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  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Information Process Learning Outcomes Building Site What's New

     

    Phoebe Gilman Author Study

    • Grade Two
    • Language Arts (Reflexions)
    L.M. Montgomery Elementary School
    69 MacWilliams Road, Charlottetown, PE C1A 1L4
    Telephone: (902) 368-4150
    Fax: (902) 368-4155
    Website: http://www.edu.pe.ca/lmmontgomery

    Teachers:
    Karen Jollimore, Teacher-Librarian (jollimok@lmmontgomery.edu.pe.ca)
    Kathy Lanigan-Campbell, Grade 2 Teacher
    Bev Coles, Grade 2 Teacher
    Marsha McCormick, Grade 2 Teacher


    Project Outline

    Accompanying Documents
    (Adobe Acrobat [.pdf] Format)

  • Grade Two Phoebe Gilman Evaluation
  • My Phoebe Gilman Booklet

    Introduction
    (Curriculum Context - Background Information)

    This activity involves students in grade two independently accessing the school library's learning centre, to complete a booklet on Phoebe Gilman and her books. This author study is done in conjunction with the Grade 2 Language Arts Program (Reflexions). Students will interact with the learning resources collected by the teacher-librarian and displayed at the learning centre in the Library Resource Centre. Students will arrive in groups of four, after receiving a lesson taught by the teacher-librarian (which was later reinforced by the grade level teacher), on the skills and activities they are to perform on the required page(s) in their booklet.


    General Goals
    (Why are we doing this?)

    To provide students with an opportunity to achieve learning outcomes within the framework provided by the information process, and to develop an awareness and appreciation of a Canadian author, Phoebe Gilman, and her literature.


    Student Learning Outcomes
    (Knowledge, Skills, Strategies and Attitudes from the Atlantic [APEF] Curriculum)

    Planning Stage

    GRADE LEVEL: EARLY
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • engage in the research process with assistance
    -- generate questions to guide research (1)

  • GRADE LEVEL: TRANSITIONAL
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, answer their own questions and those of others by seeking information from a variety of sources
    -- identify their own personal and learning needs for information
    -- generate their own questions as a guide for research (1)
  • Gathering Information Stage

    GRADE LEVEL: EARLY
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • use some features of written text to determine content, locate topics, and obtain information (4)

  • GRADE LEVEL: TRANSITIONAL
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • select, independently and with teacher assistance, texts appropriate to their interests and learning needs (1)
  • Interacting With Information Stage

    GRADE LEVEL: EARLY
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • engage in the research process with assistance
    -- interact with the information (1)

  • GRADE LEVEL: TRANSITIONAL
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, answer their own questions and those of others by seeking information from a variety of sources
    -- identify their own personal and learning needs for information
    -- generate their own questions as a guide for research
    -- use a range of print and non-print materials to meet their needs
    -- use basic reference materials and a database or electronic search
    -- begin to reflect on their own research process (1)
  • Organizing Information Stage

    GRADE LEVEL: EARLY
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • select, organize, and combine, with assistance, relevant information to construct and communicate meaning
    -- with assistance, develop strategies for making and organizing notes (5)
  • Creating New Information Stage

    GRADE LEVEL: TRANSITIONAL
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • create written and media texts using a variety of forms
    -- experiment with other media to increase the impact of their presentations (1)

  • GRADE LEVEL: TRANSITIONAL
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness

  • experiment with a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies (1)
  • Sharing and Presenting Information Stage

    GRADE LEVEL: EARLY
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • engage in informal oral presentations and respond to a variety of oral presentations and other texts (4)

  • GRADE LEVEL: EARLY
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • demonstrate engagement with the creation of pieces of writing and other representations (3)

  • GRADE LEVEL: TRANSITIONAL
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • engage in and respond to a variety of oral presentations and other texts (4)

  • GRADE LEVEL: TRANSITIONAL
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • demonstrate some awareness of purpose and audience
    -- make choices about form for a specific purpose/audience (2)
  • Assessment and Evaluation Stage

    GRADE LEVEL: EARLY
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • express opinions and give simple explanations for some of their opinions (3)

  • GRADE LEVEL: EARLY
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • engage in informal oral presentations and respond to a variety of oral presentations and other texts (4)

  • GRADE LEVEL: EARLY
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • consider their readers'/viewers'/listeners' questions/comments and begin to use such responses to assess and extend their learning (3)

  • GRADE LEVEL: TRANSITIONAL
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences

  • express and explain opinions and respond to the questions and reactions of others (3)

  • GRADE LEVEL: TRANSITIONAL
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, answer their own questions and those of others by seeking information from a variety of sources
    -- identify their own personal and learning needs for information
    -- generate their own questions as a guide for research
    -- use a range of print and non-print materials to meet their needs
    -- use basic reference materials and a database or electronic search
    -- begin to reflect on their own research process (1)


  • Learning Resources Required
    (Print, non-print, audio-visual, electronic, community)

    Print - Books By Phoebe Gilman

    • Pirate Pearl, Scholastic Canada Ltd., 1998
    • The Gypsy Princess, Scholastic Canada Ltd., 1995
    • Jillian Jiggs to the Rescue, Scholastic Canada Ltd., 1994
    • Something from Nothing, Scholastic Canada Ltd., 1992
    • Grandma and the Pirates, Scholastic Canada Ltd., 1990
    • The Wonderful Pigs of Jillian Jiggs, Scholastic Canada Ltd., 1988
    • Little Blue Ben, Scholastic Canada Ltd., 1986
    • Jillian Jiggs, Scholastic Canada Ltd., 1985
    • The Balloon Tree, Scholastic Canada Ltd., 1984

    Print - Books About Phoebe Gilman

    • Meet the Canadian Authors and Illustrators, Allison Gertridge, Scholastic Canada Ltd., 1994
    • Meet the Authors and Illustrators, Deborah Kovaks, James Preller, Scholastic Inc., 1991
    • The Canscaip Companion, Barbara Greenwood, Pembroke Publishers
    • Writing Stories, Making Pictures, , The Canadian Children's Book Centre, 1994
    • Introducing Phoebe Gilman, , The Canadian Children's Book Centre

    Print - Articles About Phoebe Gilman

    • "Phoebe Gilman: Author Study," Linda Cameron, Adrian Peetoom, Reflexions 2, Scholastic Canada Ltd., 1992
    • "Phoebe Gilman," Susan Gaitskell, Presenting Children's Authors, Illustrators and Performers, Barbara Greenwood, Pembroke Publishers, 1990
    • "Database of Phoebe Gilman's Books," Atlantic Canada English Language Arts Grades Entry - 3, pp. 236-237

    Audio/Visual

    • Meet Phoebe Gilman, Scholastic Canada Ltd., 1995 (Videocassette)

    Electronic - Websites

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