Course Profile Native Languages, Level 3,
Open, Public
Unit 2: Communications
Time: 20 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7
This unit gives the student 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 and sign language, may be explored.
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.
Note: For communities using the syllabic form, reading, and writing expectations should be specific to this form of orthography.
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Activity 2.1 |
What is Communication? |
150 minutes |
|
Activity 2.2 |
What is the Message? |
150 minutes |
|
Activity 2.3 |
Communication in First Nations |
150 minutes |
|
Activity 2.4 |
Art as a Form of Communication |
225 minutes |
|
Activity 2.5 |
Oracy |
225 minutes |
|
Activity 2.6 |
Communication Through Music and Dance |
225 minutes |
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Activity 2.7 |
Class Presentation and Unit Test |
75 minutes |
· Prepare a list the various forms and ways of communicating.
· Ensure that books, computers, and other reference material are available for research.
· Identify language structure to be used and practised throughout the unit.
· Prepare a Review Unit Test which should include language structures and language patterns to be studied in this unit.
· Collect examples of Native music (e.g., drums, flute, chants).
· Identify and ask knowledgeable community members to make a presentation on communication.
· Be familiar with the use of computer technology and available research software.
Students should:
· have research and debating skills;
· be able to use of technology for research.
· brainstorming
· collaborative/co-operative learning
· debate
· discussion
· guest speaker/knowledgeable community members
· independent study
· individualized reading
· inquiry
· journal writing
· oral explanation
· prompts
· reading response
· research
· role playing
· using appropriate language structures in oral and written communication
Assessment strategies should match achievement levels for knowledge/understanding; thinking/inquiry; communication; and application. A sample rubric (Appendix 5.2) is included 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
· personal journal
· rubrics on musical instruments
· peer evaluation
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 150 minutes
Students will brainstorm on the forms and ways of communications, classify the forms of communication verbal and non-verbal, research other First Nations’ forms of communication and then transfer the message to another medium.
Strand(s): Oral
Communications, Reading, Writing
Overall Expectations
OCV.02 - converse on familiar and new topics in structured and open-ended situations;
REV.03 - read for a variety of purposes;
WRV.02 - demonstrate creativity and clarity in the communication of ideas, feelings, and information.
Specific Expectations
OC1.02 - summarize the essential parts of a narration or discussion;
OC2.02 - express ideas (e.g., thoughts feelings, experiences) using a variety of expanded language structures;
OC2.08 - use a growing range of vocabulary on a variety of topics;
RE1.02 - identify the main ideas and supporting details in familiar and new reading materials;
RE2.08 - make judgments and draw conclusions about content using information from a text;
RE3.03 - use information technology to: communicate the Native language with other students;
WR2.04 - use correct spelling of basic and new vocabulary;
WR2.12 - use grammar conventions, language conventions, and vocabulary appropriate to this course.
· List all forms and ways of communications (e.g., totem poles, dreams, visions, moose and duck calls, pictographs, clan shields, wampum, gestures, talking circles, runners, smoke signals, shaking tent, goose calls, stories (Chakapesk/Weesaykajack)).
· Collect Native music (e.g., flute, drum and chants).
· Verify that research material is available.
· Acquire chart paper for brainstorming.
· students should have knowledge of language structures and patterns associated with brainstorming and requesting information
1. On chart paper list all the forms and ways of communication as given by the students.
2. When students have identified all the possible ideas, list verbal and non-verbal forms using a T-chart.
3. Working in triads, students will create a collage of non-verbal forms of communication.
4. Students will identify the forms used in their collage and display the finished product.
· conferencing
· peer evaluation
· Allow students more time to finish research assignment.
· Peer assistance.
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 150 minutes
Students will review the forms of non-verbal communication (e.g., wampum, runners, birch bark scrolls, hide scrolls), find the commonality in other First Nations, and try to hypothesize a message that could be sent by these forms. Once they have completed the research, students will transfer the message into another medium or story and display.
Strand(s): Oral
Communications, Reading, Writing
Overall Expectations
OCV.01 - demonstrate listening skills in a variety of situations;
OCV.03 - communicate ideas and information for a variety of purposes using new vocabulary and known expressions;
REV.04 - demonstrate comprehension of a variety of reading materials;
REV.05 - demonstrate an understanding of the history of the Native language under study;
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
OC1.01 - analyse information presented orally;
OC1.04 - demonstrate an understanding of Native philosophy;
OC2.03 - converse using simple, compound, and some complex sentences;
RE1.03 - compare ideas, characters, events, and language conventions in various texts;
RE2.04 - identify different grammatical forms in 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);
WR1.02 - organize writing around a logical sequence of events;
WR2.03 - communicate ideas (e.g., thoughts, feelings, experiences) for a variety of purposes;
WR2.10 - use various research techniques to locate information to include in a written report.
· Prepare handout on the brainstorming information from Activity 2.1.
· Identify language patterns and structures to be taught in this activity.
· Prepare rubrics for presentation.
· students should have short story writing skills (e.g., three parts to story, introduction, body and conclusion; decide on targeted reader; plan, draft, re-write, final draft and final copy.)
1. Students will continue working in the same triad groups and try to hypothesize the message intended from the non-verbal form previously chosen.
2. Students will choose another medium, or write a song or a short story on the hypothesized message.
3. The group will conference with the instructor to ensure appropriate language structure and proper vocabulary is used.
4. The group will then present their song or story to the class.
· peer evaluation
· rubrics on language structures and patterns
· anecdotal notes
· Allow extra time to complete assignment.
· Allow students to use technology for presentation.
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 150 minutes
Using Internet, Encyclopedia software, National Geographic magazines, and other reference books, students will research in detail other forms of non-verbal communication from other First Nations. Students will examine how First Nations identify each other through dress, transportation, and symbols. They will sketch these differences and display them in a prominent location in the school.
Strand(s): Oral
Communications, Reading, Writing
Overall Expectations
OCV.07 - use information technology to communicate in a Native language;
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;
WRV.04 - use information technology to communicate in a Native language.
Specific Expectations
OC1.05 - demonstrate an understanding of the history of the Native language under study;
OC2.01 - use refined pronunciation and intonation;
OC2.07 - speak confidently an various situations;
RE1.01 - distinguish linguistic, structural, and conceptual contrasts (e.g., singular/plural, prefix/suffix, fact/opinion);
RE1.03 - compare ideas, characters, events, and language conventions in various texts;
RE3.03 - use information technology to: communicate the Native language with other students;
WR2.10 - use various research techniques to locate information to include in a written report;
WR3.03 - use information technology to: communicate in a Native language with other students.
· Collaborate with the art and computer teacher.
· Collect native magazines and other reference books.
· Find pictures of sand paintings, rock paintings, sculpture, totem poles, tamarack decoys, decorated goose head, painted animal skulls, etc.
· Have art materials available.
· students should have basic research skills
1. Review the brainstorming ideas from Activity 2.1 and identify the various ways of communication.
2. Working in pairs, students will choose a First Nation and identify a form of non-verbal communication that is distinctive to that nation.
3. Students will research their chosen First Nation using the Internet and computer software, if available.
4. Students will find another First Nation of a different cultural group that uses the same form of communication.
5. Students will sketch the form of communication that they researched and will ensure that each sketch is identified and labelled with the corresponding First Nation.
6. Students will display and share their results with their peers.
· peer evaluation
· formal/informal observation
· Provide extra assistance in research skills.
· Allow photographs instead of sketches.
· Prompt special needs students.
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 225 minutes
Students will examine communication through artistic expression and debate the message and determine whether it is for artistic or functional purposes. Through the assistance of knowledgeable community members, students will examine various local pieces of art. Students will also create a personal shield, a family shield, or a community symbol.
Strand(s): Oral Communications,
Reading, Writing
Overall Expectations
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.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 - demonstrate listening skills in a variety of situations;
OC1.02 - summarize the essential parts of a narration or discussion;
OC2.02 - express ideas (e.g., thoughts feelings, experiences) using a variety of expanded language structures;
RE1.03 - compare ideas, characters, events, and language conventions in various texts;
RE1.06 - translate passages with the assistance of a dictionary or word list;
RE2.08 - make judgments and draw conclusions about content using information from a text;
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.
· Identify and contact a knowledgeable community member to discuss art and its functions.
· Ensure that art material is available.
· Research community for local symbols and their meaning.
· Prepare and collect examples of a personal, family, or community symbols (letterheads for various community organizations, pictures of First Nations flags found on the Internet).
Students should have:
· knowledge of language that deals with art and symbols;
· question and answer skills.
1. A knowledgeable community member will be invited to the class and will explain the importance of art for Native people.
2. Students will have small group discussions on the information given and write key phrases in their journals.
3. Each student will choose a piece of local art and discuss its function or message.
4. Working in pairs, students will discuss the importance of symbols in the community. They will research and explain the various symbols of community organizations.
5. Once the research has been completed, students will develop a personal or family symbol.
6. In the language of study, students will present and explain their symbols to the class.
· checklist
· classroom presentation
· reflective journal
· Ensure that each student gets a chance to participate.
· Allow extra time for presentation.
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 225 minutes
In this activity, students will practise Oracy skills and discuss the importance of verbal communication. They will brainstorm on the characteristics of oracy after listening to a knowledgeable community member. Using Chief Seattle’s speech or another Canadian speech (e.g. a speech by Chief Dan George), students will translate it and practise the skill of oracy. They will make a presentation to the class and to the community (e.g., community gathering, local radio, community television).
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.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;
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
OC1.01 - analyse information presented orally;
OC1.02 - summarize the essential parts of a narration or discussion;
OC1.05 - demonstrate an understanding of the history of the Native language under study;
RE1.01 - distinguish linguistic, structural, and conceptual contrasts (e.g., singular/plural, prefix/suffix, fact/opinion);
RE1.03 - compare ideas, characters, events, and language conventions in various texts;
RE2.02 - demonstrate an understanding of basic and new vocabulary in texts;
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;
WR3.03 - use information technology to: communicate in a Native language with other students.
· Ensure instructor has ample copies of speeches from Chief Seattle or Chief Dan George.
· Identify and contact community members who are known for story telling or oracy.
· Divide speech in small sections.
· List the characteristics of good oracy (e.g., delivery, tone, gestures).
· List the purpose of oracy (e.g., changing minds, delivering a message, gather a following, boost morale).
· Reserve required equipment for taping.
Students should
· know the difference between formal and informal speech;
· have listened to various speeches for various purposes in the language.
1. Two community members will present a short debate on a community issue.
2. Working in pairs, students will practise oracy skills on a class issue.
3. After the instructor has listened to each pair, each group of students will receive a section of a speech from a notable orator (e.g., Chief Seattle, Chief Dan George, Hiawatha).
4. Each presentation by the group will be videotaped.
5. Students will translate their section and will present it to their class.
6. The finished tape will be shown at a local station or to other classes.
· grammar checklist
· pronunciation and language structure
· Ensure that each group of students has good speakers.
· Allow extra time for completion.
· Allow tape recorders or video cameras for presentations.
· Allow for a modified presentation.
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 225 minutes
Students will listen to various forms of music and discuss the message intended in the music. With the help of community musicians and dancers, students will explore communication through music. Students will learn different dances and their meanings and may create a dance.
Strand(s): Oral
Communications, Reading, Writing
Overall Expectations
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;
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.
Specific Expectations
OC1.02 - summarize the essential parts of a narration or discussion;
OC1.04 - demonstrate an understanding of Native philosophy;
OC2.02 - express ideas (e.g., thoughts feelings, experiences) using a variety of expanded language structures;
RE2.04 - identify different grammatical forms in text;
RE2.08 - make judgments and draw conclusions about content using information from a text;
WR1.02 - organize writing around a logical sequence of events;
WR2.03 - communicate ideas (e.g., thoughts, feelings, experiences) for a variety of purposes;
WR2.12 - use grammar conventions, language conventions, and vocabulary appropriate to this course.
· Have chart paper available for brainstorming.
· Identify and contact native musicians, drummers, and dancers.
· Collaborate with the music teacher.
· Prepare a list of the uses of music (e.g., courting, social songs, story telling, gourd dance, rain dance, jingle dance, grass dance).
· None
1. Brainstorm on the uses of music.
2. Brainstorm on the message that would have been sent through the uses identified in the previous activity.
3. Community musicians and dancers will demonstrate communication through music and dance.
4. Students will discuss the importance of the drum with the musicians and write key phrases in their journals.
5. With the assistance of the musicians and dancers, students will create a dance.
· anecdotal reporting
· pronunciation
· Provide peer assistance.
· Allow modification for special students with physical handicaps.
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 75 minutes
In this activity, students will select their best work to be included in their portfolios. Students will complete an oral and written unit test.
Strand(s): Oral Communications, Reading, Writing
Overall Expectations
OCV.01 - demonstrate listening skills in a variety of situations;
OCV.06 - demonstrate an understanding of the oral traditions of the language under study;
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
OC2.01 - 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;
OC2.07 - speak confidently an various situations;
RE1.02 - identify the main ideas and supporting details in familiar and new reading materials;
RE2.03 - read independently using several strategies (e.g., context, language patterns, form, graphic symbols) to determine the meaning of the new vocabulary;
RE2.08 - make judgments and draw conclusions about content using information from a text;
WR1.02 - organize writing around a logical sequence of events;
WR2.01 - write simple, compound, and complex sentences (incorporated forms) using correct punctuation;
WR2.04 - use correct spelling of basic and new vocabulary.
· Prepare the unit test.
· Remind students to study for the test and to complete all assignments.
· Allow students time to make entries in their journals.
· students should have knowledge of language and pattern structures taught in this unit
1. Students will be given time to study.
2. Students will choose two of their best projects to be included in the portfolio.
3. While students are studying and completing their journal entries, give the oral test to individual students.
4. Students will write the test.
· portfolios
· written and oral test
· Modify test for special students.
· Allow extra time to complete test.
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.