edit them and publish, we are going to share the original book with our learning buddies and then share our own letters with them. (By the way, Miss C doesn’t know about this plan yet.) For the next hour, I had all of my students thinking, writing, giggling, and sharing as they wrote their first drafts during our Writers’ Workshop time.

We will revisit The Day the Crayons Quit later in the year to think about writer’s craft, voice, and style. But for the next week or so, we will work on revising and editing the letters so that we can publish and share them with others.

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