This unit was completely inspired by the
children's book, The Day The Crayons Quit, by Drew Daywalt.
This was exciting unit to create and teach, and although I was met with some
resistance at first, my students eventually warmed up to it. The students
thoroughly enjoyed the different elements of this unit, especially the part
where they got to create and perform monologues, written from the point of view
of a crayon.
This unit has been updated and changed from when I taught it. Unfortunately, when I taught this unit, I did not have the time to take my students to an elementary school to perform their production. This being said, I WAS able to hold “lunch box theatre” where some of my students were able to present their creation to a small audience. I was so PROUD of each and every one of my students, and thankful that I was able to give them the opportunity to perform outside of class.
This unit has been updated and changed from when I taught it. Unfortunately, when I taught this unit, I did not have the time to take my students to an elementary school to perform their production. This being said, I WAS able to hold “lunch box theatre” where some of my students were able to present their creation to a small audience. I was so PROUD of each and every one of my students, and thankful that I was able to give them the opportunity to perform outside of class.
Unit Rationale:
How often have you heard someone say he or she, “hates conflict” or “avoids confrontation,” and how many times has that statement blown up in his or her face? Conflict is a part of life, and we must learn to deal with our problems.
The power of children’s literature as a teaching tool in high school is often overlooked. Throughout this unit the students will use The Day The Crayons Quit, to explore various conventions and develop an appreciation for drama and theatre as a process and art form. The Day the Crayons Quit works with all age groups, from grade 1 to high school. This unit can be either serious, fun or both; some students will write about problems such as bullying where as others may talk about not wanting to be eaten. Just because students are writing from the point of view of a crayon does not mean the problems won’t be genuine. This unit is a great way to get to know your students. Not only will this unit make students smile, it also introduces them to conflict, confrontation and problem solving in a light, funny way.
This unit has the potential to incorporate drama into the core subjects of English, by giving students the opportunity to explore their own creativity, and write a letter (monologue) from the point of view of a Crayon. Not only will students explore their own writing process, they will get to bring their writing to life, and present it to multiple audiences. In order for students to be successful, teachers must scaffold the learning. This is why, in this unit, students have opportunities to work individually as well as with others. Students are shown examples of letters (monologues) before they even begin the writing process, and as a class students will brain storm ideas so that all have a place to start. If this does not inspire students to write, they have about 84 crazy crayon colour names to pick from, which will give them a lot of choice, and also some direction. Students also have multiple opportunities to receive feedback from multiple sources.
This unit is important because it is made up of hidden curriculum; it is about developing the whole-person. Student must learn to work independently as well as collaborate in large and small groups. Students will develop competency in communication skills through participation in, and the exploration of various dramatic disciplines; as well as diverse ways of expressing emotion through posture, movement, gestures and vocalization. They will also explore various approaches to analyzing a monologue for the purposes of study and presentation. Script analysis teaches students to pick out key information, apply that information and present it in a creative way. It is important for students to develop these skills in order to become confident. Ideally students will willingly present and share their knowledge and thoughts, confidently and effectively with the world.
The power of children’s literature as a teaching tool in high school is often overlooked. Throughout this unit the students will use The Day The Crayons Quit, to explore various conventions and develop an appreciation for drama and theatre as a process and art form. The Day the Crayons Quit works with all age groups, from grade 1 to high school. This unit can be either serious, fun or both; some students will write about problems such as bullying where as others may talk about not wanting to be eaten. Just because students are writing from the point of view of a crayon does not mean the problems won’t be genuine. This unit is a great way to get to know your students. Not only will this unit make students smile, it also introduces them to conflict, confrontation and problem solving in a light, funny way.
This unit has the potential to incorporate drama into the core subjects of English, by giving students the opportunity to explore their own creativity, and write a letter (monologue) from the point of view of a Crayon. Not only will students explore their own writing process, they will get to bring their writing to life, and present it to multiple audiences. In order for students to be successful, teachers must scaffold the learning. This is why, in this unit, students have opportunities to work individually as well as with others. Students are shown examples of letters (monologues) before they even begin the writing process, and as a class students will brain storm ideas so that all have a place to start. If this does not inspire students to write, they have about 84 crazy crayon colour names to pick from, which will give them a lot of choice, and also some direction. Students also have multiple opportunities to receive feedback from multiple sources.
This unit is important because it is made up of hidden curriculum; it is about developing the whole-person. Student must learn to work independently as well as collaborate in large and small groups. Students will develop competency in communication skills through participation in, and the exploration of various dramatic disciplines; as well as diverse ways of expressing emotion through posture, movement, gestures and vocalization. They will also explore various approaches to analyzing a monologue for the purposes of study and presentation. Script analysis teaches students to pick out key information, apply that information and present it in a creative way. It is important for students to develop these skills in order to become confident. Ideally students will willingly present and share their knowledge and thoughts, confidently and effectively with the world.
Assessment Plan:
Each assessment tool takes the focus off of grading, and instead focuses on self-reflection, and growth. Students are forced to ask themselves: “What went well? What didn’t work? And how can I improve?” Students may use this information to set goals, and focus their learning. The idea is to give students the tools, and skills they need to succeed to become self-motivated, independent life long learners.
Unit Overview:
*Note: This unit is not ten days long, lessons may be expanded or shortened as seen fit. Teacher may decide, based on student progress, how much time to spend on each lesson, and how much rehearsal time students need in order to be successful.
Sample Of Student written monologues:
Regrettably I was not able to keep all of my students writing, but here are the ones I managed to hold on to:
Sample Script:Script example from when I taught this unit
|
STUDENT PERFORMANCE TASK:Students will select a pre-written monologue
|
Cross Curricular Connections to English:
2.2 Understand and appreciate textual forms, elements and techniques hyphen
- 2.2.1 Relate form, structure and medium to purpose, audience and content
- 2.2.2 Relate elements, devices and techniques to created effects
- 4.1.1 Assess text creation context
- 4.1.2 Consider and address form, structure and medium
- 4.1.3 Develop content
- 4.1.4 Use production, publication and presentation strategies and technologies consistent with context
- 4.2.3 Consider and address matters of choice
- 4.2.4 Edit text for matters of correctness
- 5.1.1 Use language and images to show respect and consideration
- 5.1.2 Appreciate diversity of expression, opinions and perspective
- 5.1.3 Recognize accomplishments and events
- 5.2.1 Cooperate with others, and contribute to group processes
- 5.2.2 Understand and evaluate group processes