Ashlynn Young

EDU 342
Dr. Aiken
February 27, 2022

1. Where will the children sit?- The children will sit at their seats since their isn’t really a
big enough spot for all of them to sit on the floor. The exception will be the back table
which will come sit in the front of the room.
2. If they are moving to another location, how will that happen?- I will simply ask them to
come to the front of the room and they will walk to the front of the room ant take their
seats.
3. How and when will I show the pictures?- The book will be in PDF form on the
smartboard behind me, which will kindly be operated by the teacher and as I am reading
the picture will be behind me.
4. How will I hold the book?- I will hold it in front of me almost like when I am reading to
myself.
5. How will I introduce the book?- I will say “o.k friends, I am going to read you one of my
favorite books, let’s read the title together.” After we read the title and author, I will ask
them a few questions about what they think it is going to be about based on the title
and cover.
6. How much time do I expect to take?- I am shooting for 20-25 minutes-ish once
everything is said and done.
7. Do I need to explain any words? - I am going to explain the word stubby.
8. What student friendly definitions will I use? - I will tell them it is another word for short.
9. How will I end the reading time? – I will ask them three questions “What is one thing
you remember from the book?”, What is one of the reasons one of the crayons quit?”,
and “If you were Duncan, what would you have done?” (this one will be a turn and talk
10. How will I send the students back to their seats if they are not already sitting in them?- I
will simply say “alright thank you friends, table five you guys may go back to your seats.”

Annotated Bibliography

Genre: Modern Fantasy

Theme: Listening to what others are saying
Level: Primary

Daywalt, D., (2013). The day the Crayons quit. Illus. by Oliver Jeffers. Philomel Books., 40 pages

In this book we are introduced to Duncan. Duncan is a boy with a major problem. All of his
crayons have left letters saying they quit! Some feel overused, some feel underused, and some
are mad at other crayons? What will Duncan do with this staggering list of complaints? Read
the las page to find out!
 Philosophy Connection
` I am connecting this to foundational assumption number 2, which says “Let them work
together. Be relational.”. I achieved this by letting them engage in a turn and talk for one of the
questions. This connects to a Christian worldview because we are all brothers and sisters in
Christ, so by doing this, I am allowing them to live and work together in brotherhood.
Another way I am connecting this to the foundational assumptions is “keep it active and
interesting”. I achieved this a couple of ways. First of all by having them help me read the title,
author, and the last page. I also achieved this by picking a book I thought they would find funny
and entertaining. Finally, I achieved this by pointing out various details in the drawings as I was
reading. This connects to a Christian worldview because when Jesus told his parables, he made
it active and engaging for those he was preaching to.
The final way I am connecting this to the foundational assumptions is “keep it on the
right developmental level.”. I achieved this by choosing a book that was appropriate for them,
and asking grade appropriate questions. This connects to a Christian worldview in a couple
ways. First of all, God created all of us with different strengths and weaknesses, and we should
honor those by adapting to those strengths and weaknesses. In addition Jesus himself did this
when he was teaching.

Pre-service Teacher Standards Met

“Takes advantage of student questions and interest as opportunities to enhance learning.”
I incorporated this into my question session after I read the book. I noticed the students really
seemed to like it so I took the chance to ask them what some of their favorite parts were.

“Designs instruction appropriate to students’ stages of development, learning styles, strengths,

and needs and uses teaching approaches that are sensitive to the differences among children.”
I incorporated this into my question session. I asked appropriate questions, and while some of
the questions required a response in front of the whole class, I did have one (my turn and talk
one) where they just talked to their neighbor incase, they weren’t comfortable sharing in front
of the class. In terms of being sensitive to the differences among children, I choose a book that
showed a wide variety of different colors of crayons, not only did this show diversity amongst
the crayons, it eliminated the potential for a book with human characters that maybe weren’t
as diverse.

“Ask questions on a variety of levels.”

I asked them three questions. Two of which were more advanced (the one about what is one
thing you remember about the book and the one about what was one reason a crayon quit?)
because it required the students to think back to the text. My turn and talk question (What
would you have done if you were Duncan) was simpler because they could basically come up
with whatever silly answer they felt like. Almost like an opinion.

“Demonstrates enthusiasm by keeping students attention throughout the lesson.”

I achieved this a couple different ways. First of all, I choose a book I thought they would be into
(and I confirmed with the teacher). I also told them it was one of my favorite books to build up
the hype. Another thing I did was, have them predict what it was going to be about. The final
think I did was I read it (I believe) very animatedly and pointed various things out in the
illustrations.

Questions for the students.

What do you think this book is about? (W&M)
What is one thing that you remember from the book? (RT)
What is a reason one of the crayons quit? (RT)
What would you have done if you were Duncan? (OMO)

Geneva College
Beaver Falls, PA

Lesson Plan Template

Name: Ashlynn Young Date: February 24, 2022

Subject: Reading Grade Level: 2nd

I. Topic: Initiating engagement in my students by reading aloud and having a discussion as

a class.

II. PA or Common Core Standards

Standard - CC.1.2.2.B

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

III. Learning Objectives: Objectives must be written using observable verbs

TSWBAT recall the motivation of one of the crayons for quitting.
 TSWBAT recall a favorite detail of the story.
TSWBAT explain the meaning of the word “stubby.”

IV. Materials
Teacher: Smartboard, computer, projector, any needed wires and adapters, copy of the
book, PDF version of the book.

V. Lesson Development
A. Introduction
(Once everyone is in position)
 State that this is my favorite book and ask the students to read the title
with me.
 Ask the students what they think is going to happen. Take a few
responses.

B. Lesson development (activities, procedures)

I will then read the book to them. I will have the hard copy that I will be reading
from in front of me while the PDF is on the smartboard behind me, and as I am
going from page-to-page my Cooperating teacher will be keeping up with the
PDF.
I will have the students read the last page with me as a group.

Questions
1. What do you think the story will be about?
2. What is something that happened in the story?
3. What is a reason one of the crayons quit?
4. What would you have done if you were Duncan?

C. Closure (summary)
Students will demonstrate mastery of the objectives by answering the last threee questions in
the section above.
 VI. Assessment/evaluation
My assessment will be my questions.

VII. Modifications or accommodations

The group from the back table will come sit on the floor in front of me so they can see
and hear.

VIII. Self-evaluation
Overall, I think it went fairly well. The children were well, behaved, seemed interested in
the book (I could tell by giggles and the occasional comment) and had pretty good
answers to my questions. Also, it went pretty smoothly when we read the title, author,
and last page as a class (in fact I wasn’t planning on having them read the author. Once
we read the title they just kept going). If I could change anything I would have made
more questions and had a more in-depth conversation. I just wanted to be mindful of
the timeframe the teacher gave me and the attention span of the students.

Cooperating Teacher Approval ________________________________________ Date

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