Letters for Change Crayon Collection The Crayons
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Letters
for Change
Lesson developed by
Crayon Collection
feat uring
The Crayons
Art © 2013 and 2015 by Oliver Jeffers
Letters for Change 2
Objective
Students will engage in activism by writing a letter to the First Lady of the United States
(Dr. Jill Biden) about the importance of donating crayons to schools for art programs.
The letter is meant to inform the First Lady that crayons should be reused and to reinforce
the value of art education in schools. In addition to practicing letter writing, this exercise
will encourage students to use their own voice to make change.
Time & Age
45-50 minutes; Kindergarten and up
Focus
Writing, Speaking and Listening, Language,
Visual Arts, Social Emotional Learning
Material
• L ined paper
• C rayons
• S ample letter printed
(for younger grades, see page 10)
• E
nvelope and stamp
Core Standards
• W
riting: Write informative/explanatory texts in which they introduce a topic, use
facts and definitions to develop points, and provide a concluding statement or section.
• L
anguage: Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
• V isual Arts: Synthesize and relate knowledge and personal experiences to make art.
• S ocial Emotional: Self-awareness: The ability to recognize one’s own feelings, interests,
and strengths, in addition to maintaining an accurate level of self-efficacy. Students who
are self-aware are capable of describing and understanding their own emotions.
(See page 6 and 7 for a full list of standards.)
Art © 2013 and 2015 by Oliver Jeffers
Letters for Change 3
Opening 10 minutes
Begin the lesson by talking about letter writing. You may want to share some examples
of hand-written letters with students (see Additional Resources, pages 8-10).
• W
riting a letter to someone is a great way to communicate with another person.
You could share stories, memories, or your feelings with them.
• O
ftentimes, we write letters to our family or friends and tell them about our lives.
• H
as anyone ever written or received a letter in the mail? If so, what was your letter
about and who was it for/from?
• H
as anyone ever written a letter to someone you’ve never met?
• T
oday, we are going to do just that—we are going to write a letter to the First Lady
of the United States!
Next, explain the concept of the lesson—writing a persuasive letter for change.
• W
hile letters are a great way to keep in touch with family or friends, letters are also
an opportunity to share your opinion on a topic and make a change in the world.
• You can write a letter to anyone about anything! When a person believes something
needs to change, like a law, they can write a letter to the law-maker to help make
that change happen.
• T
oday we are going to write a letter to the First Lady of the United States
about the importance of crayons and making art in school.
• Many restaurants give kids crayons to draw with while they are waiting for their food.
Have you ever been to a restaurant where the server has given you crayons to draw
with at the table?
• Most of the time, the restaurant will throw away the crayons after you use them,
rather than save them for the next person to use. It’s really wasteful!
• Some restaurants will collect the gently-used crayons and donate them to schools,
so that students can use them. We think that is such a good idea because otherwise
the crayons would go to waste.
• S o, today, you all are going to write a letter asking the First Lady to consider
making a law that requires restaurants to collect and donate their used crayons
to schools so that kids (like you!) can use them to make beautiful art! How does
that sound?
Distribute lined paper and crayons
(or the sample letter for younger students).
Letters for Change 4
Instructions & Guided Practice 10 minutes
Help students write a structured letter.
• S tep 1: Start by writing a greeting—greet the person you are writing the letter to. Since
we are writing a letter to the current First Lady, write “Dear Dr. Jill Biden,” on the left
side of the first line. (Don’t forget the comma after her last name.) Also, remember to
write the date on the top right side of the paper.
• S tep 2: Next, write the first introduction paragraph. Begin writing your first paragraph
by introducing yourself. Tell the First Lady your first name, what school you go to, the
city you live in, and anything else you wish to share about yourself.
• S tep 3: In the second paragraph, state the problem. Tell the First Lady what the issue
is and why it is a problem. Consider writing the following on the board as a model for
students to reference:
You might say something like: “Did you know that restaurants in America
throw away over 150 million crayons per year? That’s a lot! Crayons are
made of paraffin wax, which does not decompose and is bad for the planet.
I believe we should be reusing these crayons, rather than throwing them
away after a single use.”
• S tep 4: In the third paragraph, offer a solution to the problem. Consider writing
the following on the board as a model for students to reference:
You might say something like: “I think restaurants should stop throwing away
crayons and instead donate them to local schools. I believe this because many
children in America do not have any crayons of their own. I think a law should
be created that requires restaurants to donate crayons left behind by kid-diners
to a school in need of art supplies. Teachers will be grateful too because they
spend over $900 per year of their own personal earnings on classroom supplies.
So, it’s a win-win for everyone!”
• S tep 5: In the fourth paragraph, make your request for action. Consider writing
the following on the board as a model for students to reference:
You might say something like: “Please consider making a law that requires
restaurants to donate their like-new crayons to local schools that need supplies.
This will make so many kids happy and protect our planet from extra waste.”
Art © 2013 and 2015 by Oliver Jeffers
Letters for Change 5
Instructions & Guided Practice (continued)
• S tep 6: Finally, sign your name. End your letter by thanking them for considering your
call to action. You could say, ‘Thank you’ or ‘Sincerely’ as your closing and then sign
your name at the bottom of the page. Feel free to show an example on the board
and remind students to use a comma after the closing sign-off.
• S tep 7: Once students have finished writing their letters, give an envelope to
each student to decorate (and address if age appropriate). For younger students,
hand out an addressed/stamped envelope and have them draw on it. Once you
have finished writing your letter you’ll need to put it in an envelope, address it, and
then send it in the mail! Please fold your letter and stick it in the envelope.
For students addressing the envelope themselves, write the address on the board
as a model for the students and guide them through the process. For younger
students, instruct them to draw on the back and/or border of the envelope, being
careful to not draw over the address, stamp, or return address. Next, draw/decorate
the envelope however you wish! But please make sure not to color over the address,
stamp or return address. Otherwise, have fun with it!
Work Time 25-30 minutes
Circulate throughout the room to support students.
In addition to writing the letter, encourage students
to decorate their letter with drawings in the margin.
Closing 10 minutes
Ask students to read their letters aloud or show them to their
classmates. Additionally, ask students to discuss other issues they
would like to write a letter about—encourage students to have an
open conversation about things they would like to change in the world.
Modified Lesson for Grades K-2
Instead of having students write their own letters, ask participants to ‘fill in the blank’
using the sample letter (see Additional Resources, page 10 for a letter worksheet). Students may
draw freely on these letters. When students have finished writing their letters, give them an
addressed envelope to draw on and decorate.
Art © 2013 and 2015 by Oliver Jeffers
Letters for Change 6
Philosophy
Art is an essential tool for early childhood
development. Studies have shown that art
education helps to increase comprehension
of STEM and literacy concepts as well as
offering students an outlet to process trauma,
develop self-discipline and self-management,
and interpersonal relationship skills. Active
engagement in the arts can yield positive benefits in
social and emotional growth. The art lessons developed
by Crayon Collection are meant to support this growth.
Standards
COMMON CORE STANDARDS
• W
riting
1 . Write opinion pieces on topics or texts, supporting a point of view
with reasons.
a. Introduce the topic or text they are writing about, state an
opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example)
to connect opinion and reasons.
d. Provide a concluding statement or section.
2
. Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
3
. With guidance and support from adults, produce writing in which the development
and organization are appropriate to task and purpose.
• S peaking and Listening
4
. Ask and answer questions about what a speaker says in order to clarify comprehension,
gather additional information, or deepen understanding of a topic or issue.
5
. Produce complete sentences when appropriate to task and situation.
• P
resentation of Knowledge and Ideas
6. Add drawings or other visual displays to descriptions
as desired to provide additional detail.
Art © 2013 and 2015 by Oliver Jeffers
Letters for Change 7
Standards (continued)
COMMON CORE STANDARDS (continued)
• L
anguage
7 . Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
a. Produce simple, compound, and complex sentences.
b. Write legibly in cursive or joined italics, allowing margins and correct
spacing between letters in a word and words in a sentence.
8
. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
VISUAL ARTS STANDARDS
• C
onnecting
- Synthesize and relate
knowledge and personal
experiences to make art.
- Create art that tells a story
about a life experience.
SOCIAL EMOTIONAL LEARNING
• S elf-awareness
- The ability to recognize
one’s own feelings, interests
and strengths, in addition to
maintaining an accurate level
of self-efficacy. Students who
are self-aware are capable of
describing and understanding
their own emotions.
• Social Awareness
- Respect others
Art © 2013 and 2015 by Oliver Jeffers
Letters for Change 8
Additional Resources: Formal Letter Example
April 3, 2022
Dea r Dr. Jill Biden,
der in Milwa ukee.
My name is Sheila M. and I am a fourth gra
net needs our
I am writing to you today because our pla
nge and that all
attention . I am lea rning about climate cha
ts, hotels ,
our actions matter. I lea rned that restauran
acturers are
we ll-served schools, and eve n crayon ma nuf
sh, wh ich do not
throwing millions of new crayons in the tra
in wax. This is
decom pose because they are made of paraff
d those crayons
a very bad idea because so ma ny children nee
would be much
and donating the m to under served schools
better tha n sending the m to landfills .
anizations
Please help us by telling restaurants and org
in the trash
that hand out crayons that they don’t belong
s belong in the
because it is so bad for our pla net . Crayon
h the m.
hands of children who wa nt to create art wit
Tha nk you for your time.
Sincerely ,
Sheila M.
Art © 2013 and 2015 by Oliver JeffersLetters for Change 9 Additional Resources: Envelope Example Art © 2013 and 2015 by Oliver Jeffers
My Letter for Change
Date: _______________________
Dear Dr. Jill Biden,
My name is _______________________________________________ and I go to school at
______________________________________________________________________________ in
_______________________________________________________________________________ .
Did you know that restaurants in America throw away over 150 million crayons
per year? That’s a lot! Crayons are made of paraffin wax, which does not decompose
and is bad for the planet. I believe we should be reusing these crayons, rather than
throwing them away after a single use.
I think restaurants should stop throwing away crayons and instead donate them
to local schools. I believe this because many children in America do not have any
crayons of their own. I think a law should be created that requires restaurants
to donate still-good crayons left behind by kid-diners to a school in need of art
supplies. Teachers will be grateful too because they spend over $900 per year of
their own personal earnings on classroom supplies. So, it’s a win-win for everyone!
Please consider making a law that requires restaurants to donate their like-new
crayons to local schools that need supplies. This will make so many kids happy and
protect our planet from extra waste.
Thank you for reading my letter.
Sincerely,
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