Course Profile Native Languages (LNADO-LNODO), Level 4,
Grade 11, Open, Public
Unit 1: Messengers
Time: 25 hours
In this unit and in
the language of study, the student explores and researches the roles and responsibilities
of messengers, both in traditional and contemporary Native cultures. The areas
to be studied include oracy, literature, and works of art. When completed the
students should have an enhanced understanding and outlook from a Native
perspective about the contributions made by the Native people in the
maintenance of their culture. Students complete an illustrated and written
assignment to be presented to their peers.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1.1 Review NL3 –
Unit 1: Activity 1.2 |
75 min |
OCV.01, OC1.03,
REV.04, RE1.03, WRV.04, WR2.03 |
Knowledge/ |
·
translating
and comparing ·
brainstorming ·
writing |
|
1.2 Ways of
Conveying Messages |
75 min |
OCV.03, OC2.03, REV.02,
RE2.03, WRV.02, WR1.02 |
Knowledge/ |
·
research ·
writing |
|
1.3 Traditional
Methods of Communication |
150 min |
OCV.02, REV.03,
WRV.05, OC2.03, RE1.04, WR1.01 |
Communication |
·
writing ·
illustration |
|
1.4 Exploring other
Native Cultures |
225 min |
OCV.02, OC2.02,
WRV.02, WR1.01, WR2.03 |
Knowledge/ |
·
explore ·
identify ·
record |
|
1.5 Literary Works
by Contemporary Native Writers |
225 min |
OCV.04, OC1.02, REV.01,
RE.1.02, RE1.04, WRV.04, WR2.03 |
Knowledge/ |
·
read ·
discuss ·
translate |
|
1.6 Carvings,
Sculptures, and the Messages Conveyed |
150 min |
OCV.02, OC2.03,
REV.01, RE1.03, WRV.05, WR101 |
Application,
Thinking/Inquiry |
·
explore ·
create |
|
1.7 Paintings |
150 min |
OCV.01, REV.01,
RE2.01, WRV.05, WR101 |
Application, |
·
explore ·
describe ·
create |
|
1.8 Drama |
150 min |
OCV.03, OC2.03,
REV.03, RE2.03, WRV.03, WR2.02 |
Application,
Knowledge/ |
·
produce ·
create ·
videotape ·
skit |
|
1.9 Closure and
Presentations |
150 min |
OCV.03, OC2.01,
REV.02, RE1.01, WRV.05, WR1.03, WR2.01 |
Application,
Thinking/ |
·
produce
present Internet |
·
Initiate contact
with other high schools that teach and speak the same Native language and
dialect for the purpose of establishing net pals.
·
Collaborate
with the Computer teacher to ensure that students know how to use the
electronic mail system.
·
Read Unit
5 and allocate time in the weekly schedule to assist students in preparing
their choice of topics to be presented at the end of the course or semester.
·
Remind
students of the cumulative project.
·
Request a
bulletin board.
·
Create a
portfolio system or maintain existing portfolios, if available.
·
Prepare a
review which should include language structures and language patterns, nouns,
verbs, pronouns, particles, etc.
·
Develop a
rubric.
·
Identify
language structure to be used and practised throughout the unit.
·
Prepare an
information poster describing the use and format of a reflective journal.
·
Prepare a
preliminary list of knowledgeable community members and historical sources in
the community and surrounding areas.
·
Research and
gather reference books on literary and artistic works by Native people.
·
Acquire
and display a syllable chart.
·
Identify
all the audio-visual equipment available in the school and familiarize yourself
with its operation and use.
·
Meet with
other teachers, especially the Native Studies, Computer, Science, Art and
Family Studies teachers, and discuss areas of potential collaboration.
·
Be
familiar with the use of computer technology and available software.
·
Create a
checklist for reflective journals to be distributed to the students.
·
NL3 or
demonstration of required proficiency
·
sound
knowledge of language patterns, including proficient skills in reading and
writing, especially story writing skills
·
sound
knowledge of safety procedures in the natural environment
|
·
discussion |
·
review |
|
·
interview |
·
prompts |
|
·
role
playing |
·
research |
|
·
brainstorming |
·
retelling |
|
·
note-making |
·
conferencing |
|
·
peer
teaching |
·
guest
speaker |
|
·
demonstration |
·
writing
process |
|
·
direct
teaching |
·
think/pair/share |
|
·
oral
explanation |
·
reading
response |
|
·
concept
clarification |
·
computer-assisted
learning |
|
·
independent
reading |
·
rehearsal
repetition practice |
|
·
community
involvement |
·
expressing
another point of view |
|
·
collaborative/cooperative
learning |
|
Assessment
strategies should match achievement levels for knowledge/understanding;
thinking/inquiry; communication; and application. The list of strategies
provided below are suggestions and the teacher may use any that have not been
included.
|
·
rubrics |
·
portfolios |
|
·
anecdotal
notes |
·
peer
checklist |
|
·
grammar
checklist |
·
teacher
checklist |
|
·
oral and
written quizzes |
·
formal
and informal observation |
|
·
formative
and summative evaluation |
·
grading
punctuation and language structure |
|
·
regular
evaluation of reflective journals |
|
·
refer to
the Resources in the Overview
·
knowledgeable
community members
Time: 75
minutes
Students review the
oracy activity in NL3, and the translations for the speeches. They read the
translations and compare them to the English versions. In the language of
study, the students brainstorm about the messages created by these orators
(e.g., Chief Seattle, Chief Dan George and others) and about how much
information could have been lost in the translations.
Overall
Expectations
OCV.01 - communicate spontaneously and in a variety of new situations;
REV.04 - use
electronic technology to communicate in a Native language with other students;
WRV.04 - use
appropriate punctuation and appropriate diacritical marks on unfamiliar words.
Specific
Expectations
OC1.03 - interpret
written and oral work, with assistance;
RE1.03 - read a
variety of written works for different purposes (e.g., leisure, knowledge,
news, facts);
WR2.03 - demonstrate
an understanding of the correct use of language patterns in their writing.
·
Find
translations and speeches used in the previous course.
·
If
translations are not available, find video-taped speeches given by speakers of
the language of study.
·
If using a
video recorder, ensure that the equipment as in good working order.
·
Ensure
that there are enough copies of the translations for the students.
·
Ensure
adequate number of reflective journals (notebooks).
·
good
reading and listening skills in the language of study
·
brainstorming
skills
1. Before beginning the activity and in the
language of study, the teacher reviews and explains the course outline and the
expectations of Unit 5. In addition to this, students receive a copy of the
reflective journal format and are informed of the requirements used to assess
learning through the journal. Students are informed that their completed work
will be stored in a portfolio.
2. Following the introduction, each student is
given a copy of one of the translations (in the language of study) completed in
the previous course (e.g., Chief Seattle, Chief Dan George, etc.) and is given
sufficient time to read and study it.
3. After the students have read and studied the
translation, they write a paragraph on how that message, through language,
records the history and culture of a people.
4. Students compare these Native translations to
the English versions and identify areas where misinterpretations might have
occurred.
5. In the language of study, students brainstorm
other ways Native people use to convey messages
(e.g., drums, sand paintings, songs).
6. Categorize those ways into traditional and
contemporary and identify those that have become arts (e.g., dancing, music).
·
informal
observation
·
checklist
·
Peer
assistance.
·
Give extra
time.
·
Allow the
use of tape recorders.
·
speeches
used in NL3
·
knowledgeable
community members
Time: 75
minutes
In the language of
study, students explore the modes of conveying messages and their role in the
maintenance of Native history and culture. Various forms of communication are
researched and identified. Students identify an example of a messenger.
Overall
Expectations
OCV.03 - use
specific vocabulary for specific topics;
REV.02 - read a
variety of written works to gather information about cultural perspectives;
WRV.02 - communicate
ideas, feelings, and information.
Specific
Expectations
OC2.03 - speak confidently and persuasively on a range of topics, both
familiar and new;
RE2.03 - demonstrate
an understanding of written works by participating in oral language activities
(e.g., skits, paraphrasing);
WR1.02 - demonstrate
their knowledge of different forms of writing (e.g., description, exposition,
report, argument, dialogue).
·
Gather
samples of various forms of communication, including literary and works of art
created by traditional and contemporary Native people with a focus on local
artists.
·
Have chart
paper available.
·
Reserve
the computer room and ensure that the Internet is accessible.
·
Have
research material available, including software, on literary and works of art.
·
research
skills
·
Internet
search skills
·
note
taking in the language of study
1. The teacher places various pictures of art
work in prominent locations in the classroom.
2. Working in small groups or pairs, students
discuss, in the language of study, the probable reasons why traditional and
contemporary artists might have created visual and written records.
3. Students record the responses on chart paper.
Enough space should be left to add information gathered from other groups.
4. Continuing to work in small groups, the
teacher asks students to give at least two names for each of the forms of
communication and match the pictures with the forms.
5. Students proceed to the computer room to
research information on other artists.
6. Students are given sufficient time to comment
on their findings in their reflective journals.
7. Journals are handed in for assessment and the
teacher provides comments on language structure and grammar.
·
checklist
for reflective journals
·
anecdotal
notes
·
Peer
assistance.
·
More time
for paragraph writing.
·
Modify the
journal writing requirements.
·
refer to
the Resources in the Overview
·
knowledgeable
community members
Time: 150
minutes
Students research
traditional communication among Native people in their area (e.g., rock
paintings, dance, music, birch bark scrolls, pottery, wampum, smoke signals,
sign language, beadwork, birch bark work, drums). Students produce written text
to accompany an illustration of the topic of choice. Their work is displayed in
a prominent location in the school.
Overall
Expectations
OCV.02 - demonstrate
an understanding of the vitality of a Native language;
REV.03 - demonstrate
an understanding of an Aboriginal world view through an analysis of words;
WRV.05 - use
electronic technology to communicate in a Native language with other students.
Specific
Expectations
OC2.03 - speak
confidently and persuasively on a range of topics, both familiar and new;
RE1.04 - demonstrate
an understanding of Native historical writing (e.g., The Great Law, works by
Peter Jones);
WR1.01 - demonstrate
an understanding of Native cultural traditions and arts through the use of new
words and phrases.
·
Have chart
paper available.
·
Reserve
the computer room and equipment (e.g., scanner and digital camera).
·
Have
research material available.
·
If
available, invite a knowledgeable community member to discuss his/her
traditional art.
·
Provide
bristol board for the students’ display.
·
Provide
art supplies.
·
Create a
checklist for peer evaluation.
·
Review
portfolios.
·
should
know the protocol for guest speakers
·
should
have good research skills
1. Students brainstorm on traditional arts of
their area and record these on chart paper.
2. Working in pairs, students select one form of
communication and research and write what they believe is the message given in
their selection.
3. A knowledgeable community member will be
invited to talk about these messages and assist students in their translation
or paraphrasing.
4. Students create a large poster which includes
the illustration and the written description or translation.
5. Students present these posters to the class
and display them in the school.
6. Students store their projects in their
portfolios.
·
peer
evaluation using checklist
·
teacher
evaluation of written text
·
Pairing
with a peer.
·
Frequent
monitoring and conferencing for special needs students.
·
Frequent
prompting.
·
refer to
the Resources in the Overview
·
knowledgeable
community members
Time: 225
minutes
Students continue to
research traditional ways of communicating among other North American Native
cultures. They explore and identify other ways of communication (e.g., sand
paintings, totem poles, inukshuk, stone carvings, Mayan hieroglyphs). They
record their findings in their reflective journals.
Overall
Expectations
OCV.02 - demonstrate
an understanding of the vitality of a Native language;
WRV.02 - communicate
ideas, feelings, and information.
Specific
Expectations
OC2.02 - use
intonations as spoken by a fluent speaker;
WR1.01 - demonstrate
an understanding of Native cultural traditions and arts through the use of new
words and phrases;
WR2.03 - demonstrate
an understanding of the correct use of language patterns in their writing.
·
Reserve
the computer room.
·
Have
research material available.
·
research
skills
·
note
taking
1. Students research and locate other North
American Native cultures and their ways of communicating.
2. Students locate and study at least three
North American Native cultural groups to ensure that a wide variety of cultures
are represented.
3. When students complete the research, the
teacher writes the identified ways of communication on the board and students
choose one of these three to write a descriptive paragraph.
4. Using
available resource people who are knowledgeable in the arts, students describe
and study the form of communication and translate their interpretation of the
message in the language of study.
5. After the teacher has assessed the texts, the
students read their work to their peers.
6. Pictures and text are stored in their
portfolios for the final presentation at the end of the unit.
7. Students are given time to reflect in their
journals.
·
assess the
text for language use and language patterns
·
anecdotal
notes
·
formal/informal
observation
·
Frequent
conferencing.
·
More time
can be given to finish the paragraph.
·
refer to
the Resources in the Overview
·
knowledgeable
community members
Time: 225
minutes
In collaboration
with the English and Native Studies teachers, students read, discuss, and
translate literary works by contemporary Native writers (e.g., George Kenny,
Duke Redbird, Drew Hayden-Taylor, Daniel David Moses, Richard Green, Sandra
Montour, Ferguson Plain, Winston Wuttunee). They analyse the author’s message
and discuss how this message impacts upon them as students.
Overall
Expectations
OCV.04 - understand
and use complex language patterns;
REV.01 - demonstrate
comprehension of written works;
WRV.04 - use
appropriate punctuation and appropriate diacritical marks on unfamiliar words.
Specific
Expectations
OC1.02 - describe
events in literary works;
RE1.02 - compare and
contrast ideas, characters, and events in written works;
RE1.04 - demonstrate
an understanding of Native historical writing (e.g., The Great Law, works by
Peter Jones);
WR2.03 - demonstrate
an understanding of the correct use of language patterns in their writing.
·
Have an
abundant supply of literary works by Native authors.
·
Reserve
the computers for Internet use.
·
Acquire
some pictures of Native authors (display the book covers).
·
should be
aware of contemporary Native authors
1. In the language of study, students brainstorm
their knowledge of Native authors.
2. A student records the names of the authors on
flipchart paper. The chart is displayed in a prominent location in the
classroom.
3. The teacher takes one predetermined literary
work which has been translated and distributes it to students to be used as a
writing sample.
4. Students write a short essay or a poem essay
on a cultural or personal event in their reflective journals (e.g., first hunt,
pow-wow, ceremonies, naming ceremony, first steps).
5. Regular conferencing with the teacher through
this exercise ensures proper punctuation and spelling.
6. Students present their essays or poems to
their peers.
7. After presentation, the teacher assesses the
journals for language structure and patterns.
·
checklist
for the essay
·
assess
reflective journals
·
Frequent
conferencing.
·
Peer
assistance.
·
refer to the
Resources in the Overview
·
knowledgeable
community members
Time: 150
minutes
The messages found in
carvings and sculptures are the basis for this activity. The work of well-known
Native people will be explored (e.g., Bill Reid, Douglas Cardinal). Art with
definite messages such as totem poles, soap stone sculpture, and antler art
could also be investigated. Students explore the art of carving and
sculpturing.
Overall
Expectations
OCV.02 - demonstrate
an understanding of the vitality of a Native language;
REV.01 - demonstrate
comprehension of written works;
WRV.05 - use
electronic technology to communicate in a Native language with other students.
Specific
Expectations
OC2.03 - speak
confidently and persuasively on a range of topics, both familiar and new;
RE1.03 - read a
variety of written works for different purposes (e.g., leisure, knowledge,
news, facts);
WR1.01 - demonstrate
an understanding of Native cultural traditions and arts through the use of new
words and phrases.
·
Have
pictures and research material on sculpture and carvings available.
·
Acquire a
sculpture or carving for display.
·
Have chart
paper available.
·
Reserve
the computer room.
·
Invite a
local artist who sculpts or carves.
·
Provide a
bar of soap or prepare blocks of plaster of paris for each student for a
carving exercise.
·
Provide
carving tools.
·
Review the
safe handling of carving tools.
·
research
skills
1. The teacher shows a carving or a piece of
sculpture and students discuss, in the language of study, the message inferred
by the artist in the work.
2. Using terms or names, such as, “Native
carving/sculpture,” “Reid” or “Cardinal,” students search the Internet or other
available research material for information on other artists.
3. In the language of study, students share
their findings, and using a downloaded image, discuss feelings elicited by the
picture and define how that message is conveyed.
4. The teacher reviews the safe use of carving
tools with students.
5. The teacher reviews and demonstrates carving
techniques.
6. The student plans a small carving and creates
the planned carving using a bar of soap or a plaster of Paris block.
7. Upon completion of the carving, student peers
interpret the message conveyed in the carving. The student gives an oral
explanation of the intended message.
·
anecdotal
notes
·
Have the
special needs students write the oral presentation and read it to the class.
·
refer to
the suggested Resources in the Overview
·
knowledgeable
community members
Time: 150
minutes
Students explore the messages delivered through paintings. They create a
painting with the intention of giving a historical or cultural message.
Students describe, in the language of study, the intended message in the
painting.
Overall
Expectations
OCV.01 - communicate
spontaneously and in a variety of new situations;
REV.01 - demonstrate
comprehension of written works;
WRV.05 - use
electronic technology to communicate in a Native language with other students.
Specific
Expectations
RE2.01 - read
materials orally, using correct pronunciation and with confidence;
WR1.01 - demonstrate
an understanding of Native cultural traditions and arts through the use of new
words and phrases.
·
Acquire
and prepare art supplies.
·
Have
pictures of Native art available.
·
Create a peer
evaluation checklist.
·
use and
care of art materials
1. The teacher presents a print of an original
created by a local artist or a well-known artist.
2. Students describe the message of this painting
in the language of study.
3. The class reviews and discusses several more
paintings until students are comfortable describing the messages.
4. Students plan a personal painting which
describes an historical or a cultural event. Students are provided with
painting materials to complete the project.
5. When the paintings are completed, the
students will describe, in the language of study, the message conveyed in their
paintings to the class and provide a written text on the above message.
6. The paintings are displayed in the class or
throughout the school.
·
peer
evaluation on the oral presentation
·
assess
written text
·
Provide
peer support.
·
Modify the
activity.
·
Allow
extra time for completion.
·
provide
tape recorders for presentations.
·
refer to
the suggested Resources in the Overview
·
knowledgeable
community members
Time: 225
minutes
In the language of
study, students produce a short ten-minute skit to recreate an historical or
cultural event. Working in groups of four, students write, direct, and create
appropriate props for the skit. The skit is videotaped and shared with other
classes.
Overall
Expectations
OCV.03 - use
specific vocabulary for specific topics;
REV.03 - demonstrate
an understanding of an Aboriginal world view through an analysis of words;
WRV.03 - produce a
variety of written works (e.g., story books, comic strips).
Specific
Expectations
OC2.03 - speak
confidently and persuasively on a range of topics, both familiar and new;
RE2.03 - demonstrate
an understanding of written works by participating in oral language activities
(e.g., skits, paraphrasing);
WR2.02 - produce a
script (e.g., dialogue, comic strip).
·
Invite a
knowledgeable community member.
·
Collaborate
with the drama teacher.
·
Have
materials available for creating props.
·
Have plays
by Native playwrights available as a resource.
·
Acquire a
video of a Native-directed production.
·
Create a
rubric for the skit.
·
Acquire
permission/release forms from the students for sharing of the video tape.
·
writing
skills
1. The teacher shows the video of a play written
by a Native playwright.
2. Students discuss the methods used by the
author to portray feelings and historical concepts.
3. Students work in small groups to plan a short
10-minute skit about an historical or cultural event.
4. After a brief discussion, students inform the
teacher of their choice of a skit.
5. The teacher distributes the rubrics and
explain to students what is required for level 3 or level 4 achievement.
6. With
the assistance of the teacher, the students will develop a peer evaluation
checklist on content, language, and creativity skills.
7. Students are given the opportunity to
collaborate with a knowledgeable community member.
8. In
their groups, students write the script and conference regularly with the teacher
and the community member for language accuracy.
9. The groups create and construct their
required props.
10. Students schedule time for the skits and make
arrangements for the videotaping.
11. The teacher arranges to make copies of these
tapes, with student permission, to share the tapes with other Native Language
classes.
·
rubrics on
the skit
·
peer
evaluation checklist
·
Encourage
peer assistance.
·
Assign
tasks depending on strengths.
·
Provide
frequent conferencing.
·
videotaped
plays by Native playwrights – Aboriginal Peoples Television Network –
www.aptn.ca
·
knowledgeable
community members
Time: 150
minutes
In the language of
study, the students produce an appropriate and historically correct project
that is submitted to a program on the Internet. They post the projects on the
Web to share with the global community. Students schedule time to present their
projects to their peers.
Overall
Expectations
OCV.03 - use
specific vocabulary for specific topics;
REV.02 - read a
variety of written works to gather information about cultural perspectives;
WRV.05 - use
electronic technology to communicate in a Native language with other students.
Specific
Expectations
OC2.01 - use simple,
compound, and compound-complex sentences to express concepts and ideas;
RE1.01 - demonstrate
comprehension of written works (e.g., using alternative words or phrases,
breaking a message into smaller parts) by participating in and producing a
language project;
WR1.03 - use varied
vocabulary and expressions in conveying facts, opinions, emotions, and ideas
electronically to students in other communities;
WR2.01 - produce a
variety of written materials (e.g., short stories, notes, lists, poems,
newspaper columns, advertisements).
·
Reserve
the computer room.
·
Create a
peer evaluation checklist.
·
should
know how to create or edit a webpage
1. Students choose an original project created
in Activities 1.5, 1.6 or 1.7.
In the language of study, students explain their choice to the class and
the reasons for their selection.
2. The teacher reviews the activities and ensure
that they are appropriate for inclusion on the Internet.
3. Students meet with the Computer teacher to
collaborate for assistance.
4. Students conference with the teacher on a
regular basis to ensure language is correct and that appropriate visuals of the
activity are utilized.
5. Students research the Aboriginal or
educational sites and decide where these articles can be posted (e.g.,
WebQuest, SchoolNet.) If this is not an option, students collaborate, create a
webpage and post the articles with assistance from the Computer teacher.
·
peer
evaluation
·
Encourage
peer assistance.
·
Provide
frequent conferencing.
·
Prompting.
·
Resources
in the Overview
·
Knowledgeable
community members
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