Page 43 - EL Grade 2 Labs - Modules 1 & 2

Grade 2: Module 1: Launch Stage
Consider:
– Labeling each workstation (with a name or number) to assist students in transitioning.
– How to store students’ projects, since some students may continue to work on the same project for several days or weeks.
Determine the signal (bell, word, silent signal) you will use throughout Labs to let students know when it is time to clean up their station.
Materials
✓ What Makes a Face? anchor chart (new; co-created with students)
✓ Mirror (one per student and one for teacher modeling)
✓ Chart paper (one piece; used by the teacher to create a model drawing) ✓ Paper (blank; one piece per student)
✓ Pencils (one per student or a cup of pencils per workstation) Experience
Reinforce for students that as the Labs progress, they will think about people who are very important members of their community. They will complete an art project in the Create Lab to celebrate these community members.
Tell students that before they begin this project, they will practice important art skills that will help them create high-quality work.
Tell students that in the Create Lab, they will build their own “Artist’s Toolbelt.” This is not a real belt that they wear, but it is a set of skills that artists have to help them create beautiful art.
Pretend to put on an imaginary toolbelt and invite students to dramatically do the same with you.
Tell students that they are going to be a very speci c and special type of artist: a portrait artist.
Ask:
“What do you already know about portraits or the word portrait?” (Responses will vary, but may include: Portraits are pictures of people; they are pictures of people’s faces; a portrait can be a photograph, a drawing, a painting.)
Tell students that the rst tool portrait artists add to their toolbelt is features. De ne features as “any of the di erent parts that make a face.”
Pretend to hold the idea of “features” in your hand and add it to your toolbelt. Invite students to do the same.
Tell students they are going to work with an elbow partner to try to list all the features they see on their partner’s face. Post and review the following sentence starter: “I see _____.” Tell students that as they list the features on their partner’s face, they should use numbers to indicate how many of each feature they see. Provide examples: “I see one nose. I see seven freckles. I see two eyes.”
EL Education Curriculum 17
_ELED.LABS.TG.TSM.02.01-02.indb 17
12/9/18 8:34 PM