As a bridging activity between exploring character perspectives in texts and understanding the perspectives of people in our community, we engaged with The Day the Crayons Quit. Together, we unpacked the thoughts and feelings of each crayon, identifying how their different perspectives shaped the story. We then selected a crayon and wrote our own letters to Duncan from that crayon’s point of view. Next, we imagined we were Duncan and crafted a reply to our chosen crayon’s letter. Finally, we extended this learning by choosing our own favourite or least favourite colour (crayon, pencil, texta – the medium did not matter) and writing a reflective letter to ourselves, sharing the imagined thoughts and feelings of that colour.

This sequence of learning provided a meaningful bridge into our inquiry about the triangle project, helping us recognise that just as the crayons held different opinions, people in our community also bring diverse perspectives. By practising perspective-taking through text and imaginative writing, we were better prepared to listen to, understand, and reflect on the range of views within the community.