Course Profile Native Languages, Level 3, Open, Public

Unit 1: Life Circle

Time: 25 hours

Unit 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

Unit Description

This unit begins with a short five-hour review of previous work in NL2. Students speak, listen, read and write in the native language. 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 his 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.

Activity Titles (Time + Sequence)

Activity 1.1	Interconnectedness between Man and Man	225 minutes
Activity 1.2	Interconnectedness between Man and Nature	225 minutes
Activity 1.3	Interconnectedness between Man and Plants	225 minutes
Activity 1.4	Interconnectedness between Man and Animals	225 minutes
Activity 1.5	Interconnectedness between Man and Spirituality	225 minutes
Activity 1.6	Hands-on Activity	225 minutes
Activity 1.7	Class Presentation	150 minutes

Unit Planning Notes

· Request a bulletin board.

· Prepare a unit review which should include language structures and language patterns, nouns, verbs, pronouns, particles, etc.

· Identify language structure to be used and practised throughout the unit.

· Organize and set up a student portfolio filing system.

· Prepare an information poster describing the use and format of a personal journal.

· Prepare a preliminary list of knowledgeable community members and historical sources in the community and surrounding areas.

· Research and gather reference books on traditional lifestyles.

· Make a banner on Chief Seattle’s quote and display in a prominent place.

· Chief Seattle’s speech can be found on the Internet by typing “Chief Seattle” in the Search engine window.

· Acquire and display a syllable chart/syllabic chart.

· Identify all the audio-visual equipment available in the school and familiarize yourself in its operation and use.

· Meet and introduce the Native Language curriculum to other teachers, especially the Computer, Science, Art, and Family Studies teachers, and discuss areas of potential collaboration.

· Be familiar with the use of computer technology and available software.

Prior Knowledge Required

· NL2 or demonstration of required proficiency;

· sound knowledge of language patterns, including proficient skills in reading and writing.

Teaching/Learning Strategies

· Brainstorming

· Buddy System

· Collaborative/Co-operative Learning

· Direct Instruction

· Discussion

· Field Trip

· Guest speaker/Knowledgeable Community Members

· Homework

· Independent Study

· Individualized Reading

· Inquiry

· Interview

· Journal Writing

· Model Making

· Oral Explanation

· Prompts

· Reading Response

· Research

· Sketching to Learn

· Using appropriate language structures in oral and written communication

Assessment and Evaluation

Assessment strategies should match achievement levels for knowledge/understanding, thinking/inquiry, communication, and application. A sample rubric is included as an appendix (5.2) to illustrate the connection between assessment strategies listed here and levels of achievement.

· Portfolios

· Formal and informal observation

· Assess presentation materials using a rubric

· Grammar checklist

· Pronunciation and language structure

· Anecdotal notes

· Oral quizzes

· Personal Journal

· Checklist

Resources

Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.

Activity 1.1: Interconnectedness between Man and Man

Time: 225 minutes

Description

During the first five hours of the review, the students will be given the course outline and an explanation will be provided on the expectations, assignments and assessment strategies for the full course. The teacher will distribute the prepared review of previously learned language structures and language patterns, research and interview methodologies and strategies, and a systematic process on how to identify resources and knowledgeable community members in the community or surrounding areas. Students will be encouraged to maintain a personal journal and the use of Portfolios will be explained.

In this activity the students will discuss how Man needs Man, both in the traditional and contemporary lifestyles. They will select two communities and make a comparative chart, either using a Venn Diagram or a T-chart (Appendix 1.1), on how these two communities interact and connect with each other.

Strand(s) and Expectations

Strand(s): Oral Communications, Reading, Writing

Overall Expectations

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.05 - use various forms of communication to express Native philosophy;

REV.02 - identify language patterns and vocabulary that have been learned through oral work;

REV.05 - demonstrate an understanding of the history of the Native language under study;

WRV.01 - express ideas in writing, using familiar and new vocabulary and language structures;

WRV.03 - demonstrate accuracy in writing and a knowledge of linguistic conventions.

Specific Expectations

OC1.02 - summarize the essential parts of a narration or a discussion;

OC1.04 - demonstrate an understanding of Native philosophy;

OC2.01 - use refined pronunciation and intonation;

RE2.02 - demonstrate an understanding of basic and new vocabulary in texts;

RE2.04 - identify different grammatical forms in text;

WR1.03 - demonstrate an understanding of word order and its relation to a Native world view;

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).

Planning Notes

· Request a bulletin board for displays.

· Collaborate with other teachers to integrate activities and assignments.

· Gather graphic resources on communities, e.g., a traditional Aboriginal village, a contemporary community map.

· Prepare a list of language terminology that addresses the connectedness of two communities, e.g., marriage from community to community, sharing of hunting and fishing territories, trading, traditional ceremonies/gatherings, services and names of service providers, treaties.

· Prepare language structures and language patterns to be introduced in this activity, and used throughout the unit, e.g., verbs, nouns, tenses, complex/compound sentences.

· Organize and set up a student portfolio filing system.

· Have adequate classroom supplies available, e.g., flipchart paper, markers, file folders.

· Be familiar with available visual aid materials and technology.

Prior Knowledge Required

Students should:

· have ability to converse and the ability to write compound sentences;

· know history of Aboriginal people;

· be familiar with the portfolio system;

· have experience in creating displays;

· know the Native philosophy on the concept of the “Good Mind.”

Teaching/Learning Strategies

1. In the initial contact with students, informally assess students’ oral communication skills through informal conversation. Students should be able in converse in complete sentences using the appropriate intonations and language structure. This conversation could include introductions or class rules and routines.

2. After introductions and a brief conversation, distribute the course outline and explain the expectations, assignments, and assessment format to the students. Students will be informed of the availability of media production resources, the names of the contact individuals, and the rules and responsibilities associated with this equipment.

3. Introduce the concept of connectedness, how people depend upon each other, using proper terminology. Draw a comparative diagram using the two headings of “Traditional” and “Contemporary.”

4. Display resource pictures and share an example in each heading.

5. Ask students to brainstorm on the interactions that occur within the human race and provide prompts as the need arises.

6. Either identify a competent student to volunteer to write the suggestions in the language or the teacher will write them.

7. Display the sheet in a prominent location for later reference.

8. Have the students copy the Comparative Chart into their journals and reflect on the process and language, and add additional information.

Assessment/Evaluation Techniques

Personal Communication

· pronunciation and usage

· learning and reflective journals

· listening response

· formal/informal observation

Assessment Tools

· anecdotal notes

Accommodations

· Provide written course outline including expectations, assignments and assessment format.

· Have students tape the brainstorming for easy reference.

· Have one of the students make a copy of the comparative chart using NCR (Non-Carbon Required)/carbonless paper.

Resources

Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.

Activity 1.2: Interconnectedness between Man and Nature

Time: 225 minutes

Description

Chief Seattle stated that “The earth does not belong to man; man belongs to the earth. All things are connected like the blood which unites one family. All things are connected. Whatever befalls the earth befalls the sons of the earth. Man did not weave the web of life; he is merely a strand in it ”. During this activity, students will discuss how people are connected and dependant upon Nature, especially the animals and the cosmic world. In their discussion, students will identify the actions of teachings and how Man demonstrates respect for Nature. Students will create a comparative chart for future use and will create an individual visual presentation of one teaching using art media.

Strand(s) and Expectations

Strand(s): Oral Communications, Reading, Writing

Overall Expectations

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.05 - use various forms of communication to express Native philosophy;

REV.02 - identify language patterns and vocabulary that have been learned through oral work;

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.

Specific Expectations

OC1.01 - analyse information presented orally;

OC1.04 - demonstrate an understanding of Native philosophy;

OC2.07 - speak confidently an various situations;

OC2.09 - describe in detail something they have observed or experienced;

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 the new vocabulary;

WR1.03 - demonstrate an understanding of word order and its relation to a Native world view;

WR2.03 - communicate ideas (e.g., thoughts, feelings, experiences) for a variety of purposes;

WR2.04 - use correct spelling of basic and new vocabulary.

Planning Notes

· Nature is defined as all things in the world except those made by man, and cosmic is the universe except the world.

· Prepare a list of key words, either as a personal reference or one to be distributed to students.

· Gather samples of Native art, either from calendars or art magazines.

· Insure that art supplies are available.

· Display pictures of teachings (Seven Grandfathers/Good Message) in the classroom or bulletin board.

· Make a sample of a circular food cycle that includes: man à animal à plant à soil à.

· Prepare language structures and language patterns to be introduced in this activity, and used throughout the unit, e.g., verbs, nouns, tenses.

· Have adequate classroom supplies available, e.g., flipchart paper, markers, file folders.

· Invite two local artisans, one artist and one sculptor, to talk to students on how they begin their art, how they interpret it, and what preparations are needed.

· Meet with the artists to discuss the purpose of the presentation and the importance of the teachings regarding Nature and the Cosmic World.

· Collaborate with the art teacher to complete the work in their art class.

Prior Knowledge Required

Students should:

· know some words referring to Nature and the Cosmic World;

· be aware of/know the traditional teachings involving the respect deemed to the different aspects of Nature and the Cosmic World;

· be aware of the use and care of art material.

Teaching/Learning Strategies

1. Define and discuss the concept of Nature and the Cosmic World.

2. Referring to the previous comparative chart on the connectedness of Man, have a short discussion with the students on how Man and Nature, and Man and the Sky (cosmic) World are connected. With this connection comes appropriate teachings and how these teachings serve many different purposes, one being the survival of the species. Discuss how these teachings are manifested. Students may also include the legends or stories involved.

3. Show the sample of a Food cycle as described in the Planning Notes. Ask students to identify other ways that man depends on the nature and the Sky World, both in traditional and contemporary lifestyles.

4. Have students complete a page depicting a cycle of connection to be included in their portfolios. Students can do more than one but will hand in the best one for their portfolios.

5. Discuss some of the teachings and ceremonies associated with the two topics, Nature and Sky World. For instance, the giving of tobacco for Nature’s gifts received or used, the meaning of the month cycles, the divisions of the seasons, etc.

6. Display some of the Native art collected that deals with respecting Nature and the Sky World. Have a short discussion on the possible interpretations. Depending on the student’s exposure to traditional teachings, interpretations may vary. Accept all answers.

7. Have the two artists do a presentation on their work, how they find topics to paint and sculpture, what materials are needed, and how they prepare.

8. Distribute sketching papers and instruct students to begin their planning.

9. Inform students that the art will continue in the art class and that the art teacher is aware of the purpose of the activity.

10. Remind students to write their reflections of the artists’ presentations in their journals for homework.

Assessment/Evaluation Techniques

Personal Communication

· pronunciation and usage

· learning and reflective journal

· portfolio

· listening responses

Observation

· class discussion

· informal observation

Performance Assessment

· picture production

Assessment Tools

· checklist

· anecdotal notes

· rubric

Accommodations

· Use a visual organizer.

· Ensure that the students can hear the presenters.

· Have a peer make a copy with NCR (No-carbon required)/carbonless paper.

· Provide appropriate art supplies and material.

Resources

Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.

Activity 1.3: Interconnectedness between Man and Plants

Time: 225 minutes

Description

Referring to the previous activity and the comparative chart, the students will focus on Man’s relationship with plants. Students will be grouped and each group will plan and create an activity that either celebrates Man’s respect for plants or recognizes Man’s responsibility to plants. These productions will be displayed in a prominent position in the school with appropriate messages.

Strand(s) and Expectations

Strand(s): Oral Communications, Reading, Writing

Overall Expectations

OCV.01 - demonstrate listening skills in a variety of situations;

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;

REV.02 - identify language patterns and vocabulary that have been learned through oral work;

REV.04 - demonstrate comprehension of a variety of reading materials;

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.

Specific Expectations

OC2.01 - use refined pronunciation and intonation;

OC2.03 - converse using simple, compound, and some complex sentences;

OC2.06 - give a precise oral description of a plan or instructions;

OC2.08 - use a growing range of vocabulary on a variety of topics;

RE2.05 - follow detailed written instructions;

WR1.02 - organize writing around a logical sequence of events;

WR2.03 - communicate ideas (e.g., thoughts, feelings, experiences) for a variety of purposes;

WR2.06 - use resources to check the spelling and meaning of new words;

WR2.09 - write descriptions, using adjectival constructions correctly.

Planning Notes

· Prepare a list of language terminology that addresses the connectedness of Man and plants, e.g., medicines, food, gardens, oxygen, decorations, and household tools.

· Prepare language structures and language patterns to be introduced in this activity, and used throughout the unit, e.g., verbs, nouns, tenses.

· Have adequate classroom supplies available, e.g., flipchart paper, markers, file folders.

· Have proper planting equipment ready for students use, such as, potting soil, planting pots or terrariums made from recyclable material, dried plants.

· Collaborate with the science and computer teachers.

· Prepare for the purchase of additional material.

Prior Knowledge Required

Students should:

· have experience in creating displays;

· have some knowledge in the requirements and care of plants;

· know the names of local plants, both domestic and medicinal;

· be aware of/know the traditional teachings involving the respect of plants.

Teaching/Learning Strategies

1. Review the previous two activities and introduce the concept of plants and the connection with Man.

2. Discuss the responsibilities of Man to plants and how Man shows respect to all plants. Have students research appropriate language dealing with plants and include this in their journals.

3. Divide students into groups and instruct them to begin planning a project. Inform students that the maintenance of this project will be their responsibility and it will be displayed in a prominent location in the school. The project should have aesthetic qualities and should require a minimum of care.

4. Depending on the term of this course, students may organize a major planting project for the class or school. They can begin seedlings, pick traditional medicines or begin the planting of a traditional plant in the classroom.

5. Have students plan, prepare and create an explanation of their project with the use of computers.

6. Conference with each group to ensure that the project is progressing and that the required material for their projects can be attained.

7. Should research and collaborating be required, assure students that adequate time will be given to complete their projects.

8. Ensure students produce a copy of the explanations for each student in their group to be entered in their respective portfolios.

Assessment/Evaluation Techniques

Personal Communication

· pronunciation and usage

· portfolio

· listening responses

· project development, planning and implementation

· peer interaction and evaluation

· student/teacher conferencing

Observation

· class discussion

· informal observation

· group interaction

· individual contribution and participation in the group

Performance Assessment

· explanation production

· language usage

Assessment Tools

· checklist

· anecdotal notes

Accommodations

· Ensure that special needs students are included in a group.

· Ensure that the tasks assigned to them by the group are attainable.

Resources

Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.

Activity 1.4: Interconnectedness between Man and Animals

Time: 225 minutes

Description

Based on the comparative chart completed in Activity 1.1, students will explore the role of animals in the everyday life of Aboriginal people, e.g., ceremonies associated with the First Kill, the origin of names of clans, the role of animals as protectors, as messengers, and as foretellers. Students will discuss and reflect on how they can help the Animals to survive in Man’s intrusive environment. A knowledgeable community member will be invited to discuss and verify students’ findings, and as an extension activity, the students could make a birdhouse or visit a bee farm.

Strand(s) and Expectations

Strand(s): Oral Communications, Reading, Writing

Overall Expectations

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.06 - demonstrate an understanding of the oral traditions of the language under study;

REV.02 - identify language patterns and vocabulary that have been learned through oral work;

REV.05 - demonstrate an understanding of the history of the Native language under study;

WRV.01 - express ideas in writing, using familiar and new vocabulary and language structures;

WRV.03 - demonstrate accuracy in writing and a knowledge of linguistic conventions.

Specific Expectations

OC2.02 - express ideas, e.g., thoughts feelings, experiences using a variety of expanded language structures;

OC2.05 - follow instructions from a detailed oral description;

OC2.09 - describe in detail something they have observed or experienced;

RE1.01 - distinguish linguistic, structural, and conceptual contrasts (e.g., singular/plural, prefix/suffix, fact/opinion);

RE2.04 - identify different grammatical forms in text;

RE2.05 - follow detailed written instructions;

WR2.01 - write simple, compound, and complex sentences (incorporated forms) using correct punctuation;

WR2.03 - communicate ideas (e.g., thoughts, feelings, experiences) for a variety of purposes;

WR2.06 - use resources to check the spelling and meaning of new words.

Planning Notes

· Prepare a list of language terminology that addresses the world of animals.

· Prepare language structures and language patterns to be introduced in this activity and used throughout the unit, e.g., verbs, nouns, tenses.

· Identify a knowledgeable community member to do a presentation on animals and teachings.

· Identify a First Nations Natural Resource Officer who may be willing to assist in the delivery of this activity.

· Gather resource material that can provide suggestions on the construction of birdhouses and bird feeders.

· Identify bee farms, animal or bird sanctuaries and deer stations that may be located close to the school.

· Collaborate with the shop teacher to complete activities in their class.

· Create a list of safety rules.

· Find natural material, e.g., pinecones to make feed holders.

· Have adequate classroom supplies available, e.g., flipchart paper, markers, file folders.

Prior Knowledge Required

Students should:

· have some knowledge on the basic need of animals;

· know animal names;

· have some knowledge of their habitats.

Teaching/Learning Strategies

1. Inform students that in this activity they will be required to produce two things. The first will be the creation of an object to be used by an animal living in the wild. The second one will be a self-evaluation report on the process in the completion of the project. These two products will be handed in for evaluation by the teacher.

2. Using the aboriginal definition of the Animal Kingdom, identify some of the most common groups that are in the immediate surrounding areas. This would include mammals, birds, fish, reptiles, amphibians, arthropoda, mollusca, etc.

3. Discuss some of the teachings and ceremonies associated with the topic. For instance, students could discuss the celebrations of the first kill, or the teaching of killing only for food and not for sport, the clan names, or the role of animals in vision quests.

4. Discuss and identify some of the elements created by Man that are intrusive to the well-being of animals.

5. Identify how students can alleviate some of these problems.

6. As students identify some solutions, write the suggestions on the flipchart for reference.

7. Students will be given a specific time frame to complete their projects, which will include a consensual selection between two students, the research, the acquirement of material and the building of the project.

8. The teacher will be available for conferencing with students and will co-ordinate and monitor the completion of the projects.

9. During the production, students will be required to collect digitalized pictures of themselves at work to be used in a visual collection. In the absence of a digital camera or computers, students could use an instant camera and a typewriter. Each pair of students will be required to complete a sheet, with a picture and a short explanation of the product’s use and intent.

10. Before placing the completed projects, e.g., bird houses, feeding stations, etc. in the field or giving them to a conservation officer, the articles will be displayed for viewing in a prominent location in the school.

Assessment/Evaluation Techniques

Personal Communication

· pronunciation and usage

· portfolio

· listening responses

· project development, planning and implementation

· peer interaction and evaluation

· student/teacher conferencing

Observation

· class discussion

· informal observation

· group interaction

· individual contribution and participation in the group

Performance Assessment

· explanation production

· language usage

Assessment Tools

· checklist

· anecdotal notes

Accommodations

· Ensure that special needs students are included in a group.

· Ensure that the tasks assigned to them by the group are attainable.

Resources

Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.

Activity 1.5: Interconnectedness between Man and Spirituality

Time: 225 minutes

Description

Native spirituality can be described as a balance and harmony between Man and himself and his environment. The first class period will be reserved for guest speakers, knowledgeable community members who will express their personal beliefs of man and his balance with nature to students and how they practise it. As an exercise the students will create a slogan that illustrates their personal interpretation of spirituality after listening to the oral presentation.

Strand(s) and Expectations

Strand(s): Oral Communications, Reading, Writing

Overall Expectations

OCV.02 - converse on familiar and new topics in structured and open-ended situations;

OCV.05 - use various forms of communication to express Native philosophy;

REV.02 - identify language patterns and vocabulary that have been learned through oral work;

WRV.01 - express ideas in writing, using familiar and new vocabulary and language structures;

WRV.04 - use information technology to communicate in a Native language.

Specific Expectations

OC1.01 - analyse information presented orally;

OC1.04 - demonstrate an understanding of Native philosophy;

OC2.03 - converse using simple, compound, and some complex sentences;

OC3.04 - use information technology to: communicate in a Native language with other students;

RE1.05 - interpret multiple-episode stories;

RE3.03 - use information technology to: communicate the Native language with other students;

WR1.03 - demonstrate an understanding of word order and its relation to a Native world view;

WR2.06 - use resources to check the spelling and meaning of new words;

WR2.12 - use grammar conventions, language conventions, and vocabulary appropriate to this course.

Planning Notes

· Invite knowledgeable community members.

· Meet with the knowledgeable community members and explain the purpose of their visit.

· Ensure that banner paper is available for students’ use.

· Collaborate with the computer teacher.

· Ensure that the students respect the protocols for the visiting knowledgeable community member.

Prior Knowledge Required

Student should:

· have some understanding of Native spirituality;

· understand the connectedness of all things;

· demonstrate proper and respectful behaviour during the presentation;

· be familiar in expressing an applicable thank-you to presenters.

Teaching/Learning Strategies

1. Students will present the speakers with the appropriate medicinal plants (e.g., tobacco) in appreciation and in sharing their beliefs with them.

2. Introduce the speakers to the class and have a short discussion on spirituality.

3. Students will need to understand that the speakers are relating their personal beliefs and that personal beliefs could be different from person to person depending upon their upbringing and experience.

4. Students will listen to the speakers and ask appropriate questions.

5. Students will be assigned the task of reflecting on the presentation and to write their understanding of Native spirituality. Students may want to write a story in the third person rather than writing personal beliefs. The teacher should assist those who may need language structures and vocabulary.

6. Students should be cautioned not to interpret Native Spirituality as an organized religion but rather a way of life for the individual and a people

7. Query students as to the role of spirituality in contemporary lifestyles.

8. Should students need another point of view, the teacher may identify another speaker to come and share his interpretation of Native spirituality.

9. Students will identify symbols related to Native beliefs and practices however, in the absence of symbols, will learn how people manifest their spirituality

10. Students will create a slogan and will conference with the teacher before progressing. The finished product will be prepared on the computer using appropriate scanned or drawn pictures.

Assessment/Evaluation Techniques

Personal Communication

· pronunciation and usage

· portfolio

· listening responses

· project development, planning and implementation

· peer interaction and evaluation

· student/teacher conferencing

Observation

· class discussion

· informal observation

· group interaction

· individual contribution and participation in the group

Performance Assessment

· explanation production

· language usage

Assessment Tools

· checklist

· anecdotal notes

Accommodations

· Ensure that special needs students are included in a group.

· Ensure that the tasks assigned to them by the group are attainable.

Resources

Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.

Activity 1.6: Hands-on Activity

Time: 225 minutes

Description

In this activity the students will demonstrate their understanding of the connectedness of the Universe by creating a major project that demonstrates all of these concepts of connectedness. Students will research, describe, and create an ecological activity (e.g., a reforestation project, a school solarium, plan a bird sanctuary, develop a primary visual package of animals by taking impressions of animal tracks, animal harvesting activity (culling), Elder Tree). Students will present this in the next activity, and the teacher will set up a calendar of presentations.

Strand(s) and Expectations

Strand(s): Oral Communications, Reading, Writing

Overall Expectations

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;

REV.02 - identify language patterns and vocabulary that have been learned through oral work;

REV.05 - demonstrate an understanding of the history of the Native language under study;

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.

Specific Expectations

OC1.02 - summarize the essential parts of a narration or discussion;

OC2.01 - use refined pronunciation and intonation;

OC2.08 - use a growing range of vocabulary on a variety of topics;

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;

RE2.02 - demonstrate an understanding of basic and new vocabulary in texts;

RE2.04 - identify different grammatical forms in text;

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);

WR2.04 - use correct spelling of basic and new vocabulary;

WR2.08 - use a variety of regular and irregular verbs correctly;

WR2.10 - use various research techniques to locate information to include in a written report.

Planning Notes

· Gather information about the community.

· Identify the individuals responsible for ecological issues in the community.

· Gather information on how to use plaster of Paris (using hair spray for footprints).

Prior Knowledge Required

Student should:

· have some planning and organizational skills;

· know the meaning of connection based on the previous activities.

Teaching/Learning Strategies

1. At the beginning of this activity, allocate specific time for each student to do his/her presentations in the next activity and prepare a calendar of presentations.

2. A checklist planning sheet will be distributed which will assist students in their project development.

3. Allow students time to conference with the teacher and to complete their assignments. Some of these assignments may require field study and collaboration with community members and administrators of other organizations.

4. Students will be reminded to write in their journals to reflect on the process of developing a project. Language usage, vocabulary, and the complexity of language structure will be the focus of the assessment in the journal.

Assessment/Evaluation Techniques

Personal Communication

· pronunciation and usage

· learning and reflective journal

· portfolio

· listening responses

Observation

· class discussion

· informal observation

Performance Assessment

· picture production

· organizational skills

Assessment Tools

· checklist

· anecdotal notes

Accommodations

· Ensure that resources appropriate to the student’s needs are provided.

· Students should be paired with peers to ensure success.

Resources

Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.

Activity 1.7: Class Presentation

Time: 150 minutes

Description

In this activity, students will be given the opportunity to present their project from Activity 1.6 to the class. The teacher will evaluate the projects using peer assessment and a rubric for each project. Prior to beginning the final project, students will receive a copy of the rubric. Students will ask questions on the projects and this will give the teacher the opportunity to assess language usage.

Strand(s) and Expectations

Strand(s): Oral Communications, Reading, Writing

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;

REV.02 - identify language patterns and vocabulary that have been learned through oral work;

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.

Specific Expectations

OC2.01 - use refined pronunciation and intonation;

OC2.07 - speak confidently an various situations;

OC2.09 - describe in detail something they have observed or experienced;

OC2.13 - retell Native legends, stories, and community histories with accuracy;

RE1.01 - distinguish linguistic, structural, and conceptual contrasts (e.g., singular/plural, prefix/suffix, fact/opinion);

RE1.06 - translate passages with the assistance of a dictionary or word list;

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);

WR1.03 - demonstrate an understanding of word order and its relation to a Native world view.

Planning Notes

· Ensure sufficient time is allocated to allow each student to make a presentation without stress.

· Prepare a checklist for the peer evaluation.

· Ensure that all audio-visual equipment needed by students is available.

· Complete a rubric before the completion of the project and post for student viewing.

· Review required sentence structure and patterns.

Prior Knowledge Required

Students should:

· know appropriate language for presentation;

· be acquainted with presentation skills.

Teaching/Learning Strategies

1. Review the checklist with students prior to the presentations.

2. Instruct students that they have an allocated time to present their projects.

3. Remind students to be prepared when their time is up and to speak in a clear manner.

4. Begin the presentations according to the pre-planned schedule.

5. When the presentations have been completed and assessed, display them in a prominent place within the school.

Assessment/Evaluation Techniques

Personal Communication

· pronunciation and usage

· listening responses

· project development, planning and implementation

· peer interaction and evaluation

· student/teacher conferencing

Performance Assessment

· explanation production

· language usage

Assessment Tools

· checklist

· rubric

Accommodations

· Ensure that special needs students are included in a group.

· Ensure that the tasks assigned to them by the group are attainable.

Resources

Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.

Appendix 1.1

T-Chart

Green Moon River

Silver Village

The T-chart could be used to compare two subjects by making a list of similarities and differences

Venn Diagram

The Venn diagram could be used to compare two subjects in similarities and differences.