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

     

    Artists

    • Grade 6
    • Language Arts Off the Page
    Greenfield Elementary School
    100 Darby Drive, Summerside, PE, C1N 4V8
    Telephone: 888-8492
    Fax: 888-8494
    Website: http://www.edu.pe.ca/greenfield/

    Teachers:
    Ruth Sudsbury, Grade 6 Teacher (sudsburr@greenfield.edu.pe.ca)
    Gail Finniss, Teacher Librarian (finnissg@greenfield.edu.pe.ca)
    Richard Baker, Elementary Information Technology Consultant (rdbaker@englewood.edu.pe.ca)
    Jeannette Scott, Elementary Language Arts Consultant (jascott@gov.pe.ca)


    Project Outline

    Introduction
    (Curriculum Context - Background Information)

    This activity involves students in Grade 6 working cooperatively in groups, first to follow the information process through all of its stages and then to create a slide show with the information gathered on each artist. This activity is done in conjunction with the Grade 6 Language Arts Program.


    General Goals
    (Why are we doing this?)

    To introduce and familiarize students with various artists.

    To create an appreciation for art.

    To introduce the creation of a slide show presentation.


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

    Planning Stage

    GRADE LEVEL: 6
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • contribute to and respond constructively in conversation, small-group and whole-group discussion (1)

  • GRADE LEVEL: 6
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • use a wider range of pictorial, typographical, and organizational features of written texts to obtain, verify, and reinforce their understanding of information (3)
  • reflect on and discuss their own processes and strategies in reading and viewing (5)

  • GRADE LEVEL: 6
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • answer with increasing independence, their own questionsand those of others by selecting relevant information from a variety of texts
    -- demonstrate an understanding of the purpose of classification systems and basic reference materials (1)
  • Gathering Information Stage

    GRADE LEVEL: 6
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • use a wider range of pictorial, typographical, and organizational features of written texts to obtain, verify, and reinforce their understanding of information (3)
  • reflect on and discuss their own processes and strategies in reading and viewing (5)

  • GRADE LEVEL: 6
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • answer with increasing independence, their own questionsand those of others by selecting relevant information from a variety of texts
    -- demonstrate an understanding of the purpose of classification systems and basic reference materials
    -- use a range of reference texts and a database or an electronic search to facilitate the selection process (1)
  • Interacting With Information Stage

    GRADE LEVEL: 6
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • defend and/or support their opinions with evidence (3)
  • listen critically to others' ideas or opinions and points of view (4)

  • GRADE LEVEL: 6
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • contribute to and respond constructively in conversation, small-group and whole-group discussion (1)
  • engage in, respond to, and evaluate a variety of oral presentations and other texts (4)

  • GRADE LEVEL: 6
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • use a wider range of pictorial, typographical, and organizational features of written texts to obtain, verify, and reinforce their understanding of information (3)
  • reflect on and discuss their own processes and strategies in reading and viewing (5)

  • GRADE LEVEL: 6
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • answer with increasing independence, their own questionsand those of others by selecting relevant information from a variety of texts
    -- demonstrate an understanding of the purpose of classification systems and basic reference materials (1)

  • GRADE LEVEL: 6
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • select appropriate note-making strategies from a growing repertoire (2)

  • GRADE LEVEL: 6
    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 relevant information from three to five sources (5)
  • Organizing Information Stage

    GRADE LEVEL: 6
    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 relevant information from three to five sources (5)
  • Creating New Information Stage

    GRADE LEVEL: 6
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • defend and/or support their opinions with evidence (3)

  • GRADE LEVEL: 6
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • use a wider range of pictorial, typographical, and organizational features of written texts to obtain, verify, and reinforce their understanding of information (3)

  • GRADE LEVEL: 6
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • invite responses to early drafts of their writing/media productions
    -- use audience reaction to help shape subsequent drafts
    -- reflect on their final drafts from a reader's/viewer's/listener's point of view (3)

  • GRADE LEVEL: 6
    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

  • use technology with increasing proficiency to create, revise, edit, and publish texts (3)
  • select, organize, and combine relevant information from three to five sources (5)
  • Sharing and Presenting Information Stage

    GRADE LEVEL: 6
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • ask and respond to questions to seek clarification or explanation of ideas and concepts (2)
  • defend and/or support their opinions with evidence (3)
  • listen critically to others' ideas or opinions and points of view (4)

  • GRADE LEVEL: 6
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • contribute to and respond constructively in conversation, small-group and whole-group discussion (1)
  • engage in, respond to, and evaluate a variety of oral presentations and other texts (4)

  • GRADE LEVEL: 6
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • invite responses to early drafts of their writing/media productions
    -- use audience reaction to help shape subsequent drafts
    -- reflect on their final drafts from a reader's/viewer's/listener's point of view (3)

  • GRADE LEVEL: 6
    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

  • use technology with increasing proficiency to create, revise, edit, and publish texts (3)
  • select, organize, and combine relevant information from three to five sources (5)
  • Assessment and Evaluation Stage

    GRADE LEVEL: 6
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • contribute thoughts, ideas, and questions to discussion and compare their own ideas with those of peer and others (1)
  • ask and respond to questions to seek clarification or explanation of ideas and concepts (2)
  • listen critically to others' ideas or opinions and points of view (4)

  • GRADE LEVEL: 6
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • give and follow instructions and respond to a variety of questions and instructions (3)
  • engage in, respond to, and evaluate a variety of oral presentations and other texts (4)

  • GRADE LEVEL: 6
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • invite responses to early drafts of their writing/media productions
    -- use audience reaction to help shape subsequent drafts
    -- reflect on their final drafts from a reader's/viewer's/listener's point of view (3)

  • GRADE LEVEL: 6
    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

  • use technology with increasing proficiency to create, revise, edit, and publish texts (3)
  • select, organize, and combine relevant information from three to five sources (5)


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

    Print - Books About Artists

    • Leonardo da Vinci, Walter Pater, Phaidon
    • Master Painters of the Renaissance, David Jacobs,
    • Michael The Angel, Laura Fischetto,
    • Michelangelo's World, Piero Ventura,
    • Picasso, Hans Jaffe,
    • Emily Carr, Rosemary Neering,
    • Emily Carr: The Story of an Artist, Marion Endicott,
    • The Art of Robert Bateman, Ramsay Derry,
    • Robert Bateman: Natural Worlds, Rick Archibold,
    • Visiting the Art Museum, Laurene Krasny Brown and Marc Brown,
    • Pablo Picasso, Ernest Raboff,
    • Leonardo da Vinci, Diane Stanley, Morrow Junior Books
    • Meet the Group of Seven, David Wistow and Kelly McKinley, Kids Can Press
    • The Pantheon Story of Art for Young People, Ariane Ruskin Batterberry, Pantheon Books
    • Indian Arts in Canada, Olive Patricia Dickason,
    • Robert Bateman, Marjorie E. White,

    Electronic - Websites

    Electronic - CD-ROM

    • The 1996 Canadian Encyclopedia Plus, (McClelland and Stewart)
    • 1999 World Book - Deluxe Edition, (1999 World Book Inc.)

    Electronic - Computer Software

    • Claris Works, ()
    • L-View Pro, ()

    Community Resources

    • Carl MacLeod of Miscouche brought his own paintings and discussed his methods such as depth and textures.

    Show Me The Implementation Plan

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