The Day the Crayons Quit
Bibliographic
Information
Daywelt, Drew. The Day the Crayons Quit.
Philomel Books, 2013.
Kindle edition.
Plot Description
One day in class Duncan opened up his crayon box and found
letters instead of crayons. Each letter was from a different crayon, and none
of them are happy; well except for green, he’s pretty happy. Orange and yellow
aren’t speaking, red is overworked, and blue is stubby. How will Duncan color
if all of his crayons are on strike?
Quantitative Reading
Level
Flesch-Kincaid Reading Ease: 101.8
ATOS Level: 3.4
Qualitative Reading
Level
Meaning: Low. Text contains a single level/layer of simple
meaning.
Structure: Middle Low. The narrative structure is mostly simple and
is more explicit than implicit and is largely conventional. Narration does shifts in point of view. The order of events is chronological.
Language: Low: Text contains little or no use of figurative
language or irony. The language is contemporary, familiar, conversational
language that is explicit, literal and easy-to-understand.
Knowledge Demands: Low. Requires only everyday, practical
knowledge. No references to other
texts.
Content Area
Art, English
Subject Area Tag
Art, English, Reading for Pleasure: Picture Books
Content Area Standard
New York State Learning Standards for the Arts
Standard 1: Creating, performing, and participating in the arts
Standard 2: Knowing and using arts materials and resources
Standard 3: Responding to and analyzing works of art
Standard 4: Understanding the cultural dimensions and
contributions of the arts.
New York State Content Area Standard (Grades K-5)
1. Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content
and style of a text.
7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
9. Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational
texts independently and proficiently.
11. Respond to literature by employing knowledge of literary
language, textual features, and forms to read and comprehend, reflect upon, and
interpret literary texts from a variety of genres and a wide spectrum of
American and world cultures.
Curriculum
Suggestions
- Use in an art class to show kids that things can be colored creatively
- Unit on colors, how could some of the other crayons be feeling? Do you think markers and paint feel the same way?
Links to Supporting
Digital Content
Crayola
Artist website
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