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

     

    On With the Show

    • Grade 5
    • Language Arts
    Glen Stewart Elementary School
    P.O. Box 6500, Stratford, PE, C1A 8B5
    Telephone: 569-0550
    Fax: 569-0564
    Website:

    Teachers:
    Meredith MacKeen, Teacher-Librarian (mackeenm@glenstewart.edu.pe.ca)
    Carol Lang, Grade 5 Teacher
    Elaine Murphy, Grade 5 Teacher


    Project Outline

    Accompanying Documents
    (Adobe Acrobat [.pdf] Format)

  • Activity 1: Comparison of Stratfords
  • Activity 2: Poetry
  • Activity 3: Fairies
  • Activity 4: Elizabethan Music
  • Activity 5: Biography
  • Activity 6: Internet
  • Activity 7: World History
  • Activity 8: Globe Theatre
  • Activity 9: Elizabethan Life - Housing or Clothing

    Introduction
    (Curriculum Context - Background Information)

    On With the Show is a wide-ranging thematic unit in the Collections (language arts) program. This project focuses on the Shakespearean content in the theme and engages students in the Information Process in order to complete a written report concerning the performing arts. (Note: This project comprised a student portfolio which included answers to the questions, map work and art work.)

    Since Glen Stewart School is located in Stratford, Prince Edward Island, there was a natural curiosity about Stratford in England and connections between communities of the same name. This was a great point at which to begin an exciting learning experience that brought the arts (past and present) alive for these fifth grade students.

    Carol Lang, Classroom Teacher, really wanted to expose her students to Shakespeare. She feels they are at an impressionable age and that developing positive attitudes (about this literature) might mean that more students will appreciate their Shakespearean studies in later years. She decided to combine this goal with the obvious interest in comparing "Stratfords" (communities) in the present and in the past, in both England and here in Prince Edward Island, Canada.


    General Goals
    (Why are we doing this?)

    To broaden the students knowledge of research strategies and of the variety of materials available for finding information. To help students develop their time management skills.

    To teach students note taking skills (within the framework provided by the Information Process and in the context of the Language Arts program and this unit in particular).

    To foster an interest and pleasure in reading about Shakespeare and his times. To develop pride in Stratfords around the world.

    To expose students to a variety of ways of representing and sharing information. To reinforce the skills developed in the writing process. To encourage reading for information.


    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 F (Reading/Viewing)
    respond personally to a range of texts

  • describe, share, and discuss their personal reactions to a range of texts across genres, topic, and subjects (1)
  • support their opinions about texts and features of types of texts (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 F (Reading/Viewing)
    respond personally to a range of texts

  • describe, share, and discuss their personal reactions to a range of texts across genres, topic, and subjects (1)
  • support their opinions about texts and features of types of texts (2)

  • 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)
  • use technology with increasing proficiency to create, revise, edit, and publish texts (3)
  • 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)
  • use technology with increasing proficiency to create, revise, edit, and publish texts (3)
  • 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)
  • use technology with increasing proficiency to create, revise, edit, and publish texts (3)
  • 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 On With the Show

    • Shakespeare: The Invention of the Human, Bloom, Harold, Riverhead Books, 1998
    • Midsummer Night's Dream for Kids, Burdett, Lois, Firefly Books, Willowdale, 1997
    • The Usborne Illustrated World of History Dates from Stone Age to Computer Age, Chisholm, Jane, Usborne, London, 1987 (ISBN 185123 179X)
    • Colourful Britain, , Collins, Toronto, 1984
    • Shakespeare's Stories, Garfield, Leon, Victor Gollantz, London
    • Looking at Britain, Hinds, Lorna, Black, New York, 1973
    • Shakespeare's Theatre, Hodges, C. Walter, Oxford, 1980
    • Illustrated Poems for Children, , Rand MacNalley, New York
    • Costume, Rowland-Warne, Constance, Eyewitness, London, 1992
    • Henry VIII and His Wives: Paper Dolls, Tierney, Tom, Dover, 1999

    Electronic - Websites

    Electronic - CD-ROM

    • Canadian Encyclopedia, (McClelland & Stewart, 1997)

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