Course Profile Native Languages, Level 5 (LNAEO-LNOEO), Grade 12, Open, Public
Unit 1: The Study of Other Indigenous Cultures
Time: 25 hours
Activity 1.1 | Activity 1.2 | Activity 1.3
| Activity 1.4 | Activity
1.5 | Activity 1.6 | Activity 1.7 | Activity
1.8 | Activity 1.9
Unit Description
Cluster 1 directs students to explore cultural perspectives, ways of life, and concepts of citizenship in indigenous cultures outside of North America. Cluster 2 allows the students to demonstrate an understanding of the elements of an indigenous culture(s). Cluster 3 gives students the opportunity to use electronic technology to establish communication with students from other indigenous cultures or with peers of the same language group.
In the language under study, students explore traditional customs and world views of indigenous cultures outside North America. Students research social, economic, cultural, environmental, and political customs for the purpose of analysing, comparing, and contrasting values of specific indigenous cultures. To better understand the cultures under study, students contact other indigenous people (students) outside of North America using the Internet to share information about each others’ culture and language. Students identify the location of their e-pal (net pal) on a map.
Prior to beginning Unit 1, the teacher explains Unit 5, Cumulative Project. Students begin work on this unit and continue until the presentations are due. The teacher monitors the progress of the cumulative project and is available for assistance.
|
Activity |
Learning Expectations |
Assessment Categories |
Tasks |
|
1.1 |
OCV.01, OCV.04, OC1.02, OC2.05, REV.01, RE1.04, RE2.01, RE2.03, WRV.01, WRV.02, WR2.01 |
Knowledge/ Understanding |
· diagnostic test · planning: Unit 5 - Cumulative Project |
|
1.2 |
OCV.02, OCV.04, OC1.01, OC1.02, OC2.06, OC2.07, REV.02, REV.03, RE1.03, WRV.01, WRV.02, WR1.03 |
Knowledge/ Understanding |
· research |
|
1.3 |
OCV.01, OCV.02, OC1.01, OC2.03, OC2.05, REV.02, REV.03, RE1.03, WRV.01, WRV.02, WR1.01, WR2.01 |
Thinking/ Inquiry |
· research |
|
1.4 |
OCV.01, OCV.02, OC1.01, OC2.06, OC2.07, REV.01, REV.02, RE1.03, WRV.01, WRV.02, WR1.01, WR1.02, WR2.01 |
Thinking/ Inquiry |
· research · write an essay |
|
1.5 |
OCV.01, OCV.02, OC2.02, OC2.06, OC2.07, REV.01, REV.03, RE1.01, RE1.02, RE2.01, WRV.01, WRV.02, WR1.01, WR1.02 |
Thinking/ Inquiry Communication |
· cross-cultural comparison · visual presentation |
|
1.6 |
OCV.01, OC1.01, OC1.02, OC2.05, REV.02, REV.03, RE2.01, WRV.01, WRV.02, WR1.01, WR2.01, WR2.03 |
Knowledge/ Understanding Communication |
· select e-pal · relay information · translate e-mail |
|
1.7 |
OCV.01, OC1.01, OC1.02, OC2.05, REV.02, REV.03, RE2.01, WRV.01, WRV.02, WR1.01, WR2.01, WR2.03 |
Knowledge/ Understanding |
· Brainstorm · Discussion · prepare a cultural package · create a poster · use complex sentences |
|
1.8 |
OCV.01, OCV.04, OC1.01, OC1.02, OC2.02, OC2.06, OC2.07, REV.04, RE1.01, RE2.05, WRV.01, WRV.05, WR1.01, WR2.01 |
Communication Application |
· send cultural package · oral presentation |
|
1.9 |
OCV.03, OCV.04, REV.03, WRV.01, WRV.02, WRV.04, OC2.02, OC2.05, RE1.01, RE1.02, WR1.01, WR1.02, WR1.03, WR1.04, WR2.01, WR2.02, WR2.03 |
Communication Application |
· write an essay |
· Introduce the cumulative project Unit 5 to the students.
· 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.
· Collaborate with the computer teacher, if available, to ensure that the students know how to use the Internet search engine and the electronic mail system.
· Request a bulletin board to be used as a word wall.
· Create a portfolio system or maintain existing portfolios for each student, if available.
· Create a checklist for creating a personal word journal.
· Conduct a periodic review which should include language structures and language patterns, nouns, verbs, pronouns, particles, etc.
· Make copies of the rubric to be used in Activity 1.8 (Appendix 2).
· Make copies of the diagnostic checklist (Appendix 1) and allocate time for individual testing.
· Identify language structure to be used and practised throughout the unit.
· Research and gather reference books on indigenous cultures outside of North America.
· Gather National Geographic magazines or acquire the CD-ROM set.
· Acquire and display a sound chart.
· Identify all the audio-visual equipment available in the school and familiarize yourself with the operation and use.
· Ensure that computers are in good working condition and available for use.
· Meet with other teachers, especially the Native Studies, Computer, and Science teachers, and discuss areas of potential collaboration.
· Be familiar with the use of computer technology and available software.
· NL4 or demonstration of required proficiency
· Paragraph writing
· Research skills
· Computer research skills
Activity-based
Strategies
· Oral presentation
Cooperative Learning
Strategies
· Brainstorming
· Community involvement
· Discussion
· Interview
Direct Instruction
Strategies
· Conferences
· Read aloud
Independent Learning Strategies
· Computer-assisted Learning
· Homework
· Independent reading
· Portfolio
· Report
Inquiry and Research
Models
· Research process
· Writing process
Technology/Applications
· CAD/CAM applications
· Computer-assisted instruction
· Email applications
· Graphic applications
· Internet technologies
· Multi-media applications
Thinking Skills
Strategies
· Brainstorming
· Concept clarification
· Expressing another point of view
· Map making
· Oral explanation
· Writing to learn
Personal Communication
· interviewing
· pronunciation and usage
· portfolio
· probing questions
· question and answer
· reading and listening response
· student/teacher conference
Observation
· class discussion
· formal/informal observation
· presentation of media project
Performance Assessment
· oral presentation
· poster production
· personal word journal
· research organizer
Assessment Tools
· rubrics
· anecdotal comments
· teacher observation
· checklist
Websites
SchoolNet – http://www.schoolnet.ca/
Aboriginal Links – http://www.bloorstreet.com/300block/aborcan.htm
EPALS Classroom Exchange – http://www.epals.com/
ePal International – http://www.happygold.com/
International Pen Friends/Pen Pals – http://www.europa-pages.com/penpal_form.html
Teen.Com - The Place for Teens – Epals – http://www.teen.com/penpal/penpal.html
SchoolWorld Projects: ePALS and SchoolWorld -
Keypal Project
– http://www.schoolworld.asn.au/keypals.html
The Best International Penpals site in the world – http://www.epals.cjb.net/
ePALS Classroom Exchange – http://hermod.epals.com/in/O/un/en
Building Skills in E-mailing – http://www.lessons.k12.tn.us/tracks/f00300.html
Time: 2.5 hours
The teacher introduces Unit 1 to the students and informs them of the expectations, diagnostic assessment, and assignments. The students review the requirements of Unit 5 and brainstorm potential activities. The requirements of the portfolio, personal word journal, and Word Wall are explained.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OCV.01 - communicate fluently;
OCV.04 - understand and use complex language patterns;
REV.01 - demonstrate a comprehension of written works;
WRV.01 - use an expanded vocabulary and varied language patterns correctly and apply spelling strategies effectively;
WRV.02 - demonstrate an understanding of language conventions in their writing.
Specific Expectations
OC1.02 - interpret written and oral works with minimal assistance;
OC2.05 - use language as spoken by a fluent speaker;
RE1.04 - derive meaning of new words for context;
RE2.01 - read materials orally, using correct pronunciation and with fluency;
RE2.03 - translate passages in written works;
WR2.01 - use language patterns correctly.
· Prepare course expectations and syllabus of Unit 1 for distribution to the students.
· Prepare and introduce the assignment in Unit 5 for distribution to the students.
· Develop a checklist for a personal word journal.
· Check IEPs.
· Prepare a modified program for special needs students.
· Ensure that each student has a personal word journal.
· Prepare a portfolio for each student and a description of its purpose and use.
· Remind the students of Unit 5 and enquire if assistance is needed.
· NL4 or demonstrated proficiency
· Planning skills
· Familiarity with the research process
1. In the language under study, the teacher distributes the course syllabus and explains the assessment requirements. In addition, the teacher explains the course outline and expectations of Unit 5. The teacher introduces the use and maintenance of the personal word journal and the students receive a checklist to assist them in meeting the requirements for the journal.
2. The teacher explains the purpose for exploring indigenous cultures, using available resources and discusses the definition of “indigenous.”
3. Students identify the resources that could be used to gather information on indigenous cultures.
4. The teacher writes the resources on chart paper for future reference and displays it in a prominent position in the classroom.
5. The teacher assists students in the development of a graphic organizer, e.g., mind map, to help them organize their research.
6. Students submit a research plan to the teacher identifying timelines, activities, and tasks.
7. The teacher reviews, comments and returns the graphic organizers to students by the end of the second class period.
8. The diagnostic test is administered to students to assess their language skills.
9. The teacher allows time at the end of each class for students to write new vocabulary into their personal word journals.
· Anecdotal notes
· Diagnostic checklist
· Oral language
· Allow the use of tape recorders.
· Organize a buddy system.
· Diagnostic test
Time: 3.75 hours
Students search various websites and reference books to identify indigenous societies outside of North America. Students identify a cultural group that is of personal interest to them, then they conference with the teacher in the language under study to ensure that their choice is accessible and relevant. Students use their graphic organizers to assist them in identifying websites and reference books that meet the requirements of their research.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OCV.02 - demonstrate an understanding of the concepts of citizenship and relationships (Aboriginal world view) in the context of an indigenous culture outside North America;
OCV.04 - understand and use complex language patterns;
REV.02 - read a variety of written works to gather information about cultural perspectives;
REV.03 - demonstrate an understanding of an Aboriginal world view through an analysis of words;
WRV.01 - use an expanded vocabulary and varied language patterns correctly and apply spelling strategies effectively;
WRV.02 - demonstrate an understanding of language conventions in their writing.
Specific Expectations
OC1.01 - demonstrate an understanding of the way of life of an indigenous culture outside North America;
OC1.02 - interpret written and oral works with minimal assistance;
OC2.06 - demonstrate an understanding of the concept of citizenship in an indigenous culture outside North America;
OC2.07 - demonstrate an understanding of the concept of relationships (Aboriginal world view) in an indigenous culture outside North America;
RE1.03 - read a variety of written works (e.g., legends, short stories, Native language newspapers) for different purposes;
WR1.03 - use familiar expressions accurately and experiment with complex forms to express facts (e.g., prepare a news broadcast for the local radio station).
· Ensure that the computers are available for use.
· Collaborate with the computer teacher.
· Collect computer software and magazines for research activities.
· Ensure that students are maintaining their personal word journals.
· Contribute new words to the Word Wall.
· Remind students that completed work should be included in the portfolio.
· Remind students of Unit 5 and enquire if assistance is needed.
· Research skills
· Planning skills
· Conference skills
1. The teacher reviews the research process and proper use of computers, multi-media, and the library facilities.
2. Students identify an indigenous cultural group that is of specific interest to them and present their choice to the teacher. The teacher assures that this choice is accessible and relevant and instructs students to begin the research.
3. Students keep notes on the websites or photocopy reference pages on their chosen cultural group for future use. Students build an annotated bibliography on their particular choice.
4. Students conference with the teacher to ensure that they are searching and collecting relevant information on their chosen cultural group.
5. Students share and post new words on the Word Wall.
6. The teacher allows time at the end of each class for students to write new vocabulary into their personal word journals.
· Observation
· Conference
· Oral language
Suggested starting point
Aboriginal Links – http://www.bloorstreet.com/300block/aborcan.htm
Time: 2.5 hours
Students research their chosen indigenous group and make notes on social, cultural, and environmental elements pertaining to this group. Students download appropriate pictures depicting their selected cultural group. The information on the cultural elements is translated into the language under study and is kept in a binder for future reference. In the language under study, students interview knowledgeable community members for the translation of needed vocabulary to label the map and pictures. Students conference frequently with the teacher to ensure the appropriate use of language patterns and structures.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OCV.01 - communicate fluently;
OCV.02 - demonstrate an understanding of the concepts of citizenship and relationships (Aboriginal world view) in the context of an indigenous culture outside North America;
REV.02 - read a variety of written works to gather information about cultural perspectives;
REV.03 - demonstrate an understanding of an Aboriginal world view through an analysis of words;
WRV.01 - use an expanded vocabulary and varied language patterns correctly and apply spelling strategies effectively;
WRV.02 - demonstrate an understanding of language conventions in their writing.
Specific Expectations
OC1.01 - demonstrate an understanding of the way of life of an indigenous culture outside North America;
OC2.03 - demonstrate an understanding of the language patterns used in speech by a Native elder;
OC2.05 - use language as spoken by a fluent speaker;
RE1.03 - read a variety of written works (e.g., legends, short stories, Native language newspapers) for different purposes;
WR1.01 - demonstrate sensitivity to Native cultural values in their writing (e.g., in a short story, journal, essay, or article);
WR2.01 - use language patterns correctly.
· Reserve computers and/or library for research activities.
· Ensure that the Internet is online and that printers are available.
· Ensure that colour cartridges and quality photo paper is available.
· Make arrangements for the use of the photocopier.
· Remind students of Unit 5 and enquire if assistance is needed.
· Research skills
· Internet search skills
· Note taking in the language under study
1. The teacher explains the first three elements of indigenous societies (social, cultural, and environmental) that students will include in the first research activity.
2. The teacher defines the meaning of “culture” as the system of shared beliefs, values, customs, behaviours, and artifacts that the members of society use to cope with their world and with one another, and that are transmitted from generation to generation.
3. Students begin researching using their annotated bibliography and a graphic organizer as guides.
4. Students download the information, including the website address, to a disk. Students print the images if time is available.
5. Students conference with the teacher frequently to ensure that the suggested elements are included in the research.
6. Students save the information in a binder until the end of the next activity.
7. The teacher monitors the information contained in the binder.
8. Students take the information for homework and in the language of study interview knowledgeable community members for the translation of needed vocabulary to label the map and pictures.
9. The teacher cautions students to stay focussed on the research and not “surf” for irrelevant information.
10. Students share and post new words on the Word Wall.
11. The teacher allows time at the end of each class for students to write new vocabulary in their personal word journals.
· Teacher observation
· Review of binder contents
· Oral language
· Allow extra time for completion.
· Peer support.
· Adapt the activity.
Disks
Printers
Time: 2.5 hours
In this activity, students continue researching the economic and political elements of their chosen indigenous group. Students compile all the information on the five cultural elements, three from the previous activity researched on the indigenous cultures outside North America and write an essay and include a paragraph for each element in the language under study.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OCV.01 - communicate fluently;
OCV.02 - demonstrate an understanding of the concepts of citizenship and relationships (Aboriginal world view) in the context of an indigenous culture outside North America;
REV.01 - demonstrate a comprehension of written works;
REV.02 - read a variety of written works to gather information about cultural perspectives;
WRV.01 - use an expanded vocabulary and varied language patterns correctly and apply spelling strategies effectively;
WRV.02 - demonstrate an understanding of language conventions in their writing.
Specific Expectations
OC1.01 - demonstrate an understanding of the way of life of an indigenous culture outside North America;
OC2.06 - demonstrate an understanding of the concept of citizenship in an indigenous culture outside North America;
OC2.07 - demonstrate an understanding of the concept of relationships (Aboriginal world view) in an indigenous culture outside North America;
RE1.03 - read a variety of written works (e.g., legends, short stories, Native language newspapers) for different purposes;
WR1.01 - demonstrate sensitivity to Native cultural values in their writing (e.g., in a short story, journal, essay, or article);
WR1.02 - demonstrate knowledge of different forms of writing (e.g., description, exposition, report, argument, dialogue, narrative, transcription, biography);
WR2.01 - use language patterns correctly.
· Reserve computers and/or library for research.
· Ensure that the Internet is online and that printers are available.
· Ensure that colour cartridges and quality photo paper is available.
· Prepare a checklist for the paragraph.
· Ensure that students are maintaining their personal word journals.
· Contribute new words to the Word Wall.
· Remind students that completed work should be included in the portfolio.
· Review with students their progress of Unit 5 and provide assistance if needed.
· Note taking skills
· Knowledge of the writing process
· Essay writing skills
1. The teacher directs students to begin their last activity and to focus their research on the political and economic elements of their chosen indigenous group.
2. Students download the information, including the website address, to a disk. Students print the images if time is available.
3. Students conference with the teacher frequently to ensure that these elements are included in the research.
4. The teacher cautions students to stay focussed on the research and not to “surf” for irrelevant information.
5. Students take the information for homework and in the language of study interview knowledgeable community members for the translation of needed vocabulary to label the map and pictures.
6. The teacher reviews the writing process with students.
7. Students collect the research information on all cultural elements and plan an essay for assessment.
8. Students hand in a draft of the essay to ensure that proper vocabulary and language structures are used. Then revise and edit accordingly.
9. Students share and post new words on the Word Wall.
10. The teacher reminds students of their responsibility to write in the word journal, especially for new words and names of countries, and to include work in the portfolio.
11. The final draft is handed in and marked by the teacher.
· Checklist
· Teacher observations
· Conferencing
· Written assignment
· Oral language
· Adapt the journal writing requirements.
Knowledgeable community members
Time: 3.75 hours
In the language under study, students complete a cross-cultural comparison between their own culture and their selected indigenous cultural group. Students use a chart or a Venn diagram to compare and contrast common cultural elements. Students give a visual and an oral presentation to their class.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OCV.01 - communicate fluently;
OCV.02 - demonstrate an understanding of the concepts of citizenship and relationships (Aboriginal world view) in the context of an indigenous culture outside North America;
REV.01 - demonstrate a comprehension of written works;
REV.03 - demonstrate an understanding of an Aboriginal world view through an analysis of words;
WRV.01 - use an expanded vocabulary and varied language patterns correctly and apply spelling strategies effectively;
WRV.02 - demonstrate an understanding of language conventions in their writing.
Specific Expectations
OC2.02 - use correct vocabulary in presentations;
OC2.06 - demonstrate an understanding of the concept of citizenship in an indigenous culture outside North America;
OC2.07 - demonstrate an understanding of the concept of relationships (Aboriginal world view) in an indigenous culture outside North America;
RE1.01 - demonstrate comprehension of written works by participating in and producing a language project (e.g., debating, creating dialogues);
RE1.02 - compare and contrast ideas, characters, and events in written works;
RE2.01 - read materials orally, using correct pronunciation and with fluency;
WR1.01 - demonstrate sensitivity to Native cultural values in their writing (e.g., in a short story, journal, essay, or article);
WR1.02 - demonstrate knowledge of different forms of writing (e.g., description, exposition, report, argument, dialogue, narrative, transcription, biography).
· Prepare a sample presentation.
· Ensure that students identify a knowledgeable community member who could assist them in translation.
· Ensure that students are maintaining their personal word journals.
· Contribute new words to the Word Wall.
· Remind students that completed work should be included in the portfolio.
· Review with students their progress of Unit 5 and provide assistance if needed.
· Presentation skills
· Knowledge of own culture
1. Students brainstorm to define “culture” and create a mind map on chart paper.
2. The teacher reviews the process of comparing and contrasting topics with students.
3. Students conference with the teacher to ensure that their comparative assignment is progressing.
4. Students make a visual and oral presentation to the class.
5. After the end of each presentation, students share new vocabulary with their peers.
6. Students share and post new words on the Word Wall.
7. The teacher allows time at the end of each class for students to write new vocabulary in their personal word journals.
· Conference
· Oral presentation
· Language development
· Written essay
· Oral language
· Peer assistance.
· Frequent monitoring and conferencing for exceptional students.
· Adapt the activity.
Student resource binder
Time: 2.5 hours
Students establish contact with potential indigenous e-pals who are willing to exchange cultural information. As students select their e-pal, they identify their e-pal’s location on a map and relay the information in the language under study to the class. Students translate incoming and outgoing e-mail in the language under study and retain this information in a diary format.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OCV.01 - communicate fluently;
REV.02 - read a variety of written works to gather information about cultural perspectives;
REV.03 - demonstrate an understanding of an Aboriginal world view through an analysis of words;
WRV.01 - use an expanded vocabulary and varied language patterns correctly and apply spelling strategies effectively;
WRV.02 - demonstrate an understanding of language conventions in their writing.
Specific Expectations
OC1.01 - demonstrate an understanding of the way of life of an indigenous culture outside North America;
OC1.02 - interpret written and oral works with minimal assistance;
OC2.05 - use language as spoken by a fluent speaker;
RE2.01 - read materials orally, using correct pronunciation and with fluency;
WR1.01 - demonstrate sensitivity to Native cultural values in their writing (e.g., in a short story, journal, essay, or article);
WR2.01 - use language patterns correctly;
WR2.03 - use specialized vocabulary relating to familiar topics.
· The teacher needs to be aware of different time zones.
· Provide the list of websites for contacting e-pals.
· Ensure that computers are available.
· Develop a protocol for contacting students outside of North America.
· Develop a language list that students share with their e-pals.
· Prepare and display a world map that can support label pins.
· Ensure that students are maintaining their personal word journals.
· Contribute new words to the Word Wall.
· Review the diaries for language structure and grammar.
· Remind students that completed work should be included in the portfolio.
· Review with students their progress of Unit 5 and provide assistance if needed.
· Internet search skills
· E-mail skills
1. Students brainstorm and discuss the purpose of establishing e-pals in countries outside of North America and the impact of contacting another indigenous culture.
2. The teacher emphasizes the responsibility of committing one’s personal time in contacting e-pals, and students must realize that this could become a long term commitment.
3. Students decide the indigenous cultural group on which they would like to focus.
4. Using the web addresses provided, students proceed to establish contact.
5. As contacts are made, students indicate the location of their e-pal on the map.
6. Students translate incoming and outgoing e-mail in the language under study.
7. Students share diary entries with the class.
8. Students share and post new words on the Word Wall.
9. The teacher allows time at the end of each class for students to write new vocabulary in their personal word journals.
· Observation
· Adapt diary entries
· Oral language
· Peer assistance.
· Adapt the activity.
· Allow sufficient time for searching on the Internet.
E-pals Classroom Exchange – http://www.e-pals.com/
e-Pal International – http://www.happygold.com/
International Pen Friends/Pen Pals – http://www.europa-pages.com/penpal_form.html
Teen.Com - The Place for Teens - E-pals – http://www.teen.com/penpal/penpal.html
SchoolWorld Projects: e-pals and SchoolWorld -
Keypal Project
– http://www.schoolworld.asn.au/keypals.html
The Best International Penpals site in the world – http://www.e-pals.cjb.net/
e-pals Classroom Exchange – http://hermod.e-pals.com/in/O/un/en
Building Skills in E-mailing – http://www.lessons.k12.tn.us/tracks/f00300.html
Time: 2.5 hours
Students brainstorm, discuss, and prepare a cultural exchange
package that they share with their e-pals. The package should include
information on some of the elements focussed on charts in Activities 1.3
and 1.4, and include language and digital images of their own cultural
artifacts. As students prepare their cultural exchange package, they create a
poster display to describe each image that will be presented to the class.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OCV.01 - communicate fluently;
OCV.03 - demonstrate a basic understanding of formal and specialized language;
OCV.04 - understand and use complex language patterns;
REV.01 - demonstrate a comprehension of written works;
REV.03 - demonstrate an understanding of an Aboriginal world view through an analysis of words;
WRV.01 - use an expanded vocabulary and varied language patterns correctly and apply spelling strategies effectively;
WRV.02 - demonstrate an understanding of language conventions in their writing.
Specific Expectations
OC1.01 - demonstrate an understanding of the way of life of an indigenous culture outside North America;
OC1.02 - interpret written and oral works with minimal assistance;
OC2.02 - use correct vocabulary in presentations;
OC2.05 - use language as spoken by a fluent speaker;
RE1.01 - demonstrate comprehension of written works by participating in and producing a language project (e.g., debating, creating dialogues);
RE1.02 - compare and contrast ideas, characters, and events in written works;
RE2.01 - read materials orally, using correct pronunciation and with fluency;
RE2.02 - demonstrate an ability to analyse language patterns in a variety of written works;
WR1.01 - demonstrate sensitivity to Native cultural values in their writing (e.g., in a short story, journal, essay, or article);
WR1.02 - demonstrate knowledge of different forms of writing (e.g., description, exposition, report, argument, dialogue, narrative, transcription, biography);
WR1.03 - use familiar expressions accurately and experiment with complex forms to express facts (e.g., prepare a news broadcast for the local radio station);
WR2.01 - use language patterns correctly;
WR2.03 - use specialized vocabulary relating to familiar topics.
· Prepare a checklist of topics that could be included in the exchange package.
· Make copies of the rubric to be used in Activity 1.8 (Appendix 2).
· Check with the computer studies teacher as to the size of the files that could be sent.
· If a web page is presently available of the school, it may be prudent to post cultural information.
· Ensure that a digital camera(s) is (are) available for student use and that students know how to use it.
· Ensure that students are maintaining their personal word journals.
· Contribute new words to the Word Wall.
· Remind students that completed work should be included in the portfolio.
· Review with students their progress of Unit 5 and provide assistance if needed.
· Computer skills
· Ability to use a digital camera
1 Students brainstorm, discuss, and select the most important information that could be included in the cultural exchange package.
2. The teacher explains the rubric (Appendix 2) to be used in the presentation of the cultural exchange package in Activity 1.8.
3. The teacher emphasizes the importance of limiting the size of the files to be transferred over the Internet.
4. Students research their information, scan, or take pictures that represent a positive image of their culture.
5. With the assistance of knowledgeable community members, students prepare sentences to describe their pictures in the language of study. Since the most utilized international language is English, students should provide translations for to their sentences.
6. The teacher conferences frequently and monitors the development of the packages.
7. As students complete their work, they begin developing their presentations to be shared with their peers in the poster display.
8. Students share and post new words on the Word Wall.
9. The teacher allows time at the end of each class for students to write new vocabulary in their personal word journals.
· Student/teacher conference
· Class discussion
· Observation
· Peer assistance.
· Modify the program.
Time: 2.5 hours
During a class period, students e-mail the cultural exchange packages to their e-pals. In the language under study, students orally present the exchange cultural package that they compiled for their e-pals. Students share their information with their peers, along with the vocabulary that applies to the indigenous culture of their choosing.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OCV.01 - communicate fluently;
OCV.04 - understand and use complex language patterns;
REV.04 - use electronic technology to communicate in a Native language with other students;
WRV.01 - use an expanded vocabulary and varied language patterns correctly and apply spelling strategies effectively;
WRV.05 - use electronic technology to communicate in a Native language with other students.
Specific Expectations
OC1.01 - demonstrate an understanding of the way of life of an indigenous culture outside North America;
OC1.02 - interpret written and oral works with minimal assistance;
OC2.02 - use correct vocabulary in presentations;
OC2.06 - demonstrate an understanding of the concept of citizenship in an indigenous culture outside North America;
OC2.07 - demonstrate an understanding of the concept of relationships (Aboriginal world view) in an indigenous culture outside North America;
RE1.01 - demonstrate comprehension of written works by participating in and producing a language project (e.g., debating, creating dialogues);
RE2.05 - communicate in a Native language to exchange ideas and feelings on social issues(e.g., rural and urban lifestyles, substance abuse, the judicial system) with other students, using technology;
WR1.01 - demonstrate sensitivity to Native cultural values in their writing (e.g., in a short story, journal, essay, or article);
WR2.01 - use language patterns correctly.
· The teacher needs to be aware of different time zones.
· Make arrangements with the Computer teacher for assistance in e-mailing.
· Ensure that students are maintaining their personal word journals.
· Remind students that completed work should be included in the portfolio.
· Contribute new words to the Word Wall.
· Prepare a schedule for presentation of the exchange to the class.
· Ensure the rubric is available for assessing the cultural package.
· Review with students their progress of Unit 5 and provide assistance if needed.
· Computer skills, especially using e-mail
· Writing skills
· Presentation skills
1. During the class period, students send their cultural exchange packages over the Internet.
2. The teacher monitors the exchange by making anecdotal notes on each student’s success.
3. Students select a time for their in-class presentation of their cultural package.
4. In the language under study, students present and explain their choice of inclusions in their exchange package.
5. After each presentation, students share new vocabulary through a question and answer format.
6. Students share and post new words on the Word Wall.
7. The teacher allows time at the end of each class for students to write new vocabulary in their personal word journals.
· Observation
· Anecdotal notes
· Rubric
· Peer assistance
· Frequent conferencing
· Allow the use of a pre-taped presentation
Time: 2.5 hours
In the language under study, students write an essay on their own culture using the five cultural elements used in the research of indigenous societies. When completed, students hand in their essays for evaluation.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OCV.03 - demonstrate a basic understanding of formal and specialized language;
OCV.04 - understand and use complex language patterns;
REV.03 - demonstrate an understanding of an Aboriginal world view through an analysis of words;
WRV.01 - use an expanded vocabulary and varied language patterns correctly and apply spelling strategies effectively;
WRV.02 - demonstrate an understanding of language conventions in their writing;
WRV.04 - independently revise and edit their writing for accuracy of language use.
Specific Expectations
OC2.02 - use correct vocabulary in presentations;
OC2.05 - use language as spoken by a fluent speaker;
RE1.01 - demonstrate comprehension of written works by participating in and producing a language project (e.g., debating, creating dialogues);
RE1.02 - compare and contrast ideas, characters, and events in written works;
WR1.01 - demonstrate sensitivity to Native cultural values in their writing (e.g., in a short story, journal, essay, or article);
WR1.02 - demonstrate knowledge of different forms of writing (e.g., description, exposition, report, argument, dialogue, narrative, transcription, biography);
WR1.03 - use familiar expressions accurately and experiment with complex forms to express facts (e.g., prepare a news broadcast for the local radio station);
WR1.04 - use a variety of paragraph structures to organize text and create story lines (e.g., a dialogue to accompany a drawing or photograph);
WR2.01 - use language patterns correctly;
WR2.02 - demonstrate an understanding of the variety of sentence structures used in Native languages;
WR2.03 - use specialized vocabulary relating to familiar topics.
· Prepare a marking scheme for the essay
· Knowledge of the writing process
· Essay writing skills
1. Students list aspects of their culture and create a mind map on chart paper.
2. Students write the first draft of their essay and conference with the teacher.
3. Students revise and edit their work.
4. Students complete the essay for homework.
5. At the end of the second class period, students hand in their essays for evaluation.
6. Students share and post new words on the Word Wall.
7. The teacher allows time at the end of each class for students to write new vocabulary in their personal word journals.
· Rating scale
· Frequent conferencing
· Allowing the use of a tape recorder
Reference books
Personal word journals
Pictionaries or lexicon
Name: __________________________________ Date: ___________________
|
|
Yes |
with assistance |
No |
|
1. Can communicate spontaneously. |
q |
q |
q |
|
2. Uses figurative language. |
q |
q |
q |
|
3. Uses compound and complex sentences. |
q |
q |
q |
|
4. Can paraphrase written works. |
q |
q |
q |
|
5. Reads printed material orally using correct pronunciation. |
q |
q |
q |
|
6. Demonstrates comprehension of written works. |
q |
q |
q |
|
7. Can use appropriate punctuation or diacritical marks. |
q |
q |
q |
|
8. Spells correctly. |
q |
q |
q |
|
9. Uses correct language patterns. |
q |
q |
q |
|
10. Has knowledge of technology. |
q |
q |
q |
Student: __________________________
|
Expectations |
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/
Understanding OC2.02 – use correct vocabulary in presentations |
- speaks with confidence using appropriate vocabulary to relay information in a presentation |
- demonstrates limited use of appropriate vocabulary to relay information in a presentation |
- demonstrates some use of appropriate vocabulary to relay information in a presentation |
- demonstrates considerable use of appropriate vocabulary to relay information in a presentation |
- demonstrates thorough use of appropriate vocabulary to relay information in a presentation |
|
Thinking/ Inquiry OC1.01 - demonstrate an understanding of the way of life of an indigenous culture outside North America |
- ability to find similarities in all five cultural elements between their own culture and the indigenous culture outside North America |
- demonstrates limited ability to find similarities in all five cultural elements between their own culture and the indigenous culture outside North America |
- demonstrates some ability to find similarities in all five cultural elements between their own culture and the indigenous culture outside North America |
- demonstrates considerable ability to find similarities in all five cultural elements between their own culture and the indigenous culture outside North America |
- demonstrates a high degree of ability to find similarities in all five cultural elements between their own culture and the indigenous culture outside North America |
|
Communication RE2.05 - communicate in a Native language to exchange ideas and feelings on social issues with other students, using technology |
- use of technology to communicate concise and accurate information |
- demonstrates limited use of technological skills to communicate information |
- demonstrates some use of technological skills to communicate accurate information |
- demonstrates considerable use of technological skills to communicate concise and accurate information |
- demonstrates a high degree of technology to communicate concise and accurate information |
|
Application WR2.01 - use language patterns correctly |
- use of appropriate vocabulary, language structure and pronunciation |
- applies limited use of vocabulary, language structure and pronunciation |
- applies some skills in the use of vocabulary, language structure and pronunciation |
- applies most of the skills in the use of vocabulary, language structure and pronunciation |
- applies a high degree vocabulary, language structure and pronunciation |
Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.
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