The general consensus is that people should be able to quit an obligation or duty if it affects their personal well-being and creates a life without pleasure. This belief, however, is questioned when certain scenarios arise. Perhaps there is a family farm that will not survive if the son John does not take it over from his parents. Is he obligated to take care of the farm? If you are the only one that can do something, do you have to take on that role? Or alternatively, imagine that you are walking by a pond and see a child drowning, but you’re late to an important meeting. Are you obliged to save the child in this moment, or should you choose whether you want to save the child? If people depend on you, to what extent do you sacrifice? Social Norms Once the students have completed their brainstorming and mind mapping documents relating to the first letter the teacher will have a short conference with the students to ensure they have completed the letter writing task correctly and explain their letter structure; contents, reasons, demonstrate their level of understanding (storybook themes, characters). Students will be using comprehension strategies to build literal and inferred meaning and analyse text by drawing on growing knowledge, context, language and visual features and print (ACELY1670). Describe plots – including beginnings – orientation – how the problem – complication – is introduced and solved – resolution and considered how these features construct meaning.

The Day the Crayons Quit | RIF.org - Reading Is Fundamental The Day the Crayons Quit | RIF.org - Reading Is Fundamental

Ask the children to pretend they are an item in their pencil case. They could be a rubber, a pencil sharpener, a pair of scissors, and so on. They are going to write to their owner to talk about what is wrong with the way they are being treated, and how they would like to be treated in the future. Talk with the children about the most appropriate language, format and structure for writing their letters. Duncan is assigned a coloring assignment in class, but when he looks inside of his crayon box, he finds a parcel of letters from his crayons, each detailing why they’ve decided to quit. To make his crayons happy again, Duncan must figure out some way to please each of them, for they all have different reasons for quitting. The teacher asks the students to complete a reflective activity -think about what they learnt most during this lesson and the teacher will ask them to state it out verbally. The teacher places a butcher paper on the whiteboard and writes the heading What we learnt….in these three lessons – prior, current and new…and writes down the student’s key words and students names / & visual image with a text bubble and then adds them to the display board. Students will draw themselves to add to the text bubble. The students will be able to use and experiment with different materials, techniques, technologies and processes to make Art work (ACAVAM107) (ACARA, 2017).

Measure the lengths of the coloured crayons in your classroom. Could you use this information for data handling / statistics activities?

Day the Crayons Quit - Years 1/2/3 3 Lesson Plans on The Day the Crayons Quit - Years 1/2/3

The students are sitting in the literacy – learning area of the classroom facing the teacher, whiteboard, teacher chair, big book. – The Day The Crayons Quit and colourful plastic hand pointer. The students prior completed English – Literacy work is displayed around the English – literacy learning area – on the walls. Resources: Students will be able to compare opinions about characters, events and settings in and between texts (ACELT1589). The teacher explains that just like a hamburger you need to include every layer – you cannot serve it without the nun on too, the filling in the middle or the bun on the bottom. That is just like writing a letter – you need to structure – write it a set way – set structure.The teacher has briefly shown the students the books in the conclusion of the last lesson and the students ideas relating to the books cover were discussed – briefly. Learning Environment: This lesson is connected to the context of Visual Art and the storybook – The Day the Crayons Quit. ICT activities relating to the above lessons – included in the general lesson, early finishers, extended lessons: The teacher then models the lesson by placing one of their written letters on the whiteboard – the letter to the crayon. The students can choose to either handwrite, type – Microsoft program – Word or use both options to be created and displayed.

Book Topic: The Day the Crayons Quit | Teach Primary KS1 Book Topic: The Day the Crayons Quit | Teach Primary

Beige is tired of playing second fiddle to Brown, Blue needs a break from colouring in all that water, while Pink just wants to be used. Green has no complaints, but Orange and Yellow are no longer speaking to each other. Read aloud video with origami illustration by Jenny Chan Guidelines for Philosophical Discussion Obligation vs. Self InterestThe hilarious, colorful #1 New York Timesbestselling phenomenon that every kid wants! Gift a copy to someone you love today. The teacher also gets the students thinking about the follow up lesson by stating questions about why do the students think the crayons wanted to quit? Did they do it in the right way? If you were Duncan or one of the crayons what would your day or do?