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

     

    Hero Biography Timelines

    • Grade 6
    • Language Arts
    Parkdale Elementary School
    49 Confederation Street, Charlottetown, PE, C1A 5V5
    Telephone: 368-6945
    Fax: 368-6949
    Website:

    Teachers:
    Angela Arsenault, Teacher-Librarian (arsenaua@parkdale.edu.pe.ca)


    Project Outline

    Introduction
    (Curriculum Context - Background Information)

    This project centers around the theme of Heroes, Tales and Wonders in the Collections 6 program. Students use the information process and a resource-based learning approach to complete research on a famous person/hero.


    General Goals
    (Why are we doing this?)

    Students are using all the stages of the information process.

    Students are using a variety of resources to complete their project.

    Students learn to critically analyze information from the different resources about a famous person.

    Students final project is in the form of a timeline to emphasize the history of the person's life. Students will present their timelines to the class in the form of an oral presentation.


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

    Planning 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)

  • 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)

  • GRADE LEVEL: 6
    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 range of interests and learning needs (1)
  • 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 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 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 an increasing variety of purposes and audiences
    -- make informed choices of form, style, and content for specific audiences and purposes (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

  • demonstrate commitment to shaping pieces of writing and other representations (4)
  • 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

  • select, independently, texts appropriate to their range of interests and learning needs (1)
  • use and integrate the various cueing systems and a variety of strategies with increasing independence to construct meaning (4)
  • 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)

  • GRADE LEVEL: 6
    GCO F (Reading/Viewing)
    respond personally to a range of texts

  • explain why particular texts matter to them and demonstrate an increasing ability to make connections among texts (1)
  • reflect on an give reasons for their interpretations of an increasing variety of texts (2)

  • GRADE LEVEL: 6
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • recognize that facts can be presented to suit an author's purpose and points of view
    -- consider information from alternative perspective (1)
  • identify the conventions and structure of a variety of print and media texts and genres
    -- make connections with the purpose of each text or genre (2)
  • respond critically to texts by
    -- applying a growing range of strategies to analyse and evaluate texts
    -- demonstrating a growing awareness that all texts reflect a purpose and a perspective
    -- recognizing when language is being used to manipulate, persuade, or control them
    -- detecting prejudice, stereotyping, and bias (3)
  • 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

  • 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)
  • 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

  • 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

  • select, independently, texts appropriate to their range of interests and learning needs (1)
  • use a wider range of pictorial, typographical, and organizational features of written texts to obtain, verify, and reinforce their understanding of information (3)
  • use and integrate the various cueing systems and a variety of strategies with increasing independence to construct meaning (4)

  • GRADE LEVEL: 6
    GCO F (Reading/Viewing)
    respond personally to a range of texts

  • explain why particular texts matter to them and demonstrate an increasing ability to make connections among texts (1)
  • reflect on an give reasons for their interpretations of an increasing variety of texts (2)

  • GRADE LEVEL: 6
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • recognize that facts can be presented to suit an author's purpose and points of view
    -- consider information from alternative perspective (1)
  • identify the conventions and structure of a variety of print and media texts and genres
    -- make connections with the purpose of each text or genre (2)
  • respond critically to texts by
    -- applying a growing range of strategies to analyse and evaluate texts
    -- demonstrating a growing awareness that all texts reflect a purpose and a perspective
    -- recognizing when language is being used to manipulate, persuade, or control them
    -- detecting prejudice, stereotyping, and bias (3)

  • 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

  • use a range of strategies in writing and other ways of representing to
    -- frame questions and design investigations to answer their questions
    -- find topics of personal importance
    -- record, develop, and reflect on ideas
    -- 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 goals for learning
    -- practice and apply strategies for monitoring learning (1)
  • 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 G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • recognize that facts can be presented to suit an author's purpose and points of view
    -- consider information from alternative perspective (1)
  • identify the conventions and structure of a variety of print and media texts and genres
    -- make connections with the purpose of each text or genre (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)
  • Creating New 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)

  • 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

  • make language choices to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing (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

  • create written and media texts using an increasing variety of forms
    -- demonstrate understanding that particular forms require the use of specific features, structures, and patterns (1)
  • address the demands of an increasing variety of purposes and audiences
    -- make informed choices of form, style, and content for specific audiences and purposes (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 from a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies to develop effective pieces of writing and other representations (1)
  • use the conventions of written language in final products (2)
  • use technology with increasing proficiency to create, revise, edit, and publish texts (3)
  • demonstrate commitment to shaping pieces of writing and other representations (4)
  • 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

  • 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

  • use word choice and emphasis, making a conscious attempt to produce a desired effect (2)
  • 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 C (Speaking/Listening)
    interact with sensitivity and respect, considering the situation, audience and purpose

  • make a conscious attempt to consider the needs and expectations of their audience (3)

  • 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

  • make language choices to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing (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

  • create written and media texts using an increasing variety of forms
    -- demonstrate understanding that particular forms require the use of specific features, structures, and patterns (1)
  • address the demands of an increasing variety of purposes and audiences
    -- make informed choices of form, style, and content for specific audiences and purposes (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 from a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies to develop effective pieces of writing and other representations (1)
  • use the conventions of written language in final products (2)
  • use technology with increasing proficiency to create, revise, edit, and publish texts (3)
  • demonstrate commitment to shaping pieces of writing and other representations (4)
  • 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 Hero Biography Timelines

    • Amelia EarHart Flies Around the World, Davies,Kath, Zoe Books
    • The story of Amelia Earhart, De Leeuw, Adele, Grosset and Dunlap
    • Louis Braille, Davidson, Margaret, Scholastic
    • Helen Keller's Teacher, Davidson, Margaret, Scholastic
    • The Children's Joan of Arc, Lee, F.H., George G. Harrap and Co.
    • The Story of Joan of Arc, Nolan, Annette, Grosset and Dunlap
    • The Talking Wire, The Story of Alexander Graham Bell, Stevenson, O.J., Macmillan
    • Rick Hanson, Man in Motion, Rick Hanson and Jim Taylor, Douglas and MacIntyre
    • The True Story of Charles A. LindBergh, An American Hero, Denenberg, Barry, Scholastic
    • Thomas Alva Edison, Great Inventor, Nancy Smiler Levinson, Scholastic
    • The value of Facing a Challenge. The Story of Terry Fox, Johnson, Ann Donegan, Value Communications
    • The Value of Learning, The Story of Marie Curie, Johnson, Ann Donegan, Value communications
    • The Value of Curiousity, The story of Christopher Columbus, Johnson, Spencer M.D., Value Communications
    • Westward with Columbus, Dyson, John, Scholastic
    • Marie Curie, Brave Scientist, Brandt, Keith, Troll Associates
    • Alexander Graham Bell, MacLeod, Elizabeth, Kids Can Press

    Electronic - Websites

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