Transcript of Literature to launch writing video


Teacher: Today, we’re going to be rereading our book, ‘The Day the Crayons Quit’. And today when we’re reading it what I want you to do is I want you to think about the words and the phrases that Drew used to tell us about the point of view of the crayons. And the most important thing I want you to remember today, okay, is why point of view is so important to learn in terms of when you write your stories.

At the beginning of my lesson I clearly state to the children what I expect of them in terms of what I want them to learn. And then we have a success criteria which I use a traffic light system for the children. And I found that this is highly visual for them and they understand what the green, orange and red represent for them. And so then they can gauge their own learning based upon that scale of green, orange and red.

‘Dear Duncan, as Green crayon I am writing for two reasons. One is to say that I like my work.’

It’s important to use quality literature in the classroom as the language that is used in those texts is rich and vibrant. The images that are used are very powerful. The characters and the plot have to be engaging and interesting to the students. And I find when students are exposed to good quality literature they transfer what they learn into their own writing to improve upon what they can produce.

Are you ready for me to become Green crayon?

Students: Yes.

Teacher: Lovely. Put my green, ooh, I am Green crayon. Who would like to ask Green crayon some questions?

I model the thinking and engagement with the text through creating the power glasses it helps the children to connect with the text. It helps them to make meaning with the text. And the selection of the text is crucial in having the children be able to identify with a character so they can take on the character’s point of view.

Drew decided that he was going to give his crayons a voice. Can crayons really write?

Students: No.

Teacher: No, crayons can’t really write but in this book he’s giving them the power to write. And they decided that once they had the power to write they were going to write letters. Why do we write letters? What’s the reason for writing a letter? Can anyone tell me why we might write a letter? Indy.

Student: To talk to someone far away.

Teacher: Brilliant. Why are the crayons writing their letters to Duncan? Why are the crayons writing their letters, Zoe?

Student: Because they’re not very happy.

Teacher: That’s right. And what do they want Duncan to do about it?

I wanted the students to be able to analyse the language that had been used by Drew Daywalt in his book and I wanted them to be able to identify with how the character was feeling and thinking through that language. So, when we have a look today at our letters, you’re going to go back to your desks and you’re going to have a look in your books in ‘The Day the Crayons Quit’, you’re going to look at your letter. And when you look at your letter these are the things I want you to be thinking about. So, who can tell Mrs Gonzaga some words or phrases that show us from the green letter what the Green crayon was feeling or thinking?

To support students and challenge students the supporting role would be having them work in small groups where they can collaborate, they can talk with one another. They can scaffold each other through their language and their discussion. And to challenge students I asked a small group of students to change the point of view of a character and to apply that understanding of point of view by altering the point of view of that character.

Next lesson we’re going to be writing a letter from Duncan back to his crayons. So, we’re going to change the point of view of the whole story that we read today.


Return to top of page Back to top