Writing

Weekly Lesson Plans

Book: The Day the Crayons Quit by Drew Daywalt

Student Grade Level: 2nd Grade, Mrs. Keeley

Based on my students writing sample and QRI results, I would place her between the Early stage and Within Word for reading and writing. She is on
grade level for oral reading and comprehension. She loves did a great job of reading with inflection, and she demonstrated fluency on the 2nd grade
passage. You could tell that she enjoyed portraying the different characters as she read. Her independent reading level would comfortably fall at 1st
grade, but her instructional level would be 3 rd grade. M y student is able to correctly identify 1st and 2nd grade words in isolation. She was able to
identify u nfamiliar words by b reaking up them by their syllables and sounding out the words. However, her sight word vocabulary and phonemic
awareness are still developing which is reflected in her writing sample. She is able to verbally express her ideas, but her writing conveys simpler
thoughts. She enjoys writing though, and I think she will be a successful writer as her literacy skills develop.

Objectives for week

1.
2.
3.
4.

Select a crayon to write to and determine the crayons problems and your solutions.
Write a letter to your crayon addressing the problems the crayon is having.
Revise the letter using the self-editing checklist.
Write final draft of the letter

SOLs for week 2.12 The student will write stories, letters, and simple explanations.
a) Generate ideas before writing.
b) Organize writing to include a beginning, middle, and end for narrative and expository writing.
c) Expand writing to include descriptive detail.
d) Revise writing for clarity.
Monday
Tuesday
1. Read The Day the
1. Using the graphic
Crayons Quit by Drew
organizer from the
Daywalt.
previous day, TSW
2. TSW will select the
brainstorm
crayon they want to
solutions/responses
write to.
to the crayons
3. Using the graphic
problems.
organizer TSW
2. Review the format of
brainstorm the
a letter.
crayons problems.

Wednesday
1. Review letter
formatting.
2. TSW write his/her
letter using the
graphic organizer.

Thursday
1. TSW use the self-
editing checklist to
revise his/her letter.

Friday
1. TSW write a final
draft of the letter.
2. If time, students may
draw illustrations to
go with their letters.

Examples of graphic organizers that can be used for this lesson.

Materials Needed:

The Day the Crayons Quit

Paper
Graphic Organizers

Word Study Weekly Lesson Plan

Name_________Kikis group____________

Student Grade Level______2Nd grade, Mrs. Keeley___________

Based on my students writing sample and QRI results, I would place her between the Early stage (reading and writing) and Within Word (word
study). She is on grade level for oral reading and comprehension. She loves did a great job of reading with inflection, and she demonstrated fluency on
the 2nd grade passage. You could tell that she enjoyed portraying the different characters as she read. Her independent reading level would
comfortably fall at 1st grade, but her instructional level would be 3 rd grade. My student is able to correctly identify 1st and 2nd grade words in isolation.
She was able to identify unfamiliar words by breaking up them by their syllables and sounding out the words. However, her sight word vocabulary and
phonemic awareness are still developing which is reflected in her writing sample. She is able to verbally express her ideas, but her writing conveys
simpler thoughts. She enjoys writing though, and I think she will b e a successful writer as her literacy skills develop.

Objectives for week 1. Create actions for each word. 2. Complete a closed sort. 3. Complete an open sort. 4. Write the words and sentences using those words
in their word study notebooks. 5. Play bingo with the words. 6. Complete blind sort assessment.
SOLs for week 2.5 The student will use phonetic strategies when reading and spellinga) Use knowledge of consonants, consonant blends, and consonant
digraphs to decode and spell words.

Monday
Tuesday

1. Review the words
1. Introduce new words
together with TPR.
this daywill include
2. TTW (The Teacher
homophones and
Will) provide
long A words.
categories for a
2. Read the words with
closed sort.
the students and
3. TTW model a word in
define the words with
each category.
pictures.
4. TSW complete the
3. TSW (The Student
closed sort.
Will) create
5. TSW write the words
corresponding action
in their word study
to the word. (Total
notebook.
Physical Response
Activity- TPR)

Wednesday
1. Review the words
together with TPR.
2. TSW complete an
open sort with the
words for the week.
3. TSW write sentences
with the words in
their word study
notebooks.

Thursday
1. Review the words
together with TPR.
2. Bingo with the words
of the week.

Friday
1. Review the words
together with TPR.
2. TSW take an
individual blind sort
assessment


Describe in detail all materials you would use including listing the words for the word sort of the week, any games, or what they might do in their word study
notebook.
Materials Needed-- copies of word sheet, pictures of each word (with written word underneath), word study notebooks, and bingo boards.

Below I have included a sample set of words that I would use for this week. Currently my CT is doing homophones and long vowel sounds with
Kikis word study group. This list of words should be appropriate for the current level of my practicum students.

Comprehension Weekly Lesson Plans

Book: Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

Student Grade Level: 2nd grade, Mrs. Keeley

Based on my students writing sample and QRI results, I would place her between the Early stage (reading and writing) and Within Word (word
study). She is on grade level for oral reading and comprehension. She loves did a great job of reading with inflection, and she demonstrated fluency on
the 2nd grade passage. You could tell that she enjoyed portraying the different characters as she read. Her independent reading level would
comfortably fall at 1st grade, but her instructional level would be 3 rd grade. M y student is able to correctly identify 1st and 2nd grade words in isolation.
She was able to identify unfamiliar words by breaking up them by their syllables and sounding out the words. However, her sight word vocabulary and
phonemic awareness are still developing which is reflected in her writing sample. She is able to verbally express her ideas, but her writing conveys
simpler thoughts. She enjoys writing though, and I think she will b e a successful writer as her literacy skills develop.

Objectives for week 1. TSW write about their favorite part of story. 2. TSW describe a text to self connection. 3. TSW describe a text to text connection. 4.
TSW describe a text to world connection. 5. TSW compare him/herself to the main character using a Venn diagram.
SOLs for week 2.8 The student will read and demonstrate comprehension of fictional texts. b) Relate previous experiences to the main idea.
c) Ask and answer questions about what is read. h) Summarize stories and events with beginning, middle, and end in the correct sequence. i) Draw conclusions
based on the text.
Monday
Tuesday
Wednesday
Thursday
1. TTW read Alexander
1. Review the story by
1. TSW describe a text
1. TSW describe a text
and the Terrible,
creating a timeline.
to text connection
to world connection-
Horrible, No Good,
2. TSW describe a text
what other books
What does this text
Very Bad Day
to self connection
have you read that
remind you of?
2. TSW write about
has anything ever
this remind you of
2. Draw a picture of
favorite part on the
happened to you like
this one?
what this text
story.
this and/or can you
2. Read Miss Nelson is
reminds you of.

relate to main
Missing! By Harry

character?
Allard.

3. Discuss how this book

relates.


Describe in detail all materials you would use for these lessons:

Friday
1. Compare main
character to self
how are you and the
main character alike
and different?
2. TSW fill in a Venn
diagram.

Alexander and the Terrible, Horrible, No Good, Very Bad Day, Miss Nelson is Missing!, lined paper and pencils, white board for timeline, blank paper and color
utensils (Thursday), Venn diagrams

Lesson Plan Reflection- Monday Writing Lesson

In READ436, we have been learning about the different stages of reading and writing development. My student is somewhere between the late Early
Stage and the Within Word stage for instruction. Children in this stage of development are still fine tuning their reading and writing skills. Their
phonemic awareness and sight word vocabulary is also still developing. That being said, children at this stage need guidance on how to write and how to
write well. This lesson aligns developmentally because it focuses on the writing process as a whole. Students are brainstorming, organizing their ideas,
writing, and revising their work.
To prepare for this lesson, I first needed to select a book that I thought would be engaging for my practicum students. I went to Barnes and Nobles and
browsed for a while. While looking at the books I had to think to myself, Would this be a good book to prompt a writing activity? I had read The Day
the Crayons Quit before so I was familiar with the story. Once I selected the book, I researched different writing activities that I could do with my
students. Then I found the graphic organizers online and decided to create worksheets for the students. I think next time I would like to ask people for
suggestions of books. I know that the READ professors have a wealth a knowledge relating to good read-aloud books. I should take advantage of them
the next time that I need to find a book. Also I think I would have browsed in the ETMC picture book library. I know that we have a lot of great text in
there. Unfortunately though I did not have the time to get over to the library.
As I was reading I made sure to look at my students. This helped me monitor their level of engagement. I could see when they were talking to a friend or
when they were not paying attention. I kindly re-engaged them by saying their name. Overall, they were engage in the lesson and seemed to enjoy the
story. Each time a new crayon would present his/her letter the students would say, Oh thats me! Im the green crayon! To assess whether the
students comprehended the story, we went back over their crayons letter. I asked them to determine the problem and write that in their graphic
organizer. All the students were able to complete this part of the activity. Then each student had to think about a solution to the problem and write that
in the graphic organizer. The students had more difficulty with this part of the assessment, but they eventually were able to complete it. I noticed that
many of the students wrote their ideas in complete sentences which is a skill my CT has been working on.
I would definitely teach this lesson again simply because I love this book! However, I think that I would structure the lesson a little differently for better
understanding. I think it would be beneficial to read the book aloud again but after each letter we would stop and talk about it. I would have the
students determine the problem together and then write it on the board. This would be one way to assess comprehension as we read. I had to go back
and reread the letters with the students because they had forgotten what happened in the story. Also I would model how I want them to complete the
graphic organizer. I would pick a color, determine its problem, and find a solution. I think the students were confused about how to solve the problems
that their specific crayon had with Duncan.
This lesson was inspired by an image I found on Google. I looked up The Day the Crayons Quit writing activities and clicked on images. I think the
activity was originally sourced from Pinterest though. I found the writing activity with the pencil on it, and I loved the idea of writing a letter back to the
crayon. I do not remember doing something like this when I was in elementary school. We wrote letters, but I do not remember ever writing to a

character in a story. The letters we wrote would be to our friends and family. I like the idea of engaging with the text in that way. I think it really brings
the story to life, and the students get to be creative with their writing. I enjoyed seeing the students reactions to the story and when they got to pick
their crayon. Overall, I believe this was a fun and engaging lesson that I would like to use again someday.