Lesson Plan
Date: May 2nd, 2017 Class: Grade 2
ELA Red a Crayons Story
Broad Areas of Learning:
Citizenship and Community Life
The children will be read a story that revolves
around the idea that everyone is different and
these differences should be embraced.
Therefore, the students will become aware of
how important it is to set and follow rules of
social conduct [interacting with others
appropriately] and democratic institutions [i.e.
school, workplace]. (QEP, 2011, p.50)
Furthermore, they will be introduced to the
concept of culture of peace which means,
the idea of equal rights of groups and
individuals to express their uniqueness, also
known as differences. The story will allow
them to recognize the negative stereotypes,
discrimination, and exclusion. (QEP, 2011,
p.50)
Understandings:
Students will understand the main message
of the story as well as its importance. Red A
Crayons Story focuses on differences.
Everyone has different characteristics and we
should embrace and appreciate individuals
for who they are. Furthermore, they will
understand that we should not judge
someone based on what we see on the
outside. Who a person really is can only be
seen from within.
Time: 1:35 p.m. 2:20 p.m.
Duration: Forty-five minutes
Objectives:
Students will be able to point out the main message
the story and interpret its importance. Furthermore,
will critique the literary piece by explaining why/wha
did or did not like about the story. Students will be
expected to create deep and meaningful connectio
between their personal experiences and the text.
Essential Questions:
During the story telling:
- What is funny about the first page? What do
notice?
- What did Red draw? (A fire truck) How do w
know that this is a fire truck?
- What do you think he wasnt very good at it
means?
- What do you think is going to happen next?
(Mixing with other colours)
- 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

Subject Competency (Language):

Competency 1: To read and listen to literary, popular and information-based texts

- The children will be listening to me reading a story. They will be expected to listen and respo
the questions I prompt them with. This will allow them to begin to develop their own view of t
 world based on the message the story is giving them.

Competency 2: To write self-expressive, narrative, and info-based texts

- The students will be provided with a graphic organizer to respond to the story being told to th
Through this worksheet, they will use writing as a system for communicating and constructin
meaning. (QEP, 2011, p.84) As well as, further constructing their own view on the world revo
around the theme of the story.

Competency 3: To represent his/her literacy in different media

- In this competency, children will begin to understand that the images, symbols, etc. around th
have a message/meaning behind them.
- The students should be able to make connections between the story and their everyday
lives/experiences (i.e. the story reminded them of a time when) Essentially, they will be bu
their abilities to explore the meaning of a text.

Competency 4: To use language to communicate and learn

- The children will be provided with questions during the storytelling. The students will be answ
the questions to better understand what the story is telling them. This relates to the key featu
to use language (talk) for learning and thinking. (QEP, 2011, p.100) As well as, to use lang
to communicate information experiences and point of view. (QEP, 2011, p.100) The children
build off one anothers answers to have a deeper understanding of the texts message. This
be useful to them once they begin to complete the graphic organizer.

Cross Curricular Competencies:

Competency 1: To use information

- As the story is being told to them, the student will be collecting and remembering the conten
order to be able to use it to answer the given questions.

Competency 3: To exercise critical judgement

- They will be forming their own opinions on the message of the story and how they feel about
events within the story. The students will be given the opportunity to share their ideas during
storytelling.

Competency 4: To use creativity

- The students will be provided with an explanation of what is expected of them to achieve the
objective. To attain the objective, the children will have to think of and explore different possi
ways they can answer the questions (especially if they are answering the enrichment questio

Competency 5: To adopt effective working methods

- Essentially the children will be informed of what is expected of them during this lesson in term
behaviour. They will know what needs to be completed and will follow the general process of
completing a task. The QEP (2011, p.27) explains the process in a forward way:
 Children should be able
1) To analyze the task to be performed.
o The children will listen to the instructions I provide and remember them when complet
their graphic organizers. They will also need to read and analyze the questions provid
2) To begin the process.
o The students will begin to read the graphic organizers. They will be reflecting before a
during the activity in order to achieve their objective.
3) To perform the task.
o The students will complete their graphic organizers using the required materials.
4) To analyze his/her procedure.
o The students will then draw conclusions based on the activity completed.

Competency 7: To construct his/her identity

- The child will become aware of his/her place among others. (QEP, 2011, p. 33) The storys
message revolves around differences and accepting said differences. Therefore, the child wi
able to reflect and understand that everyone is unique and this should be embraced. No one
should be put down or excluded because of who they are.

Competency 8: To cooperate with others

- The activity, is to be completed individually. Therefore, there is not much room for cooperativ
behaviour. However, the children are expected to listen and participate actively in discussion
well as keep an open mind and accept what others are saying. Even if their point of view is
different than their own.

Competency 9: To communicate appropriately

- The students will be required to establish the purpose of the communication (QEP, 2011, p.
by exploring ideas that are related to the topic we are covering (i.e. personal experiences). T
students should be able to communicate clearly, appropriately, and precisely while using pro
vocabulary.

Time Lesson

1:35 p.m. Introduction:

(2-3 mins)
I will commence with a brief run through of what we will be doing as a cla
the next half hour.
- Storytelling
- Response (graphic organizer)
- Enrichment activity

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.

Students are expected

- To sit quietly and listen to the story
- To speak only when addressed
- To listen to their peers answers (might ask them to repeat what
someone just said)
- To participate (I will keep the student list with me to check off who
and has not participated)

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?

While students are working on the response sheet or enrichment activity,

be circulating the classroom to make sure they are on task and to provide
assistance to the students that may need my help.

If students are not behaving

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

I will ask myself the following questions as I review their worksheets:

- Is the child able to effectively express their thoughts on the events

story?
- Did the child successfully interpret the main message of the story?
- Was the child able to explain why the message is important to
remember?
- Did they formulate an opinion on the text? (Did they like it or not, w
why not?)
- Were they able to make a personal connection to the story? (This
reminds me of a time when)
- How deep is the connection and is it relevant?
- **BONUS: Was the child able to point out who the author was targ
as an intended audience?

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

To commence, the students did very well at listening and participat

during the storytelling portion. When asked to look at the cover and descr
what they saw, many of the students explained that they saw a red crayon
label but the crayon itself was blue and the colour from the crayon was bl
well. One of the students noticed that Red in the title was written in extra-
letters. I did not press too much into this but I should have. I could have a
the students if they thought the author did this on purpose and if he did, w
did they think he did it?

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.

Moreover, when completing the storytelling, the transition was not

smooth as I wanted it to be. Rather than getting straight to the worksheet
should have had a debriefing of the story. Write what they noticed on the
and then using their ideas to guide them towards the many themes of the
I did ask the helpers of the day to hand out the papers to their peers. I
explained the questions and gave them my connection as an example. I l
 them start working and quickly noticed that a lot of students were not
understanding question number one. To clarify, I re-grouped and we share
some ideas of what the message may be. I wrote the ideas on the board
asked students if this made things clearer to which they seemed to agree
They spent the remainder of the class working on the sheet, not everyone
completed it. I spoke with my CT afterwards and she gave me feedback.
of the students had a hard time, therefore, the lesson will be picked up ag
help students pick off messages and make further connections.

As a follow-up we spent most of the second class deconstructing the boo

find the many mini messages in the book as well as the one main reoccur
theme. The students were then given a little bit of time to work on their
response sheets. Which have yet to be completed but will require a third
to complete.

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.

Competency 2: To communicate clearly in the language of instruction, bo

orally and in writing, using correct grammar, in various contexts related to
teaching
- I will use appropriate language and vocabulary when addressing th
students. Furthermore, my graphic organizers will use proper synta
and grammar.
- Any mistakes students may make when writing or speaking will be
corrected.

Competency 4: To pilot teaching/learning situation that is appropriate to th

students concerned and to the subject content with view to developing the
competencies targeted in the program of study
- The lesson I have planned will engage students in meaningful
or projects, based on their cognitive, emotional, and social
characteristics (p.4) I will be providing them with the appropriate to
and resources they need to complete the lesson.
- By prompting the students with questions during the storytelling po
I will be guiding them to better interpret the requirements of the tas

Competency 6: To plan, organize, and supervise a class in such a way as

promote students' learning and social development
- At the beginning of the lesson, I will inform students what is expect
them during the lesson in order for them to know how they are exp
 to act (i.e. Listen to the story. Talking will only be permitted if ones
is raised to either share a thought or answer one of my questions)
- I hope to better develop my ability to keep the class under control a
prevent inappropriate behaviours from occurring to keep everyone
task.

Competency 10: To cooperate with members of the teaching team in carr

out tasks involving the development and evolution of the competencies
targeted on the programs of study, taking into account the students
concerned.
- This lesson was co-planned with my cooperating teacher. She prov
me with resources to create my activities. Furthermore, I was prov
with support in my planning and was given feedback during the les
planning.

Competency 11: To engage in professional development individually and

others
- I will be reflecting on my practice once the lesson has been comple
with the class. From there I will be able to complete a self-reflectio
incorporate my CTs feedback to write a reflective analysis. This w
allow me to grow as a future educator since I will be able to pin wh
competencies require further development.

Competency 12: To demonstrate ethical and responsible professional

behaviour in the performance of his or her duties
I will manage the classroom in a democratic way. The children will be trea
an equitable manner.