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

     

    Exploring Heritage

    • Grade 5
    • Language Arts Collections 5
    Eastern Kings Consolidated School
    Souris RR #2, Munn's Road, PE, C0A 2B0
    Telephone: 357-7225
    Fax: 357-7225
    Website: http://www.edu.pe.ca/easternkings/

    Teachers:
    Ann Marie MacDonald, Teacher-Librarian (macdonaa@easternkings.edu.pe.ca)
    Dawn Ching, Grade 5/6 Teacher (chingd@easternkings.edu.pe.ca)


    Project Outline

    Accompanying Documents
    (Adobe Acrobat [.pdf] Format)

  • Learning Station #1
  • Learning Station #2
  • Learning Station #3
  • Learning Station #4
  • Learning Station #5
  • Learning Station #6
  • Learning Station #7

    Introduction
    (Curriculum Context - Background Information)

    The Grade 5/6 class are currently working on Exploring Heritage Theme in Language Arts. In conjunction with the Grade 5/6 teacher, we will be introducing the students to RBL stations as students learn about Canadian heritage as well as their own family heritage.


    General Goals
    (Why are we doing this?)

    Students will gain an appreciation for their Canadian and personal heritage.

    Students will be introduced to multiculturalism and have an appreciation for the similarities and differences between the cultures that make Canada diverse.Students will also recognize Canada's physical diversity.

    Students will learn about the Rights of the Child and have an understanding of each child's rights no matter where they live in the world.

    Students will participate in resource based learning stations.Students will work cooperatively in groups and use a variety of resources and skills to be active participants in their own learning.


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

    Planning Stage

    GRADE LEVEL: 5
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • contribute thoughts, ideas, and experiences to discussion, and ask questions to clarify their ideas and those of their peers (1)
  • ask and respond to questions to seek clarification or explanation of ideas and concepts (2)

  • GRADE LEVEL: 5
    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)
  • give and follow precise instructions and respond to questions and directions (3)

  • GRADE LEVEL: 5
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • select, independently, texts appropriate to their interests and learning needs (1)
  • use pictures and illustrations, word structures, and text features (e.g. table of contents, headings and subheadings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, and margin notes) to locate topics and obtain or verify their understanding of information (3)
  • describe and discuss their own processes and strategies in reading and viewing (5)

  • GRADE LEVEL: 5
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • answer, with decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts
    -- respond to personal, group, and instructional needs for information through accessing a variety of texts
    -- demonstrate an understanding of how classification systems and basic reference materials are used to facilitate research (1)

  • GRADE LEVEL: 5
    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

  • use a range of strategies in writing and other ways of representing to
    -- frame questions and answers to those questions
    -- generate topics of personal interest and importance
    -- record, develop, and reflect on ideas, attitudes, and opinions
    -- compare their own thoughts and beliefs to those of others
    -- describe feelings, reactions, values, and attitudes
    -- record and reflect on experiences and their response to them
    -- formulate and monitor goals for learning
    -- practice and extend strategies for monitoring learning (1)

  • GRADE LEVEL: 5
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • address the demands of a variety of purposes and audiences
    -- make choices of form, style, and content for specific audiences and purposes (2)

  • GRADE LEVEL: 5
    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 a commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement (4)
  • Gathering Information Stage

    GRADE LEVEL: 5
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • select, independently, texts appropriate to their interests and learning needs (1)
  • use pictures and illustrations, word structures, and text features (e.g. table of contents, headings and subheadings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, and margin notes) to locate topics and obtain or verify their understanding of information (3)
  • describe and discuss their own processes and strategies in reading and viewing (5)

  • GRADE LEVEL: 5
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • answer, with decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts
    -- respond to personal, group, and instructional needs for information through accessing a variety of texts
    -- demonstrate an understanding of how classification systems and basic reference materials are used to facilitate research
    -- use a range of reference texts and a database or an electronic search to aid in the selection of texts
    -- increase their abilities to access and assess information in response to their own questions and other's questions (1)

  • GRADE LEVEL: 5
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • use their background knowledge to question and analyse information presented in print and visual texts (1)
  • recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view (2)
  • Interacting With Information Stage

    GRADE LEVEL: 5
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • contribute thoughts, ideas, and experiences to discussion, and ask questions to clarify their ideas and those of their peers (1)
  • ask and respond to questions to seek clarification or explanation of ideas and concepts (2)
  • explain and support personal ideas and opinions (3)
  • listen critically to others' ideas or opinions and points of view (4)

  • GRADE LEVEL: 5
    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, recognizing their roles and responsibilities as speakers and listeners (1)
  • give and follow precise instructions and respond to questions and directions (3)
  • engage in, respond to, and evaluate oral presentations (4)

  • GRADE LEVEL: 5
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • select, independently, texts appropriate to their interests and learning needs (1)
  • use pictures and illustrations, word structures, and text features (e.g. table of contents, headings and subheadings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, and margin notes) to locate topics and obtain or verify their understanding of information (3)
  • use and integrate the pragmatic, semantic, syntactic, and graphophonic cueing systems (including context clues; word order; structural analysis to identify roots, prefixes, and suffixes) and a variety of strategies to construct meaning; use a dictionary to determine word meaning in context (4)
  • describe and discuss their own processes and strategies in reading and viewing (5)

  • GRADE LEVEL: 5
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • answer, with decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts
    -- respond to personal, group, and instructional needs for information through accessing a variety of texts
    -- demonstrate an understanding of how classification systems and basic reference materials are used to facilitate research
    -- use a range of reference texts and a database or an electronic search to aid in the selection of texts
    -- increase their abilities to access and assess information in response to their own questions and other's questions (1)

  • GRADE LEVEL: 5
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • use their background knowledge to question and analyse information presented in print and visual texts (1)
  • recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view (2)

  • GRADE LEVEL: 5
    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

  • use a range of strategies in writing and other ways of representing to
    -- frame questions and answers to those questions
    -- generate topics of personal interest and importance
    -- record, develop, and reflect on ideas, attitudes, and opinions
    -- compare their own thoughts and beliefs to those of others
    -- describe feelings, reactions, values, and attitudes
    -- record and reflect on experiences and their response to them
    -- formulate and monitor goals for learning
    -- practice and extend strategies for monitoring learning (1)
  • expand appropriate note-making strategies from a growing repertoire (e.g., outlines, charts, diagrams) (2)

  • GRADE LEVEL: 5
    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 or more sources to construct and communicate meaning (5)
  • Organizing Information Stage

    GRADE LEVEL: 5
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • use their background knowledge to question and analyse information presented in print and visual texts (1)
  • recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view (2)

  • GRADE LEVEL: 5
    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 or more sources to construct and communicate meaning (5)
  • Creating New Information Stage

    GRADE LEVEL: 5
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • explain and support personal ideas and opinions (3)

  • GRADE LEVEL: 5
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • use pictures and illustrations, word structures, and text features (e.g. table of contents, headings and subheadings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, and margin notes) to locate topics and obtain or verify their understanding of information (3)

  • GRADE LEVEL: 5
    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

  • make deliberate language choices, appropriate to purpose, audience, and form, to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing (3)

  • GRADE LEVEL: 5
    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, collaboratively and independently, in different modes (expressive, transactional, and poetic), and in an increasing variety of forms
    -- use specific features, structures, and patterns of various text forms to create written and media texts (1)
  • address the demands of a variety of purposes and audiences
    -- make choices of form, style, and content for specific audiences and purposes (2)
  • invite responses to early drafts of their writing/media productions
    -- use audience reaction to help shape subsequent drafts
    -- reflect on their final drafts from readers'/viewers'/listeners' points of view (3)

  • GRADE LEVEL: 5
    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 a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies (1)
  • demonstrate an increasing understanding of the conventions of written language in final products
    -- use basic spelling rules and show an understanding of irregularities
    -- use appropriate syntax in final products
    -- use references while editing (e.g., dictionaries, classroom charts, electronic spell checkers, checklists, thesauri, other writers) (2)
  • demonstrate a commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement (4)
  • select, organize, and combine relevant information from three or more sources to construct and communicate meaning (5)
  • Sharing and Presenting Information Stage

    GRADE LEVEL: 5
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • contribute thoughts, ideas, and experiences to discussion, and ask questions to clarify their ideas and those of their peers (1)
  • ask and respond to questions to seek clarification or explanation of ideas and concepts (2)
  • explain and support personal ideas and opinions (3)
  • listen critically to others' ideas or opinions and points of view (4)

  • GRADE LEVEL: 5
    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, recognizing their roles and responsibilities as speakers and listeners (1)
  • use word choice and expression appropriate to the speaking occasion (2)
  • give and follow precise instructions and respond to questions and directions (3)
  • engage in, respond to, and evaluate oral presentations (4)

  • GRADE LEVEL: 5
    GCO C (Speaking/Listening)
    interact with sensitivity and respect, considering the situation, audience and purpose

  • identify examples of prejudice, stereotyping, or bias in oral language; recognize their negative effect on individuals and cultures; and attempt to use language that shows respect for all people (2)
  • consider purpose and the needs and expectations of their audience (3)

  • GRADE LEVEL: 5
    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

  • make deliberate language choices, appropriate to purpose, audience, and form, to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing (3)

  • GRADE LEVEL: 5
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • address the demands of a variety of purposes and audiences
    -- make choices of form, style, and content for specific audiences and purposes (2)
  • invite responses to early drafts of their writing/media productions
    -- use audience reaction to help shape subsequent drafts
    -- reflect on their final drafts from readers'/viewers'/listeners' points of view (3)

  • GRADE LEVEL: 5
    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 a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies (1)
  • demonstrate an increasing understanding of the conventions of written language in final products
    -- use basic spelling rules and show an understanding of irregularities
    -- use appropriate syntax in final products
    -- use references while editing (e.g., dictionaries, classroom charts, electronic spell checkers, checklists, thesauri, other writers) (2)
  • demonstrate a commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement (4)
  • select, organize, and combine relevant information from three or more sources to construct and communicate meaning (5)
  • Assessment and Evaluation Stage

    GRADE LEVEL: 5
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • contribute thoughts, ideas, and experiences to discussion, and ask questions to clarify their ideas and those of their peers (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: 5
    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, recognizing their roles and responsibilities as speakers and listeners (1)
  • use word choice and expression appropriate to the speaking occasion (2)
  • give and follow precise instructions and respond to questions and directions (3)
  • engage in, respond to, and evaluate oral presentations (4)

  • GRADE LEVEL: 5
    GCO C (Speaking/Listening)
    interact with sensitivity and respect, considering the situation, audience and purpose

  • consider purpose and the needs and expectations of their audience (3)

  • GRADE LEVEL: 5
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • describe and discuss their own processes and strategies in reading and viewing (5)

  • GRADE LEVEL: 5
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • answer, with decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts
    -- respond to personal, group, and instructional needs for information through accessing a variety of texts
    -- demonstrate an understanding of how classification systems and basic reference materials are used to facilitate research
    -- use a range of reference texts and a database or an electronic search to aid in the selection of texts
    -- increase their abilities to access and assess information in response to their own questions and other's questions (1)

  • GRADE LEVEL: 5
    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 readers'/viewers'/listeners' points of view (3)

  • GRADE LEVEL: 5
    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 a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies (1)
  • demonstrate an increasing understanding of the conventions of written language in final products
    -- use basic spelling rules and show an understanding of irregularities
    -- use appropriate syntax in final products
    -- use references while editing (e.g., dictionaries, classroom charts, electronic spell checkers, checklists, thesauri, other writers) (2)
  • demonstrate a commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement (4)
  • select, organize, and combine relevant information from three or more sources to construct and communicate meaning (5)


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

    Print - Books About Exploring Heritage

    • If You Could Wear My Sneakers, Sheree Fitch, Doubleday Canada Limited
    • The Canadian Oxford School Atlas 3rd Edition, , Bryant Press Limited
    • Exploring Heritage Anthology (Collections 5), Ron Benson, Prentice Hall Ginn Canada

    Audio/Visual

    • First Winter, (Videocassette)

    Electronic - Websites

    Electronic - CD-ROM

    • Canadian Encyclopedia Plus 1996, ()

    Community Resources

    • Students will be using interview questions to obtain information from parents and /or grandparents about their ancestors' countries of origin and the circumstances which brought them to Canada.

    Show Me The Implementation Plan

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