What is a Label?

Teacher: Miss Amanda Holder/Mrs. Kim Greenly

Grade: Full-Day Kindergarten

Content Area: ELA-Writing (10-2-18, 9:45 am – 10:30 am)

1. Content and Standards:

a. Standard – CC.1.4.K.A: Use a combination of drawing, dictating, and

writing to focus on one specific topic.

b. Standard – CC.1.4.K.C: With prompting and support, generate ideas

and details to convey information that relates to the chosen topic.

c. Standard – CC.1.4.K.D: Make logical connections between drawing

and dictation/writing.

d. Standard – CC.1.4.K.E: With prompting and support, illustrate using

details and dictate/write using descriptive words.

e. Standard – CC.1.4.K.M: Use a combination of drawing, dictating, and

writing to compose narrative that describe real or imagined

experiences or events.

f. Standard – CC.1.4.K.N: Establish who and what the narrative will be

about.

g. Standard – CC.1.4.K.O: Describe experiences and events.

 h. Standard – CC.1.4.K.T: With guidance and support from adults and

peers, respond to questions and suggestions from peers, and add

details to strengthen writing as needed.

i. Standard – CC.1.4.K.X: Write routinely over short time frames.

2. Prerequisites:

a. Students should have basic knowledge of what it means to be an

illustrator.

b. Students should have basic knowledge of drawing and writing tools.

3. Essential Questions:

a. What is a label?

b. How do I use a label?

c. How can I use a label to help make my drawing more detailed?

4. Materials and Equipment:

a. Loose-leaf Writing Journal Paper

b. Markers/Crayons

c. Pencils

d. Chart Paper

e. Document Camera

f. Projector
5. Instructional Objective:

a. Students will know what a label is and how to use it to make their

drawings more detailed.

b. Students will be able to use labels to describe parts of their

drawings.

6. Instructional Procedures:

• Mini-Lesson:

a. “Illustrators?” “Yes?”

b. Review different parts of illustrating we’ve learned.

i. Beautiful and not boring!

ii. Making all the crayons talk!

iii. Lots of details!

iv. Making our pictures “ish”, and that’s okay!

v. Writing/Drawing Stamina and Trying Our Best!

c. Introduce a new way to make our illustrations detailed: Labels

i. Point to item in picture. Ask students what the item is.

Label the item. Repeat 3 times. (Emphasize the use of a

pencil to write words on our drawings)

 1. Differentiation: Labels with letter sounds Mm, Ss,

Tt, Rr.

ii. Point to person in picture. Describe who it is. Talk about

different areas in the classroom with name tags to copy

names.

iii. Talk about “ME” label in picture.

• Independent Practice:

a. Ask students to go back to their tables and start drawing. Pass

out drawing paper and write date at the top. Students will draw

about what they like to do at recess and who they play with.

Encourage them to use students in the class as labels. Remind

students of who will be sharing today.

b. While students draw their pictures, make suggestions, praise

them, and assist them in labeling and drawing (Teaching

Assistant will also help by walking around and assisting

students).

c. When students are finished their labels and pictures prompt

students to put their hands on their heads when they are done.

A teacher will go to each student and have them explain their

 picture in a sentence. Teacher will write sentence(s) at the

bottom of the paper for students.

d. When students are finished and waiting for other students to

finish, instruct students to get on their iPads. Students will do

the Write Your Name app 3 times and then practice writing

letters Mm, Tt, Rr, Ss on Doodle Buddy.

• Sharing/Closure:

a. Use Weekly Sharing Chart to determine who will be sharing

their drawing to the class. All other students will put their

finished drawing in their Writing Folder on the “red” side after

sharing with a teacher.

b. Have each of the students share their drawing/story under the

document camera and read the sentence from their picture.

Ask the students to share what they labeled.

c. Have one student ask a question about each drawing.

7. Assessment:

a. Review each student’s drawing, labels, and story explanation. This

will be an informal check for understanding of the use of labels to

help create a picture with more detail.

8. Differentiated Instruction:

a. Challenge: Encourage labels with letter sounds (Mm, Ss, Tt, Rr).

b. Support: Teachers offer extra support for students who may need

help forming letters or drawing pictures.