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    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

    Karen Jollimore, Teacher-Librarian (
    Kathy Lanigan-Campbell, Grade 2 Teacher
    Bev Coles, Grade 2 Teacher
    Marsha McCormick, Grade 2 Teacher

    Implementation Plan

    Teacher's Role

    The classroom teacher(s), in collaboration with the teacher-librarian, will reinforce the lessons that take place in the Library Resource Centre, and check on the progress of their students as they work through their booklet. Throughout this author study, they will read and discuss the author's books and share some information about the author which they have found after reading and viewing articles, books, audiovisual and electronic resources. Through the Reflexions Language Arts program, the teachers will be carrying out many activities which will help to reinforce and strengthen the students' skills and strategies required at this grade level. One such activity is a database involving Phoebe Gilman's books, which can be found in The English Language Arts Curriculum Guide.

    Teacher-Librarian's Role

    The teacher-librarian will set up the learning centre in the Library Resource Centre which will contain the students booklets and the authors books, as well as a display of pictures, and posters and some printed materials about her. Through the course of 4 lessons in the Library Resource Centre, the teacher-librarian will review and/or reinforce skills learned previously, or introduce, and teach the new skills necessary to complete this booklet independently. The procedure students are to follow, as well as the rules of the Library and the expectations, are reviewed with the students. The Teacher-Librarian will take on the primary responsibility of evaluating the students work.

    Schedule for Activities and Time Frame - One month

    Day One: Introduction (Planning, Gathering Information, Interacting with Information and Organizing Information Stages)

    Students are scheduled for a 45 minute session in the Library Resource Centre, where they will be introduced to the learning centre and the booklet. Students will be shown the author's books, and the display containing several pictures of the author, as well as the posters of her books, and the autographed drawings made by the author from her visit several years previously. Students will be asked to share some information that they already know about the author, which isn't usually a lot. A list of these facts can be made on a chart. Then the students are asked what they would like to find out about the author, and a list is made of these questions. Students are encouraged to ask good, important questions which are modeled by the teacher-librarian. The students are then able to watch a video on the author. They are reminded to listen carefully for important information they will find out about her, and to especially listen to find out the answers to the questions they asked previously. Once the video has been shown, the students can then share the information they just learned. A list of these new facts can be placed on a chart which they can take to their classroom and add to it when they discover any more information. Before the students leave the Library, the cover and first page of the booklet are reviewed, and the students are able to share what they may possibly write on the blanks. (After each lesson, the students access the Library Resource Centre, in preselected groups of four, over the next week where they will be able to assist each other in their completion of the required pages in the booklet.)

    Day Two (Interacting with Information, Creating Information Stages)

    (At the beginning of each session, the teacher-librarian will review the completed pages and provide the students with any suggestions, or advice to help them in their progress.) In this 30 minute session, the teacher-librarian will introduce the next page to the students, sharing with them how to make a portrait of the author, and examining the author's books, stressing the importance of the students being able to choose the appropriate 3 books that they are capable of reading by themselves. The discussion then centers around the book that Phoebe Gilman did not write, but did illustrate. This fact helps the students to realize that all authors do not necessarily always illustrate, and vice-versa. The Teacher-Librarian mentions the fact that one of the authors' names is Jean Little, who is a Canadian author, and who just happens to be blind. The author's niece also assisted her in writing this story, which the students think is a "really neat thing to be able to do." If time, the Teacher-Librarian will read one of the author's books.

    Day Three (Interacting with Information and Creating Information Stages)

    During this 30 minute session, the students will be introduced to the next three pages in their booklet, because they are all about the students favorite Phoebe Gilman book. Having read three books independently and having heard all of the books read aloud by the teacher or teacher-librarian, the students are able to choose their favorite book. The students will be asked what their favorite is and a quick tally will be made as to which book receives the most votes. Students have already learned how to identify the title, spine label and copyright date from previous projects in grade 1, or earlier in grade 2, so this information is a review for the students. The Teacher-Librarian then shows the students how to find the publisher on the title page, or on the cover, and as each book is carefully examined, the books are put into piles for each of the 4 publishers Phoebe Gilman has used. Each book is also examined closely to determine the main character, the other characters, and the children's favorite character. Once the students express which book is their favorite, the students are then asked to share their favorite part within their favorite book. The Teacher-Librarian then demonstrates how to explain her favorite part in writing, and how to explain why it is her favorite. Several students are asked to verbally share how they would write this part, reinforcing to the other students the correct way to explain it. When this page is completed, the students then need to illustrate their favorite part on the next page. Students are encouraged to make their drawing colorful and large enough to fill up the space provided. The Teacher-Librarian and the students then look for and discuss the many borders that Phoebe Gilman has used in her books and discuss the possible appropriate borders the students can design around their illustration.

    Day Four (Creating Information and Evaluation Stages)

    In this 30 minute session, the students will share their feelings about the project and about the author. Students are asked to give their opinions on whether they liked, or didn't like learning about Phoebe Gilman, and whether they liked, or didn't like working in the Library Resource Centre. Students are asked to give a good reason why they feel one way or the other, and they are instructed that they must explain this when they write their answer. Students are also asked to say something positive about the author's books, or her writing that they liked or enjoyed. They also will discuss who they would like to share this booklet with, whether it is their family, teacher, fellow students, pets or teddy bears! The Teacher-Librarian then discusses with the students the need to be proud of their work, and suggests that they examine their work closely to correct any mistakes, or obvious spelling errors, or to color in some work that didn't get finished, before they would be ready to share their work with others.

    Celebration of their work (Sharing and Presenting Information and Evaluation Stages)

    In the Library Resource Centre, after the booklets are fully completed, the students are asked to share a page from their booklet that they are the most proud of. They are instructed on how to properly share their work orally, how to speak loudly and clearly, and how to hold up their booklet for all to see. Students usually share their drawing, or their writing of their favorite part of their favorite book. The audience will be able to make comments, or ask questions of the speaker. Rules for being a good audience are discussed. The students then pass in their booklets to the Teacher-Librarian who will evaluate both the process and the product.

    Evaluation: Assessment of Students, Evaluation of Activity and Author Study

    Evaluation occurred throughout this project. Students were able to reflect on their feelings on the last page of their booklet, and could comment on their fellow students work. The Teacher-Librarian commented on the students behavior and work ethic throughout the project, and evaluated the students ability and capability of each activity and skill demonstrated on every page of their booklet.

    Accompanying Documents
    (Adobe Acrobat [.pdf] Format)

  • Grade Two Phoebe Gilman Evaluation
  • My Phoebe Gilman Booklet

    Show Me The Outline and Outcomes

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