SECOND GRADE: What Makes a Good Label?
|School:||Ortega Museum Magnet||Author(s):||Ortega Museum Magnet|
|Standard:||Standard 1: By the end of second grade, the student will write informative/explanatory texts and or museum labels in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
|Content Area:||Museum/ Writing||Time Duration:||30 – 45 Minutes|
|Learning Target:||What makes a good label?||Materials:||Chart, Prewritten Low Quality Label, Learning Journal, Learning on Display by Linda D’Acquisto, Low Quality Labels to Provide to Students|
|Key Vocabulary:||Label, Caption, Object, Exhibit, Collection, Visitor, Story Line, Image,||Technology
|Engage Now: Opening||Introduce the label template and what components make a good label (Learning on Display, 134). Post label template on a chart for students to see and use.|
|As a class, discuss the difference between a high quality label and a low quality label. With the assistance of the students, review a low quality label and work together to edit the label to make it higher quality.|
|Explore Now: Independent Practice||Provide students with low quality labels and have the students edit the labels to make them higher quality. Students will need to show their editing as well as rewrite the label neatly according to the label expectations.|
|Closing:||Choose 2-3 students to share their edited label with the rest of the class.|
|Show Me Now:
|Collect the edited labels and assess finished labels using a label rubric.|
|Differentiation Opportunities:||Students can edit labels in partners or small groups.|