Mrs.B’s Kindergarten Class

The Crayon Box That Talked

(First lesson from a unit)

Objective / ·  Students will recognize that no two people are alike; therefore their artwork will not be alike. (6.03)
·  Students will recognize their own uniqueness and self through the use
of books.
·  Students will develop a positive attitude about their own unique look and others.
·  Students will learn that when we all work together, the results are much more interesting and colorful.
·  Students will connect information in the book to life experiences. (3.01)
·  Students will discuss information in the book to clarify and extend students’ knowledge. (3.02)
·  Students will use listening and speaking skills to connect experiences in the book in discovering the difference among people. (3.04)
·  Students will maintain conversation and discussion, taking turns expressing ideas and answering ideas and answering questions. (4.04)
·  Students will demonstrate and understand directionality and voice-print matched by following print words for word when listening to familiar text when read aloud. (1.01)
·  Discuss ownership of created works as a group/class. (1:12)

Materials

/ The Crayon Box That Talked by Shane DeRolf, pointer, easel, markers, Word Processor, computer
Procedures /

– Introduce the book The Crayon Box That Talked by Shane DeRolf asking the fist motivational questions.

1.  What do you think this book is about?

2.  What pictures do you see in the book?
3.  How do you think this book will be about you?
Teacher will read the big book aloud pointing to the words as they are read and then ask follow up questions.
1.  How did this book make you feel in the beginning?
2.  Have you ever not gotten along with someone and why?
3.  After the child bought the box of crayons, what did she do with them?
4.  What did the crayons say after she was finished coloring?
5.  How do you think this poem would make Martin Luther King feel?
6.  What did we learn about being a team?
7.  How can are class work on being a team and respect each other’s uniqueness?
Make a list of their answers on chart paper. (#7) Then discuss how we are unique and how uniqueness can help us be a team. Finish with we are a team chant.
We are a team we like to read.
We are a team we like to write.
We are a team we like to paint.
We are a team we like to play!
8. There is speech recognition in word Processor. Have students chant we are team. Then have each child say something that is special about them. This can be saved and added to the class website along with art project that will be completed latter that week
Assessment / Ask the students follow up questions.
1.  How did we learn to be a team?
2.  Would Martin Luther King want
us to work together?