Course Overview
Native Languages, Level 3, Open
Identifying Information
School/School District: Rainbow District School Board
Course Developer(s)
Jeanne Grubin, Wikwemikong Board of Education, Odawa/Ojibwe
Dawna LeBlanc, Wikwemikong Board of Education, Odawa/Ojibwe
Gloria Thomas, Six Nations of the Grand River, Onondaga
Development Date: November 1999
Course Title: Native Languages 3
Grade: 10
Course Type: Open
Curriculum Policy Document: The Ontario
Curriculum, Native Languages, Grades 9 and 10, 1999
Ministry Course Code: NL3
Credit Value: 1
Prerequisite: NL2, or demonstrated proficiency
Corequisite: None
Description/Rationale
This course expands the knowledge and skills of students by learning a Native language in the cultural context from which the language originates. The suggested units build on reading, writing, and oral communication skills gained in NL2. Students will continue their acquisition of cultural knowledge based on Native spirituality, and values. Students will expand their knowledge of language structures and vocabulary, using a variety of phrases and expressions, short conversations, skits, stories, narratives, and use of information technology. While the course is developed for all language groups in Ontario, its delivery should reflect the history, cultural beliefs and practices of the local community.
Unit 5 is a summative evaluation exercise that applies skills and knowledge learned in the previous four units. Planning for unit 5 should be introduced at the beginning of the course and reviewed before each unit.
The planning framework that sets language learning in a cultural context was established in NL1 and NL2 and is included as Appendix 1-3 for convenience of the teacher. Units and activities based on the original planning framework introduced students to the Native world view and its interdependent elements that contribute to individual and collective well being. Expanding on this knowledge, NL3 explores further how values and spirituality extend from the Native world view. Figure 1 illustrates continuity in planning for previous and future courses to learn a Native language. NL3 recognizes the diversity of Native cultures, values, traditions, and local history and is to be viewed as suggested profile only.
Students use multimedia programs, design programs, and computer-assisted learning modules and communicate electronically with peers locally and globally.
Unit Titles (Time + Sequence)
|
Unit 1 |
Life Circle |
25 hours |
|
Unit 2 |
Communication |
20 hours |
|
Unit 3 |
Kinship |
20 hours |
|
Unit 4 |
History of Our Community |
20 hours |
|
Unit 5 |
Cumulative Project: Recording Native Language and Cultural Knowledge |
25 hours |
Unit Organization
Unit 1: Life Circle
Time:
25 hours
Description
This unit begins with a short five-hour review of previous work in NL2. Students are then introduced to concepts and language that relate to the life circle, including values, traditional teachings and how humans connect to the universe and spirituality. Learning activities include development of concrete materials to demonstrate how humans maintain balance with their environment. Students will use technology to produce a record of their experiences and research that adds to classroom resources for future use. Students will also interact with knowledgeable community members who will share their knowledge, experience, and wisdom.
Strand(s) and Expectations
Strand(s): Oral Communications, Reading, Writing
Overall Expectations: OCV.01, OCV.02, OCV.03, OCV.05, OCV.06, REV.02, REV.04, REV.05, WRV.01, WRV.02, WRV.03, WRV.04.
Specific Expectations: OC1.01, OC1.02, OC1.04, OC2.01, OC2.02, OC2.03, OC2.05, OC2.06, OC2.07, OC2.08, OC2.09, OC2.12, OC2.13, OC3.04, RE1.01, RE1.05, RE1.06, RE2.02, RE2.03, RE2.04, RE2.05, RE2.09, RE3.03, WR1.02, WR1.03, WR2.01, WR2.02, WR2.03, WR2.04, WR2.06, WR2.08, WR2.09, WR2.10, WR2.12.
Unit 2: Communication
Time:
20 hours
Description
This unit gives students the opportunity to examine the various forms and ways of communicating. Through research and with the assistance of knowledgeable community members, the students will explore communication through music, art, symbols, and other forms of non-verbal communication. Contributions of Native People in communication, such as code talkers, sign language and bell rocks, will also be explored.
Strand(s) and Expectations
Strand(s): Oral Communications, Reading, Writing
Overall Expectations: OCV.01, OCV.02, OCV.03, OCV.04, OCV.05, OCV.06, OCV.07, REV.01, REV.02, REV.03, REV.04, REV.05, REV.06, WRV.01, WRV.02, WRV.03, WRV.04.
Specific Expectations: OC1.01, OC1.02, OC1.04, OC1.05, OC2.01, OC2.02, OC2.03, OC2.07, OC2.08, OC3.03, RE1.01, RE1.02, RE1.03, RE1.04, RE1.06, RE2.02, RE2.03, RE2.04, RE2.08, RE2.09, RE3.03, RE3.04, WR1.01, WR1.02, WR1.03, WR2.01, WR2.03, WR2.04, WR2.06, WR2.10, WR2.11, WR2.12, WR3.01, WR3.03.
Unit 3: Kinship
Time:
20 hours
Description
This unit gives students the opportunity to explore language that relates to the clan and family system, their function and their responsibility to maintain the philosophy, spirituality, and values of Native culture. Students will create a family tree, thereby acknowledging how self-esteem and identity as a Native person is strengthened by his place in the family and community. During this activity to research their family tree, students will also be guided to document language and local history that relates directly to their family or clan. Use of computers to complete unit activities will enhance students technology skills.
Strands(s) and Expectations
Strand(s): Oral Communications, Reading, Writing
Overall Expectations: REV.04, OCV.01, OCV.03.
Specific Expectations: OC1.03, OC2.03, OC2.09, OC2.12, OC3.03, RE1.06, RE2.07, RE3.01, WR2.01, WR2.03, WR2.12, WR2.09, WR2.10.
Unit 4: History of Our Community
Time:
20 hours
Description
Based on the knowledge and language skills acquired in the previous study of kinship, students will continue their research into the history of their community. Students will be required to complete a historical project which will include maps, interviews, archives of photos, landmarks, narratives of local heroes, folk stories, and artifacts. They will also be required to maintain their journal which may include new vocabulary and language patterns. At the end of this unit the students will present their project to their peers. Students will save their projects and display them during the annual celebration of Aboriginal Solidarity Day.
Strands(s) and Expectations
Strand(s): Oral Communications, Reading, Writing
Overall Expectations: REV.05, OCV.05, WRV.03.
Specific Expectations: OC1.05, OC2.04, OC2.07, OC2.13, OC3.01, RE1.03, RE2.05, RE2.06, RE3.03, WR1.02, WR2.01, WR2.09, WR3.02.
Unit 5: Cumulative Project: Recording Native Language and Cultural Knowledge
Time:
25 hours
Description
Using the skills and concepts learned in the first four units, students will develop a multi-level project with a focus on maintaining the life circle, emphasizing philosophy, spirituality, and values. The purpose of the unit is to organize, develop, and produce language resource material for future use in the school and community. The finished project can be a combination of written report, a hands-on language demonstration, audio cassette, CD-ROM/RW, or an illustrated/pictorial history.
Strands(s) and Expectations
Strand(s): Oral Communications, Reading, Writing
Overall Expectations: REV.06, OCV.06, WRV.04.
Specific Expectations: OC2.01, OC2.05, OC2.11, OC3.04, RE1.05, RE2.08, RE2.09, WR2.02, WR2.05, WR2.07, WR2.10, WR2.11, W3.03.
Course Notes
This course builds on the concept established in previous course profiles that Native world view is expressed through Native language. Students continue to study language related to the cultural context which includes people, Mother Earth, Sky World, and Messengers. In NL3 students examine more closely the values and spiritual principles - caring, respect, strength, honesty, humility, bravery - that is the basis for the philosophy or world view. Local history and traditional teachings rich in values education can be researched such as the Seven Grandfathers (Ojibwe) or the Good Message (Hodinohso:ni). This course is interdisciplinary to subject areas such as art and technical studies since students complete several hands on projects related to music, visual arts and, woodworking.
The prior knowledge required for this course is found in The Ontario Curriculum, Native Language, Grades 1-8; and Grade 9-10: Native Languages. Specifically, the expectations for Native Language at the elementary level are organized into three strands that correspond to the three main areas of language use, those being Oral Communication, Reading, and Writing. Language learning at the secondary level is extended based on the same three curriculum strands. Students coming to this course will have completed NL2 or a teacher-designed proficiency test. If a student with no prior course work in Native language enters study at a senior level, a proficiency test will be required to place the student at the appropriate level. For example, a Grade 12 student will not automatically be placed in NL5.
Although First Nations communities are moving toward building their own high schools, secondary education for the most part is delivered to on-reserve Native students in provincially funded schools. As well, increasing numbers of Native students in urban areas seek school experiences that will connect learning directly to the culture, history, and traditions of their home communities. In this setting, there are special considerations. A learning environment reflective of the total student enrolment can enhance identity of Native students but in addition, all students can gain awareness of Native culture through the study of language. This course offers an opportunity to prepare all students to live harmoniously in a multi- cultural society. The teacher as role model for affirming the value of language learning, efficient study habits, and sound organization skills remain consistent. For Native students in Native high schools, the course can guide the study of language through local culture in greater depth and detail.
Teaching approaches for this course allow teachers to introduce language through a variety of learning experiences. Independent study and research enhances critical thinking skills, while outdoor education strategies encourage student awareness of the abundance of community resources. Because local history is featured in several activities, teachers are encouraged not only to seek out local community members who are knowledgeable in language and culture but also to include those who can share their experiences in historical topics being discussed. This practice fosters student use of primary historical data and also ensures that a variety of perspectives are made available to students.
The specialty of Native language teaching is growing continuously therefore ongoing professional development for the teacher to successfully deliver this course is a necessity. Professional development that promotes use of technology can greatly benefit students. Teachers can enable students to learn a Native language using technological skills transferable across their academic career. For example, skills acquired through computer and Internet use, or the use of technological equipment, are invaluable to producing research and computer generated reports in subjects additional to Native language.
Note: It should be clearly stated that although the learning activities in each unit are explained in English, the teaching and learning application is always in the Native language. Some activities may require partial explanation in English but it is expected that teachers will direct learning appropriately to Native language vocabulary and grammatical patterns. Teacher can prepare for each unit by carefully previewing all activities since some are summative in nature built on skills and concepts previously introduced.
The listing of required resources for this course is organized to be teacher friendly. The resource list included in the Course Overview summarizes at a glance specific resources required to teach the total course. Teacher preparation is better facilitated through use of the summary list thereby eliminating the task of searching the document activity by activity to determine resource requirements. Unit and activity resource lists reference KEN-TA-SOO-WIN, the Language Database published by ZA-GEH-DO-WIN which contains resources listed in the Course Overview summary and much more. The Native Language Database references publications and materials for all Native languages in Ontario. To increase availability of published materials related to Native language learning, student projects can be collected and added to classroom resources for future use.
Formative evaluation occurs daily as teacher and peers listen for correct intonation and enunciation of the spoken language. Unit 5 is intended as the final summative evaluation exercise; it should be introduced in the first week of the semester with specific deadlines given for the completion of each activity, including an overview of the project, so students will know what is required in each phase. This unit is the central theme for the entire semester.
Teaching/Learning Strategies
The following strategies are suggestions only. Teachers can choose additional strategies.
· brainstorm
· Bring and Brag
· class discussion
· collaborative work with elementary students
· computer posters
· conferencing
· conversation duos
· designing a calendar
· direct instruction
· field trips
· flash cards
· grammar exercises
· group work
· illustrating a story
· independent study
· interviewing
· journal writing
· knowledgeable community people
· lexicon chart
· lexicon/word list development
· listening centre and activities
· local radio or TV presentations
· map making
· opening a meeting or social
· oral presentation
· PA announcements
· personal word lists
· photography
· poster making
· research using various sources (e.g., reference materials, the Internet)
· skits/role play
· storytelling
· story writing
· talking circle
· team building
· translation exercises
· triads, pairing
· vocabulary lists
· vowel sound chart
· word games
· word drill
· writing a script
Assessment and Evaluation
On the first day of classes, the teacher provides students with an overview of assessment and evaluation strategies that will be used for the total course. In addition, at the start of each unit the teacher provides students with an outline of the assessment and evaluation strategies for that unit. The following is a summary of strategies that may be used for the course.
Personal Communication
· peer evaluation
· pronunciation and usage
· learning and reflective journal
· portfolio
· paper and pencil tests
· prayer/thanksgiving development
· oral quizzes
· self assessment
· reading and listening response
· student/teacher conference
· summary quizzes
· unit tests
Observation
· class discussion
· observe work in groups
· formal/informal observation
· presentation of media project
Performance Assessment
· oral presentation
· poster production
· personal word journal
· reading syllable separations
· skits/role play
· making an audiotape
Assessment Tools
· student contracts
· feedback tapes
· grammar checklists
· rubrics
· anecdotal comments
Accommodations
It is Ontario policy that special needs students need also to be accommodated with individual learning strategies and special attention given to assessment for them to facilitate their learning experience. (See Considerations for Program Planning, Education for Exceptional Students, Ministry of Education and Training document, Program Planning and Assessment. See also section 5.4.3; 5.4.4; 5.4.4.2, and 5.5 of Ministry of Education and Training document, Ontario Secondary Schools, Grades 9-12, Program and Diploma Requirements, 1999). The accommodations listed below are suggestions only.
|
Purpose |
Sample Accommodation |
|
Presentation of Lesson |
· use a visual organizer · incorporate several senses in presentation · provide written lists, reminders of content |
|
Research |
· pair students for reading activities · divide group tasks according to strengths and abilities · have students tape interviews, stories, or presentations · list key questions to guide reading |
|
Recording |
· provide copies of notes · have students make copy with NCR (carbonless) paper |
|
Assignments |
· provide a template for responding · encourage computer use for written work · use pictures, diagrams, charts to guide oral and/or written work · allow taped or oral presentation |
Resource Summary
Language References
Anderson, Audrey. Developing a Northern Curriculum Adult English Education Committee. Red Lake, ON: Laurentian University, February 1986.
Austin, Alberta. Ne`HoNiyoDe:No (Thats What It Was Like). Lackawanna, NY: Rebco Enterprises Inc., 1986.
Bonvillan, Nancy. A Grammar of Akwesasne Mohawk. Ottawa, ON: National Museum of Civilization, National Museums of Canada, Mercury Series, Ethnology Division Paper No. 8, 1973.
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993. [Information Clearing House. P.O. Box 40, Whitefish Lake Nation, Naughton, ON, P0M 2M0, 1994.]
Cornplanter, Jesse. Gaihwiyo. Philadelphia, PA: Temple University, 1968.
Henry, Marjorie. Cayuga-English Lexicon. Ohsweken, ON: Six Nations Polytechnic, 1998.
Henry, M., E. Jacobs, S. Kick, and G. Sandy. Cayuga Thematic Dictionary. ed. Reginald Henry. Brantford, ON: Woodland Indian Cultural Educational Centre, 1988.
Henry, Marjorie. Ganohonyohk. Ohsweken, ON: Six Nations Polytechnic, 1997.
Henry, Marjorie. Introduction to Verb Paradigms. Ohsweken, ON: Six Nations Polytechnic, 1998.
Henry, Marjorie. Most Commonly Used Phrases in Cayuga 1st Edition. Ohsweken, ON: Six Nations Polytechnic, 1998.
Henry, Marjorie. Most Commonly Used Phrases in Cayuga 2nd Edition. Ohsweken, ON: Six Nations Polytechnic, 1999.
Henry, Marjorie, and Geraldine Sandy. Owiy`ahsh/:`/h. ed. Annette Jacobs. Brantford, ON: Woodland Indian Cultural Educational Centre, 1989.
Henry, Reginald and Louise Hill. Gweh goga:`. Brantford, ON: Woodland Indian Cultural Educational Centre, 1994.
Henry, Reginald and Marianne Mithun. Watewayestanih. Brantford, ON: Woodland Indian Cultural Educational Centre, 1982.
Josephine Pelletier, Editor. Nishnaabemdaa Pane: Revised Edition. West Bay, ON: Ojibwe Cultural Foundation: 1990.
Keye, Alfred and Hans J. Sasse. Far More Than One Thousand Verbs of Gayogoho:no: A Handbook of Cayuga Verb Morphology. Ohsweken, ON: Unpublished. 1999.
Lazore, Dorothy Ann, ed. Jo` da:naw,`da`. Brantford, ON: Woodland Indian Cultural Educational Centre, 1989.
Lazore, Dorothy Ann. Od,hao:t Odrahgo:t Ohji`gre`. Brantford, ON: Woodland Indian Cultural Educational Centre, 1989.
Maracle, David Kanatawakhon. Akwekon Tetewakhanyon Mohawk Language Teaching Texts. London, ON: The Institute of Iroquoian and Cultural Studios of Ontario, University of Western Ontario, 1993.
Maracle, David Kanatawakhon. One Thousand Useful Mohawk Verbs. London, ON: The Institute of Iroquoian and Cultural Studios of Ontario, University of Western Ontario, 1993.
Maracle, David. Kanatawakhon. Akwekon Tetewakhanyon Mohawk Language Course Dictionary. London, ON: The Institute of Iroquoian and Cultural Studios of Ontario, University of Western Ontario, 1992.
Maracle, David Kanatawakhon. One Thousand Useful Mohawk Nouns. London, ON: The Institute of Iroquoian and Cultural Studios of Ontario, University of Western Ontario, 1993.
Maracle, David Kanatawakhon. One Thousand Useful Mohawk Words. London, ON: The Institute of Iroquoian and Cultural Studios of Ontario, University of Western Ontario, 1994.
Michelson, Gunther. A Thousand Words of Mohawk. Ottawa, National Museum of Civilization, National Museums of Canada, Mercury Series, Ethnology Division Paper No. 5, 1973.
Rhodes, Richard A. Trends in Linguistics, Eastern Ojibwa-Chippewa-Ottawa Dictionary. Berlin, New York, Amsterdam: Mouton Publisher, 1985
Sandra J. Savigon. Communicative Competence Theory and Classroom Practise Texts and Second Language Learning. The McGraw- Hill Companies Inc. New York, 1997
White, Lena. Explore Ojibwe: A Practical Reference Workbook for Teachers. Thunder Bay: Department of Languages Lakehead University, 1987.
Native Resource Books
Caduto, Michael J. and Joseph Bruchac. Keepers of the Earth. Saskatoon, SK: Fifth House Publishers, 1997.
Caduto, Michael J. and Joseph Bruchac. Keepers of the Animals. Saskatoon, SK:, Fifth House Publishers, 1991.
Caduto, Michael J. and Joseph Bruchac. The Native Stories from Keepers of Life. Saskatoon, SK:, Fifth House Publishers, 1995.
Goodchild, Peter. The Spark and the Stone. Chicago, IL: Chicago Review Press, 1991.
Lake-Thom, Bobby. Spirits of the Earth: A Guide to Native American Nature Symbols, Stories, and Ceremonies. New York: Penguin Group, 1997
Livesey, Robert and A. G. Smith. Discovering Canada: Native Peoples. Toronto, ON: Stoddart Publishing, 1993.
Pelletier, Josephine, ed. Nishnaabe Bimaadziwin Kinoomaadwinan, Teachings of the Medicine Wheel, Seatwork Activities, Junior Division, West Bay, ON: Ojibwe Cultural Foundation, (No date available).
Sams, Jamie and Twylan Nitsch. Other Council Fires Were Here Before Ours. San Francisco CA: HarperSanFrancisco, 1991.
Shawana, Jean and Kate Roy. Nishnaabe Bimaadziwin Kinoomaadwinan, Teachings of the Medicine Wheel, Junior Division. West Bay, ON: Ojibwe Cultural Foundation, (No date available)
Verrall, Catherine. All My Relations. City: Canadian Alliance in Solidarity with Native Peoples, 1988.
Adapting Existing Resources
Barrett, Mark, Rosemary Huisingh, Linda Zachman and the staff of LinguiStems. A beginning Grammar Program for Non-Readers. East Moline, IL: LinguiSystems, Inc., 1988.
Blankenhorn, Kathy and Joanne Richards. Language Arts Folder Fun. Nashville, TN: Incentive Publications, 1995.
Cummings, Renee. Basic Skill Series: Listening Skills. Chicago IL: Instructional Fair Inc., 1993.
Densmore, Frances. How Indians Use Wild Plants for Food, Medicine & Crafts. New York, NY: Dover Publications, Inc., 1973.
Fairtax, Barbara and Adela Garcia. Read, Write, Publish: Making Books in the Classroom. Cypress, CA: Creative Teaching Press, 1992.
Forey, Pamela and Ruth Lindsay. Medicinal Plants. New York, NY: Crescent Books, 1991.
Forey, Pamela and Cecilia Fitzsimons. Edible Plants. New York, NY: Crescent Books, 1989.
Hill, Monique and Rodger Hill. A Feast for the People. Ohsweken, ON: Six Nations Reserve, 1996.
Hutchens, Alma R. Indian Herbology of North America. Boston, MA: Shambhala Publications, Inc., 1991.
Jaeger, E. Wildwood Wisdom. New York, NY: The MacMillan Company, 1947. Reprint by IROQRAFTS Ltd.R.R. No.2, Ohsweken, ON N0A 1M0 [Catalogue Number 24-00303].
Liu, Sarah and Mary Lou Vittitow. Learning Games Without Losers. Nashville, TN: Incentive Publications, 1985.
Love, Marla. 20 Word Structure Games. Belmont, CA: Fearon Teacher Aids, 1983.
McKenney, Mary and David Dunning. Wonderful Word Games. Carthage, IL: Good Apple Inc, 1990.
Teacher References
Ashworth, Mary A. Beyond Methodology: Second Language Teaching and the Community. Cambridge: Cambridge University Press, 1990.
Clark, Judy, Ron Wideman, Susan Eadie. Together We Learn. Scarborough, ON: Prentice-Hall Canada Inc., 1990.
Clark, Raymond C. Language Teaching Techniques. Brattleboro, VT: Pro Lingua Associates, 1987.
Ellis, Rod. Second Language Acquisition. Hong Kong: Oxford University Press, 1998.
Fridders, James S. with Lilianne Ernestine, Krosenbrink-Gelissen. Native Peoples in Canada. Scarborough, ON. Prentice Hall Canada Inc., 1993.
Hertz-Lazarowitz, R. and N. Miller, eds. Interaction in Cooperative Groups. New York: Cambridge University Press, 1992.
Johnson, D. W. and R.T. Johnson. Cooperation and Competition: Theory and Research. Edina, MN: Interaction Book Co., 1998.
John, Rosa. Inside the Circle. Bonneyville, AB: Kehewin Performance & Research Network, 1994. [Copies of this manual are available from the author: Kehewin Performance & Resource Network, c/o Rosa John P.O. Box 7459, Bonneyville, AB T9N 2H8 (403) 826-7880.]
Krashen, Stephen D. Principles and Practise in a Second Language Acquisition. Toronto, ON: Prentice- Hall, 1981.
Malve, Lilliam M. and Georges Duquette. Language, Culture and Cognition. Avon, England: Multilingual Matters Ltd., 1991.
Ministry of Education and Training. Choices Into Action. Toronto, ON: 1999.
Ministry of Education and Training. Ontario Secondary Schools. Toronto, ON: 1999
Ministry of Education and Training. The Arts. Toronto, ON: 1999
Morgan, John and Mario Rinvolucri. Once Upon A Time: Using Stories in the Language Classroom. Avon, England: Cambridge University Press, 1990.
Sharan, S. and H. Shachar. Language and Learning in the Cooperative Classroom. New York: Springer- Verlag, 1988.
Slavin, Robert E. Cooperative Learning, second edition. Needham, MA: A Simon & Schuster Company, 1995.
Slavin, R.E. When Does Cooperative Learning Increase Student Achievement? Psychological Bulletin, 94, (1983), 429-445.
Slavin, R.E. Synthesis of Research on Cooperative Learning, Educational Leadership, 48(5), (1991), 71-82.
Slavin, R.E., S. Sharan, S. Kagan, R. Hertz-Lazarowitz, C. Webb, and R. Schmuck, eds.. Learning to Cooperate, Cooperating to Learn. New York: Plenum, 1985.
Woodland Indian Cultural Educational Centre. Reserve Communities: A Six Nations History Unit. Brantford, ON: 1983.
Native Arts and Crafts Reference Books
Hunt, W. Ben. The Complete How-to of Indian Craft. New York, NY: MacMillan Publishing, 1973.
Owen, Cheryl. Spirit Crafts. Singapore: CLB International, 1997.
OSS Policy Applications
Native Language 3 is an open course set out in the policy document, The Ontario Curriculum, Grades 9 and 10, Native Languages (1999). To review expectations for this course and prior knowledge required for student success, teachers will also review the curriculum documents for Native Languages Grades 1 to 8. Teachers will be responsible to review necessary language structures based upon ongoing assessment.
For those schools which do not offer Native Language courses, Native Language 3 is designed so that some units can be integrated into a Native Studies course. In this way students will have an opportunity to learn language even if in a limited way.
It will be the responsibility of teachers to ensure that the principles of anti-discrimination cited in the OSS Policy are adhered to for this course. In addition, teachers and their principals will incorporate Ministry directives concerning violence prevention education into course teaching and learning experiences. All students will have equal opportunity to achieve their full potential in a safe learning environment that fosters self worth and positive self-image.
Knowledge and skills acquired by students in this course will be applicable to practical learning situations within and beyond the school. For example, co-operative education and work experience can be planned in conjunction with, or as part of this course. Placements in Native language schools, day cares, radio stations and other work places that promote Native language usage, will assist students to apply classroom knowledge to practical situations. Students will see the relationship between the curriculum and opportunities for post secondary education, apprenticeship and the work place.
This course will assist students to meet guidance and career education goals outlined in Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999. The emphasis in this course on skills and knowledge related to personal reflection and interdependence of all living things will assist students to make long and short term decisions for social and career goals. Students will apply personal and interpersonal skills learned in the course to develop sound study habits and interpersonal relationships for living in todays world.
The expectation for technological literacy by secondary school graduation is a challenge met by students at all grade levels. This course is designed so that teaching and learning strategies allow students to understand the impact of technology and gradually introduces use of computers and other technological tools such as video cameras and tape recorders in various applications. Guidance for students to critically examine the contents of technological information and its safe and ethical use will be the responsibility of the teacher. Participation in technological applications can be of particular importance for exceptional students and teachers should account for it in course planning. If schools are not equipped with required technological tools, it may be necessary to build school - community partnerships into the curriculum or substitute with tools that are readily on hand.
This course can be offered to adult learners who wish to acquire facility in a Native language of their choice. In addition, this opportunity for continuing education allows adult learners to acquire a credit(s) based on part-time or short-term study leading to a secondary school diploma.
Course Evaluation
This course should be evaluated on an ongoing basis by teachers and students. Outcomes, activities, and resources can be assessed by students through a simple questionnaire or oral feedback. At the end of the course, students must have the opportunity to evaluate the effectiveness of the course in meeting their needs as learners. As well as collecting data from their students, teachers should record their own observations about how content and activities assisted students to meet course outcomes and achievement levels; the amount of class time s/he spends speaking; and the time spent on teacher-directed learning. The teacher should also observe the ratio of lessons and activities focussed on each of the four language skills. A checklist can help teachers to keep a balance between types of activities.
Course content, instructional strategies, and assessment procedures can be periodically reviewed based on results from formative assessment, such as conducting an interview; reciting a story; and group discussion that support language pronunciation; vocabulary usage; comprehension; and fluency. Summative evaluation of students, such as vocabulary checklists, word games, and unit quizzes can also be used to evaluate the effectiveness of the course.
Coded Expectations, Native Languages, Level 3, LNA CO LNO CO
Oral Communications
Overall Expectations
OCV.01
demonstrate listening skills in a variety of situations;
OCV.02
converse on familiar and new topics in structured and open-ended situations;
OCV.03
communicate ideas and information for a variety of purposes using new vocabulary and known expressions;
OCV.04
demonstrate an understanding of language structures and vocabulary in a variety of contexts;
OCV.05
use various forms of communication to express Native philosophy;
OCV.06
demonstrate an understanding of the oral traditions of the language under study;
OCV.07
use information technology to communicate in a Native language.
Speicific Expectations
Reasoning and Critical Thinking
OC1.01
analyse information presented orally;
OC1.02
summarize the essential parts of a narration or discussion;
OC1.03
distinguish linguistic, structural, and conceptual contrasts (e.g., singular/plural, prefix/suffix, fact/opinion);
OC1.04
demonstrate an understanding of Native philosophy;
OC1.05
demonstrate an understanding of the history of the Native language under study.
Use of Words and Language Structure
OC2.01
use refined pronunciation and intonation;
OC2.02
express ideas (e.g., thoughts, feelings, experiences) using a variety of expanded language structures;
OC2.03
converse using simple, compound, and some complex sentences;
OC2.04
use a wide range of greetings for many social occasions;
OC2.05
follow instructions from a detailed oral description;
OC2.06
give a precise oral description of a plan or instructions;
OC2.07
speak confidently in various situations;
OC2.08
use a growing range of vocabulary on a variety of topics;
OC2.09
describe in detail something they have observed or experienced;
OC2.10
participate in word games using the Native language;
OC2.11
represent and interpret a character in a class production of a skit with a Native theme;
OC2.12
use interviews with elders or relatives to construct a family or community history and present findings to class peers;
OC2.13
retell Native legends, stories, and community histories with accuracy.
Media Communication Skills
OC3.01
use information technology to: produce and record short skits depicting a Native event;
OC3.02
use information technology to: prepare and present weather or news reports;
OC3.03
use information technology to: make announcements in a Native language (e.g., on the chools public address system, at Native events, on local radio broadcasts);
OC3.04
use information technology to: communicate in a Native language with other students.
Reading
Overall Expectations
REV.01
read passages on familiar and unfamiliar topics and infer the meaning of new words and anguage patterns in those passages;
REV.02
identify language patterns and vocabulary that have been learned through oral work;
REV.03
read for a variety of purposes;
REV.04
demonstrate comprehension of a variety of reading materials;
REV.05
demonstrate an understanding of the history of the Native language under study;
REV.06
use information technology to communicate in a Native language.
Specicfic Expectations
Reasoning and Critical Thinking
RE1.01
distinguish linguistic, structural, and conceptual contrasts (e.g., singular/plural, prefix/ suffix, fact/opinion);
RE1.02
identify the main ideas and supporting details in familiar and new reading materials;
RE1.03
compare ideas, characters, events, and language conventions in various texts;
RE1.04
compare the writing systems of two Native linguistic groups;
RE1.05
interpret multiple-episode stories;
RE1.06
translate passages with the assistance of a dictionary or word list.
Use of Words and Language Structures
RE2.01
read aloud familiar and new materials in a way that communicates meaning;
RE2.02
demonstrate an understanding of basic and new vocabulary in texts;
RE2.03
read independently using several strategies (e.g., context, language patterns, form, graphic symbols) to determine the meaning of new vocabulary;
RE2.04
identify different grammatical forms in text;
RE2.05
follow detailed written instructions;
RE2.06
read six to eight texts of different forms (e.g., short essays, stories, legends, journals, media works) containing basic and new vocabulary;
RE2.07
extract material from texts to support arguments or substantiate facts;
RE2.08
make judgements and draw conclusions about content using information from a text;
RE2.09
demonstrate an understanding of reading materials by participating in oral and written language activities (e.g., summarizing the content, asking and responding to questions, analysing the text, expressing opinions on the text, comparing two texts).
Media Communication Skills
RE3.01
use information technology to: locate information on the history and writing system of the language under study;
RE3.02
use information technology to: locate reading material in the Native language;
RE3.03
use information technology to: communicate in a Native language with other students.
Writing
Overall Expectations
WRV.01
express ideas in writing, using familiar and new vocabulary and language structures;
WRV.02
demonstrate creativity and clarity in the communication of ideas, feelings, and information;
WRV.03
demonstrate accuracy in writing and a knowledge of linguistic conventions;
WRV.04
use information technology to communicate in a Native language;
REV.01
read passages on familiar and unfamiliar topics and infer the meaning of new words and language patterns in those passages;
REV.02
identify language patterns and vocabulary that have been learned through oral work;
REV.03
read for a variety of purposes;
REV.04
demonstrate comprehension of a variety of reading materials;
REV.05
demonstrate an understanding of the history of the Native language under study;
REV.06
use information technology to communicate in a Native language.
Specific Expectations
Reasoning and Critical Thinking
RE1.01
distinguish linguistic, structural, and conceptual contrasts (e.g., singular/plural, prefix/ suffix, fact/opinion);
RE1.02
identify the main ideas and supporting details in familiar and new reading materials;
RE1.03
compare ideas, characters, events, and language conventions in various texts;
RE1.04
compare the writing systems of two Native linguistic groups;
RE1.05
interpret multiple-episode stories;
RE1.06
translate passages with the assistance of a dictionary or word list.
Use of Words and Language Structures
RE2.01
read aloud familiar and new materials in a way that communicates meaning;
RE2.02
demonstrate an understanding of basic and new vocabulary in texts;
RE2.03
read independently using several strategies (e.g., context, language patterns, form, graphic symbols) to determine the meaning of new vocabulary;
RE2.04
identify different grammatical forms in text;
RE2.05
follow detailed written instructions;
RE2.06
read six to eight texts of different forms (e.g., short essays, stories, legends, journals, media works) containing basic and new vocabulary;
RE2.07
extract material from texts to support arguments or substantiate facts;
RE2.08
make judgements and draw conclusions about content using information from a text;
RE2.09
demonstrate an understanding of reading materials by participating in oral and written language activities (e.g., summarizing the content, asking and responding to questions, analysing the text, expressing opinions on the text, comparing two texts).
Media Communication Skills
RE3.01
use information technology to: locate information on the history and writing system of the language under study;
RE3.02
use information technology to: locate reading material in the Native language;
RE3.03
use information technology to: communicate in a Native language with other students.
Writing
Overall Expectations
WRV.01
express ideas in writing, using familiar and new vocabulary and language structures;
WRV.02
demonstrate creativity and clarity in the communication of ideas, feelings, and information;
WRV.03
demonstrate accuracy in writing and a knowledge of linguistic conventions;
WRV.04
use information technology to communicate in a Native language.
Specific Expectations
Reasoning and Critical Thinking
WR1.01
paraphrase sentences or parts of sentences that cannot be translated literally from English;
WR1.02
organize writing around a logical sequence of events;
WR1.03
demonstrate an understanding of word order and its relation to a Native world view.
Use of Words and Language Structures
WR2.01
write simple, compound, and complex sentences (incorporated forms) using correct punctuation;
WR2.02
use familiar and new combinations of writing patterns and vocabulary in a variety of forms (e.g., stories, journals, skits, articles, notes, lists, book reports, and news articles);
WR2.03
communicate ideas (e.g., thoughts, feelings, experiences) for a variety of purposes;
WR2.04
use correct spelling of basic and new vocabulary;
WR2.05
organize information into paragraphs that contain a main idea and related details;
WR2.06
use resources to check the spelling and meaning of new words;
WR2.07
produce various extended pieces of writing using a variety of forms;
WR2.08
use a variety of regular and irregular verbs correctly;
WR2.09
write descriptions, using adjectival constructions correctly;
WR2.10
use various research techniques to locate information to include in a written report;
WR2.11
use all the steps of the writing process to produce a written product that has been edited, proofread, and revised;
WR2.12
use grammar, language conventions, and vocabulary appropriate to this course.
Media Communication Skills
WR3.01
use information technology to: edit with peers;
WR3.02
use information technology to: heighten language awareness in the community (e.g., through the use of the Native language in posters, at public events, for school announcements);
WR3.03
use information technology to: communicate in a Native language with other students.