Knox County Schools
C & I Department
TEAM Lesson Plan Template
Teacher: Julie Farmer
Class: Kindergarten
Course Unit: Reading
Lesson Title: Harold and the Purple Crayon: Setting and Line
Summary of the task, challenge, investigation, career-related scenario, problem, or
LESSON OVERVIEW
community link.
This is an arts integrated lesson in which students will create a setting using only one crayon
and different kinds of lines.
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT College
Readiness Standards and/or State Competencies.
CCSS.ELA-Literacy.RL.K.3
With prompting and support, identify characters, settings and major events in a story
Tennessee Visual Arts Standards:
K.2.1.1- Identify the elements of art (Name examples of lines)
OBJECTIVE
Clear, Specific, and Measurable – NOT ACTIVITIES
Student-Friendly
We can use different kinds of lines to create a setting.
ASSESSMENT/EVALUATION
Students show evidence of proficiency through a variety of assessments.
Aligned with the Lesson Objective
Formative/Summative
Performance-Based/Rubric
Formal/Informal
Students will be assessed in the following ways:
Rubric-
Setting
Lines
Participation in
Discussions
Student did not create a
scene, or scene includes
less than 3 details to help
identify it.
Student used less than 3
different kinds of lines in
the scene.
Student did not describe
scene or participate in
class discussions
Student created a scene
and included at least 3
details.
Student created a scene
that includes 4 or more
details.
Student used 3 different
kinds of lines in the
scene.
Student described
his/her scene and gave
feedback to at least 1
other child.
Student used more than
three different kinds of
lines.
Student was an active
participant throughout
the discussion.
Knox County Schools
C & I Department
MATERIALS
o
o
o
o
o
o
Aligned with the Lesson Objective
Rigorous & Relevant
Dry erase board/easel (for teacher)
Dry erase markers
Student dry erase boards
crayons
white construction paper
Book- Harold and the Purple Crayon by Crockett Johnson
ACTIVATING STRATEGY
Motivator/Hook
An Essential Question encourages students to put forth more effort when faced with
a complex, open-ended, challenging, meaningful and authentic questions.
What if you could create your own world? What would it look like?
INSTRUCTION
Step-by-Step Procedures-Sequence
Discover/Explain – Direct Instruction
Modeling Expectations – “I Do”
Questioning/Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention & Extension
Direct Instruction “I Do”
 Review the definition of setting (where and when the story takes place)
 Read Harold and the Purple Crayon
 Return to first page of the story and model how to identify the setting. Point out details that offer “clues” to
the setting.
 See “We Do” section below for picture walk
 Explain the definition of line. (a line is a dot that moves through space)
 Show examples of different types of lines in the story. (a bumpy line can become the waves in the ocean)
 Model on dry erase board how to make different kinds of lines (straight, curvy, zig-zag, dotted, etc.)
 See “We Do” section below for student line practice.
 Have students close their eyes and imagine the setting they would like to create. What do they see? Hear?
Smell? Touch? Taste?
 Go to “You Do” section for student creation of scenes.
 Go to “Closure” section for Accountable Talk discussion.
Questioning
 What is a setting?
 What settings did you notice in this story?
 How do you know that was the setting?
 What clues do you see?
 What is a line? (a dot that moves through space)
 How many different kinds of lines can you make?
Grouping
 The lesson will begin whole group.
Knox County Schools
C & I Department



Students will share their practice lines with a partner. Partners will tell one thing they noticed and one thing
they liked.
Students will create their scenes individually at their seats.
At the closing of the lesson, students will participate in Accountable Talk as a whole group.
Intervention
If students have trouble creating different lines, hold their hands and create some lines with them.
Extension
Have students imagine a problem that could occur in their setting (i.e. at the zoo, a tiger could escape). What could they
draw with their crayon to solve the problem? (like when Harold drew a boat to get out of the water)
GUIDED & INDEPENDENT PRACTICE
“We Do”-“You Do”
Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention & Extension
We Do:
 After reading the book, take a picture walk and engage students in a discussion of the different settings and the
details in each illustration that help to identify the setting.
 After modeling how to make different lines, pass out dry erase boards and markers and have students practice
making lines and share them with a partner. Students will tell their partner one thing they noticed about the
partner’s lines and one thing they liked.
You Do:
Students will choose one crayon (color of their choice) and create a setting on construction paper using different kinds
of lines. Students will include at least 3 details that help the reader identify the setting.
CLOSURE
Reflection/Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting
Students will share their creations with the group and discuss their settings and the lines they used to create
them. Classmates will give each other feedback using Accountable Talk moves (i.e. “I notice that you used _____
lines in your setting”, “I can tell what your setting is because you included ____”, “Your setting is like
mine/different from mine because…”, “I wonder….”, “I think you could include a _____ in your setting”). The
rubric will be shown and explained to students to assist them in giving feedback.
CROSS-CURRICULAR CONNECTIONS
Visual Arts
Knox County Schools
C & I Department
NOTES:
I typically teach this lesson after students have already been introduced to the
concept of setting.