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William's colourful sausage dog

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During an after school care session I read the picture book: "The Day the Crayons Quit" by Drew Daywalt and Illustrated by Oliver Jeffers to a group of 5 foundation, Grade 1 and 2 students. Some children were already familiar with this book, but were happy to join in again. During the story I would try and do different voices to depict different characters and to make the book engaging, I was also changing the tone, pitch and pace of my reading. One child said "Please stop doing the voices and just read it normally!", the children were really interested in the book. This was evident as they laughed at the funny parts and were genuinely concerned for the crayons wellbeing by showing worried faces.

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Overall I enjoyed doing a read- aloud with this book, however I did find that the plot was not strong and that having a lot of protagonists made the story drag, even though their points of view differed slightly they all wanted Duncan to make a change when colouring in. There were some funny aspects which the children loved i.e. the peach crayon being naked as his wrapper had been ripped off. But the Rhyme/ Rhythm element wasn't evident and I think that would have enhanced the story and would have made it more interactive and easier to read. The duration of the book is good its just a bit repetitive. The illustrations. I believe this book was a parallel story as the crayons are writing their letters to Duncan and then providing an example of some of the pictures Duncan has drawn, as well as the illustrations of the crayons showing their emotions.

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During the read aloud session with my peers they provided me with some feedback on my book and my reading performance. One of the girls said that the book offered the audience to think about how others are feeling, and putting yourself in their shoes, and that each character had an individual point of view and this is relevant in real life too, but more engagement with the audience needs to be considered, which I have taken on board, they also said that the point of view and the characters were the two literary elements that were strong, whilst the setting of the book was least prominent. The other person in our group said that the tone was more prominent i.e. Angry, sad, happy etc. and that the book spotlighted important aspects such as colour, emotions and creativity.

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The most prominent element in this picture story was the emphasis on the characters, which were the crayons, Duncan was the antagonist and a flat character as we don't have any information about him, only that he likes to draw with his crayons. He isn't a static character as his behaviour changes towards the end of the book, which makes the crayons who are the protagonists happy. This book is a short story picture book. It has a plot although it isn't a really in detail one there are still elements such as exposition: Duncan wants to draw but when he opens crayon box there are letters from the crayons which he reads first.
Rising Action: Crayons voicing their point of view
Climax: Is not very clear but it would be the pause which keeps the reader guessing how Duncan may act on the letters from crayons.
Falling action: Once Duncan read the letters, "... he wanted his crayons to be happy" Daywalt & Jeffers, 2013, p.28.
Resolution:Using all the colours and showing that he had listened and respected to the crayons feelings and point of view.The crayons point of view was a strong element in this story book and really drew the reader in. I felt that the setting was not a huge element as it there didn't need to be an emphasis on it.

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After reading the book I developed an activity for the children which allowed them to be creative and do a drawing of their choosing using a variety of colours, and drawing objects that were different to the realistic colours we usually identify them having. As I want to get the crayons out one dropped on the floor and the top broke off, one of the children said. "Oh No! The crayon's head fell off!" This shows that the children really engaged with the crayons as characters, and with having feelings. During the activity children were laughing at their funny drawings, Zoe made a grey butterfly, and a few other objects and labelled what she had made. The children were trying to be conscious of "overworking the crayons or neglecting them" as they would occasionally say things like "Oh No! I haven't used peach" or "Must be careful to not draw too many big things with grey crayon as he gets tired". This allowed them to get creative and think about using a variety of colours in small doses. The children also asked if they could make all the crayons naked by taking the wrappers off (whilst laughing hysterically) we then discussed how that would make the crayons a bit sad. During this activity I asked the children open- ended questions such as: What their favourite crayon character was and why?, most of their answers to this question was that they liked the pictures or that the crayon was funny. I also asked which colour should be used for the sun, Liam said that both of them could be used as they are both the colours of the sun!