Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.

Lesson Seed 5 - Day 13

LESSON FOCUS

How do beliefs about individual differences affect the members of a group?

TEXT MODEL
The Crayon Box That Talked by Shane DeRolf (This text is also available from http://www.kidactivities.net/category/diversitymulti-cultural.aspx

THE CRAYON BOX THAT TALKED
Poem and Book by: Shane DeRolf
While walking into a toy store the day before today I overheard a crayon box with many things to say "I don't like Red!" said Yellow and Green said "Nor do I" "And no one here likes Orange but no one knows just why" "We are a box of crayons that doesn't get along Said Blue to all the others "Something here is wrong" Well, I bought that box of crayons and took it home with me And laid out all the colors so the crayons all could see They watched me as I colored with Red and Blue and Green And Black and White and Orange and every color in between They watched as Green became the grass and Blue became the sky The Yellow sun was shining bright on White clouds drifting by Colors changing as they touched becoming something new They watched me as I colored - they watched me till I was through And when I finally finished I began to walk away And as I did the crayon box had something more to say "I do like Red!" said Yellow and Green said, "so do I" And Blue you were terrific! So high up in the sky "We are a box of crayons each one of us unique But when we get together the picture is more complete"

Lexile: 550

Summary: Stellaluna is a story about a baby fruit bat that gets separated from her mother during an owl attack. She is raised by a mother bird, along with her three baby birds but begins to realize some major differences.

STUDENT OUTCOMES

Students will speak in different voices for each character when reading dialogue aloud.
Students will use context and illustrations to determine the meaning of unfamiliar words.
Students will engage in collaborative discussion of the major events and challenges the character faced.
Students will ask and answer questions about text.
Students will write an opinion piece including 2-3 reasons that support their opinion and a concluding statement.
Students will engage in collaborative discussions.

SAMPLE ACTIVITY

Perform the poem as a Reader's Theater or have the students read the poem aloud.
Use any or all of these text-dependent questions to engage students in a cooperative discussion with a partner or with the students in their groups.
1. With a partner or small group, students can use who, what, where, and when to create "In the POEM" questions (directly from the text) about the poem and use why and how to create "In my HEAD" (not directly stated in the text) questions about the poem. RL 2.1, SL 2.1
2. Provide evidence from the text to show how the crayons feel about their differences? How did the speaker feel about the crayons' differences? RL 2.6
3. Based on the poem, what challenge or challenges does the speaker face? How does the speaker respond to this challenge? RL 2.3
4. Example: The speaker needs ALL of the crayons to work together to make a beautiful picture but the crayons do not like each other and won't work together. What lesson does the author want you to learn from the poem? What line from the poem supports your idea? RL 2.2.
5. What does the author mean when he says "We are a box of crayons each one of us is unique"…? RL 2.4
6. What do you notice about how this poem is written? Does it have rhyme? Where does the rhyme occur in the poem? What do you notice about some of the rhyming words? RL 2.4
7. Example: The poem has rhyme. The rhyme occurs at the end of the line which is called, "end rhyme". Have students list the rhyming words. Some of the rhyming words are not in the same spelling family. Students may also notice that the crayons are acting like people – personification. They may also notice that the color words are capitalized.
8. Does the poem have rhythm? Have students clap out the rhythm of the poem as you read it together. RL 2.4
9. The poet repeated the words – "They watched …" why did the poet choose to repeat these words? How did this repetition help you to understand what was happening in the poem? RL 2.4
10. Example: The poet repeated the words to show that the crayons became interested in or curious about in what the speaker was doing and learning and that change is happening with the crayons. The speaker does not tell them, he shows the crayons why they should get along or that the crayons were all special and were needed to create something beautiful.
11. The poet also repeated the words "We are a box of crayons…" at the beginning of the poem and at the end of the poem. How do these two lines demonstrate how the crayons view of each other changed? Or What was the poet trying to show you by repeating these words? RL 2.6, 2.2
12. Why does the poet use crayons? What other object could the poet have used to demonstrate the message of the poem? RL 2.2

**Prepare for small group/guided reading instruction by selecting appropriate text and materials. Make connections to the concept of Perspective or Diversity wherever possible.

CCSS Standards Alignment

Reading: Literature

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

RL.2.3Describe how characters in a story respond to major events and challenges.

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Speaking & Listening

SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

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Last Updated 3/17/2020 12:05 PM