Course Profile
Native Languages, Level 1 open, Public
Unit 1
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
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Course Profile Writing Team:
Jeanne Grubin, Wikwemikong Board of Education, Odawa/Ojibwe
Alfred Keye, Grand Erie District School Board, Cayuga
Dawna LeBlanc, Wikwemikong Board of Education, Odawa/Ojibwe
Frank Miller, Federal School System, Brantford District, Mohawk
Gloria Thomas, Grand Erie District School Board, Onondaga
Unit 1: Introduction to Native Language
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity
7
Unit Developer(s)
Jeanne Grubin, Wikwemikong Board of Education, Odawa/Ojibwe
Alfred Keye, Grand Erie District School Board, Cayuga
Dawna LeBlanc, Wikwemikong Board of Education, Odawa/Ojibwe
Frank Miller, Federal School System, Brantford
District, Mohawk
Gloria Thomas, Grand Erie District School Board, Onondaga
Development Date: July 1999
This unit gives students an overview of the goals and expectations that they are striving for in this course. Students practise phonics of the orthography through activities and games. They discover Native philosophies of respect as they participate in opening exercises. Students participate in basic greeting exchanges and use key vocabulary to understand classroom routines responding to questions and directives. Students are also introduced to Activity 1, in Unit 5, which parallels all units.
Strand(s): Oral Communication, Reading, and Writing
Overall Expectations: OCV.01, OCV.02, OCV.05, REV.01, REV.02, REV.04, WRV.02, WRV.04.
Specific Expectations: OC1.03, OC1.04, OC1.06, OC2.01, OC2.02, OC2.03, OC2.05, OC2.06, OC2.07, OC2.08, RE1.01, RE1.03, RE2.01, RE2.02, RE2.05, RE2.06, RE2.07, RE2.08, RE3.01, WR2.05, WR3.01, WR3.02, WR3.03.
|
Activity 1 |
Orthography and Phonics |
300 minutes |
|
Activity 2 |
Class Rules and Routines |
60 minutes |
|
Activity 3 |
Greetings/Respect |
240 minutes |
|
Activity 4 |
Introduction to Use of a Lexicon/Dictionary |
120 minutes |
|
Activity 5 |
Opening Exercises |
300 minutes |
|
Activity 6 |
Listening Skills |
360 minutes |
|
Activity 7 |
Weather |
120 minutes |
The activities listed here are introduction exercises intended for students to become familiar with terminology used to present certain aspects of Native language use. The material presented here will be ongoing throughout all the units as the Native language structures and vocabulary increase.
These activities should include the following:
· exercises using a sound chart
· reading opening exercises
· grammatical exercises (e.g., cluster/syllable separation for pronunciation, diacritic marks)
· reading aloud by teacher and students
· listening to audio tapes/using listening centres
· note taking
· keeping a vocabulary list that can be later used to create a personal dictionary
· keeping a portfolio of student best works
Suggestion: The teacher should choose activities which are relevant for the particular class.
· Most students entering this program need only the basic skills of literacy: reading and writing.
· Students should be able to copy notes from the board, some with assistance, and understand written instruction of English at the beginning of the course.
· Students require phonics-sound recognition.
· direct instruction
· opening a meeting or social
· use of prepared flash cards (teacher-created)
· conversation duos
· use of teacher-created word games
· poster making
· translation exercises
· designing a calendar
· listening centre and activities
· word drills
· personal word lists
· lexicon chart
· storytelling
Assessment strategies should match achievement levels for knowledge/understanding, thinking/inquiry, communication, and application. A sample rubric is included as an appendix to illustrate the connection between assessment strategies listed here and levels of achievement.
· open ended questions
· student decoding and oral reading
· oral use of language
· participation in group work
· written critique of dramatization
· personal dictionary
· immediate feedback
· student made audiotape
· portfolio entries
· oral examination
· written test
· class presentation
It is Ontario policy that special needs students need also to be accommodated with individual learning strategies and special attention given to assessment to facilitate their learning experience. (See “Considerations for Program Planning, Education for Exceptional Students,” Ministry of Education and Training document - Program Planning and Assessment. See also section 5.4.3; 5.4.4; 5.4.4.2; and 5.5 of Ministry of Education and Training document - Ontario Secondary Schools, Grades 9-12, Program and Diploma Requirements, 1999).
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 300 minutes
Students demonstrate knowledge of the accepted orthography and alphabet of a Native language, using it to read and practise structured greetings, to manipulate phrases, and to write and present their own greetings. Introduce class rules and routines through oral and written English as a basis for future discussion and practice in the orthography and phonics of the Native language.
Strand(s): Oral Communication, Reading, and Writing
Overall Expectations:
OC2.01 - recite vowel and consonant sounds;
OC2.02 - use the sounds of the language to build words to do with familiar topics;
REV.01 - read simple material on familiar topics in structured situations;
REV.02 - recognize language patterns and vocabulary that have been learned through oral work;
REV.04 - demonstrate an understanding of language conventions and vocabulary in simple texts.
Specific Expectations:
OC1.01 - demonstrate an understanding of information from illustrated stories or dialogues;
OC2.05 - use basic greetings;
OC2.08 - participate in language games;
RE1.01 - demonstrate an understanding of simple texts;
RE2.01 - read aloud, enunciating words clearly and using proper intonation;
RE2.02 - demonstrate an understanding of basic vocabulary in simple sentences;
RE2.07 - read a variety of simple texts.
· Be at the door to greet students.
· Acknowledge students in the hallways and outdoors.
· Write your name in a prominent place before students enter the room.
· Introduce yourself in a traditional manner.
· Wear attire that reflects dignity.
· Display pictures or drawings depicting appropriate Native activities that relate to and express the opening exercise in the classroom.
· Display pictures of the teacher and her/his family that reveal where the teacher is from or where the teacher lives.
· Prepare charts representing orthography syllabus and clearly display in the classroom.
· Make games available that use the syllabus for fun activities.
· Make tapes for listening centres.
· Be consistent with behaviour modification techniques and knowledgeable about the use of technology.
· Prepare sound chart and flash cards that have individual syllables printed.
· Prepare and laminate game cards with printed syllables.
· Cut construction paper into small sizes to use as game chips.
· Prepare tapes to be used in the listening centres.
· Have tape recorders available.
· knowledge of the English alphabet (syllabics will not be used initially)
· good listening skills
1. Use prepared phonic chart and group rehearse the simplest basic sounds (e.g., vowel sounds). Have students repeat the sounds. Hand out small cards (i.e., playing card size) containing the vowels, one to each student. Ask each student in a random fashion to read/pronounce the sound. After each student has had a turn, have the students exchange their cards. Repeat the exercise a few times.
2. Greetings, my name is ________ . Model this pattern and encourage students to mimic the greeting inserting their name. Distribute a class seating arrangement so students will know the names of classmates. In subsequent classes you may then add new vocabulary to the greeting. For example: Greetings, my name is _______, what is your name? Continue to add new vocabulary and phrases to the greeting and rehearse by allowing students to greet each other.
3. Use flash cards (ideally teacher vowel cards should have a magnetic strip on the back) and display consonants on the chalkboard. Next, combine the vowel with the consonant sound and have the students rehearse the combined sounds.
4. Give each student a typed copy of the class opening routine. (Try to limit the length of the opening exercise to thirty words or less.) (This copy of the opening can also be used to separate syllables to facilitate pronunciation.) Explain and model the opening. Students should repeat after the teacher each of the words in the opening. Have the students rehearse the opening together.
5. As an exercise, you may divide the class in half and have the students appoint two team captains. After syllable separation is complete, count the total number correct for each team and see who is today's champion.
6. You may also use syllable cards as a word game for students to practise matching sounds to the written form. At the beginning you should leave the sound chart displayed until students can play the game without visual assistance. The winning student becomes the caller. If there are students who are unable to participate in the game, they may help the teacher by repeating the sound of the calling card and keeping track of called cards.
7. A copy of the opening routine can also be used for translation purposes. (Give each student a copy with literal meanings of the opening.) Students will find it useful as the words and phrases can be used in other communicative ways. A game can be created from this to match the English to the Native words.
8. Have students record vocabulary in journals and add to their personal word list. Adult learners may wish to record initial impressions about learning the opening routine.
9. To prepare students for the next activity, introduce and discuss class rules and routines in English and the Native language. Class rules may be reviewed along with the opening exercise.
(Formative) Oral introductions, knowledge/understanding
(Formative) In class question and answer
(Formative) Recognizing and reading using syllable separation, thinking/inquiring.
(Summative) Oral examination, communication
· Allow advanced students to assist special needs students if T/A is not available.
· Use alphabet or phonic exercises to search text for matching letters or sounds.
· Allow more time and adjust the amount expected.
· Provide extra reinforcement and monitor homework daily.
· Modification of instructional and assessment strategies should meet the needs identified in a student’s Individual Education Plan (IEP).
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 60 minutes
Students become part of the process that decides acceptable class behaviour and discipline for non-compliance. The teacher outlines expectations and gives students an overview of assignments and responsibilities that are required to successfully complete the course. Students use basic vocabulary to ask for permission to do daily class activities.
Strand(s): Oral Communication, Reading, and Writing
Overall Expectations:
OCV.01 - demonstrate basic listening skills;
REV.01 - read simple material on familiar topics in structured situations.
Specific Expectations:
OC1.01 - demonstrate an understanding of information from illustrated stories or dialogues;
OC2.03 - express ideas, feelings, and opinions using known language structures;
RE1.01 - demonstrate an understanding of simple texts;
RE1.02 - extract information from a written passage;
RE2.06 - follow simple written instructions.
· Prepare flash cards which depict, for example, boys and girls washrooms, water fountain, principal's office.
· Prepare expectation requirements.
· Prepare easy to read poster calendar. Indicate on calendar traditional activities which will take students out of the class for given periods of time.
· Prepare a checklist poster for the entire class to be reminded of assignment and homework completion and post it near the exit.
· Research information technology and its ethical use.
· recognition of numbers and some reading ability in English
· basic computer skills
1. Students’ contribution to class routines and discipline allows them to take ownership and be more respectful of classroom behaviour.
2. Review basic computer skills with students explaining the proper usage and functions of the computer. After students have had an opportunity for warm up exercise drills at the computer, direct them to create a calendar using the file format. Students create calendars in order to become familiar with days of the week, months of the year, and numbers.
3. Students will become familiar with giving the dates for different events.
4. Use a laminated poster calendar that contains all 12 months. The teacher starts a conversation:
[T]=Teacher [S,1]=student
[T] Greetings, my name is _____. What is your name?
[S,1] My name is _____.
[T] When is your birthday?
[S,1] It is on the ___ day of ___ (month) ___ (year).
[S,1] then chooses another student and asks the same questions.
The conversation continues.
5. Students who are not participating in the conversation are listening to the information given and making notes of birthdays.
6. Further conversations may be derived from this information (e.g., practising changing pronouns). (Each language group will adapt this model to suit their language structure.)
Monitor student progress and record time lines. Students reflect on personal progress, evaluating their own strengths and weaknesses and writing a contract to modify weaknesses. Give feedback on pronunciation, tape conversations, and make notes for students that point out areas to improve pronunciation and intonation. Students keep this dated feedback, which will become a milestone marker to improve on next taping session.
(Formative) In class question and answer, knowledge/understanding
(Formative) Multiple choice knowledge/understanding
(Summative) Fill in the blanks knowledge/ understanding
(Formative) Oral presentation thinking/inquiring
· Allow advanced students to assist special needs students if T/A is not available for note taking or other inabilities.
· Allow more time and adjust assessment to accommodate individual needs.
· Modification of instructional and assessment strategies should meet the needs identified in a student’s Individual Education Plan (IEP).
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 240 minutes
In this unit, students use and practise language to exchange greetings with peers, family, and community. Students become aware of inherent respectful terms that are socially suitable and necessary when communicating in a Native language.
Strand(s): Oral Communication, Reading, and Writing
Overall Expectations:
OCV.01 - demonstrate basic listening skills;
OCV.02 - converse on familiar topics in structured situations;
REV.01 - read simple material on familiar topics in structured situations;
REV.02 - recognize language patterns and vocabulary that have been learned through oral work.
Specific Expectations:
OC1.01 - demonstrate an understanding of information from illustrated stories or dialogues;
OC2.05 - use basic greetings in a Native language;
RE1.01 - demonstrate an understanding of simple texts;
RE2.01 - read aloud, enunciating words clearly and using proper intonation;
RE2.02 - demonstrate an understanding of basic vocabulary in simple sentences;
RE2.06 - follow simple written instructions.
· Prepare language structures and vocabulary as required for unit.
· Compile a list of terms and vocabulary that is generated by the class.
· Check the Grammar, Language Conventions, and Vocabulary section in the Ontario Curriculum guide and use a checklist to show how many of the language conventions are covered in this unit.
· basic literary skills
1. Heighten students’ interest in the subject matter by soliciting from them certain phrases they wish to use in their greeting conversation. Accompany student input on vocabulary with the vocabulary already prepared.
2. Use the following word build-up drill to familiarize students with the sentence structures and vocabulary.
Word build-up strategy:
a) - Sit the students in a circle or a horseshoe arrangement.
b) - Stand in the middle
c) - Use a cue card so that the pattern and vocabulary remain consistent. Sample sentence: Greetings, are-you-well question-word? (Each underlined section represents a single word in a Native language.)
d) - Begin with the last word. Model/say the word for the students. Example: question-word.
e) - Motion with your arms for students to repeat. All students repeat together.
f) - Model/say the word a second time repeating the welcoming arm motion to students. Students repeat/mimic the word together.
g) - Clap hands or snap fingers for attention. With a welcoming motion of your hand, indicate a response from one of the students. Move toward the student (stop at a comfortable distance) and bend down a little, smiling while waiting a few seconds for the student to repeat the word. Student responds repeating the word correctly. Indicate with a non-verbal cue that it is the correct response.
h) - While keeping your eyes fixed on the student who just responded, clap or snap fingers again and indicate with a hand motion to another student. Then turning to that student, wait a few seconds for the repetition.
i) - Repeat this process until there are successful responses seven times.
Note: If within a few seconds the student fails to respond, indicates she/he cannot respond, or incorrectly says the word, motion a response from the person sitting next to her/him. That student then models the word correctly. Indicate with body language affirmation that she/he is correct and then look back to the person who did not respond. Motion her/him to respond. If she/he still cannot respond or say the word correctly, turn to the person on the other side and indicate to her/him to respond. That person responds correctly. Go back to the person having difficulty responding. If that person still fails to respond within a few seconds, do not embarrass her/him by waiting for a response. Go back to the entire class and begin the routine all over again. Repeat this routine until there are seven successful responses in a row.
j) - Build the sentence by adding the next word from the last.
Example: Are-you-well question-word?
k) - Repeat the exercise starting from step i.
l) - Build the sentence until students are responding with the complete sentence or question.
Caution: Do not do too much of this drill at one time, one sentence at a time will suffice at the beginning. The response of the class will indicate when to go beyond one short sentence. As students build confidence in the language, they will be able to absorb longer and more complex word and sentence structures.
Note: Use this technique to practise oral communication for any subject or unit. The day following the first drill, model a response to the question. Example: Yes I am well, how about you?
m) - Build this kind of vocabulary until the students can participate in a short conversation with little assistance from the teacher. They continue to build vocabulary in this way.
n) - Now that the students have base phrases to build on, start a greeting conversation with a student. A student responds appropriately recognizing the questions asked. She/he then asks the questions and another student responds, until the entire class has had a turn. While the conversations are going on, distribute relevant seat work for students not actively engaged in the conversation.
o) - Role play this activity with one student playing the part of an elder person and the phrases or vocabulary changing to accommodate the situation.
(Formative) Feedback is immediate, student is not permitted to go on with vocabulary or a phrase until they learn to say it with the correct intonations.
(Formative) Oral testing, knowledge/understanding
· Non-verbal students can participate by listening and be assessed by indicating their understanding through picture to word match.
· Allow advanced students to assist special needs students if T/A is not available for note taking or other inabilities.
· Allow more time and adjust assessment to accommodate individual needs.
· Modification of instructional and assessment strategies should meet the needs identified in a student’s Individual Education Plan (IEP).
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 120 minutes
This activity is suitable for adult and grade-appropriate learners. Students begin a process to understand the similarities and differences of Native language use when comparing vocabulary to English. They become increasingly aware of literal translation and English paraphrasing. Teachers may introduce the use of thematic dictionaries depending on the students’ level of Native literacy skills. This language comparison leads students to a unique world view based on a Native perspective.
Strand(s): Oral Communication, Reading, and Writing
Overall Expectations:
OCV.01 - demonstrate basic listening skills;
REV.01 - read simple material on familiar topics in structured situations;
WRV.04 - use information technology to communicate in a Native language.
Specific Expectations:
REV.01 - read simple material on familiar topics in structured situations;
RE1.03 - identify the theme and supporting details of a story or poem;
RE2.01 - read aloud, enunciating words clearly and using proper intonation;
WR2.05 - use correct spelling of basic and new vocabulary;
WR3.02 - use information technology to edit with peers.
· Have enough word list/lexicons and, where applicable, thematic dictionaries for all students or at least enough to be shared in small working groups.
· Prepare step-by-step rules for finding words.
· Prepare notes that assist students in understanding how to recognize different kinds of words and a guide on how to conjugate verbs.
· Have prepared short texts that require translating.
· Have examples of similar sentence structures that are contained in the translation exercise.
· Prepare worksheets on verb conjugation and tense changing.
· Be knowledgeable about technology operation.
· recognition of alphabet characters and basic literacy skills
· literary skills in English language
1. Provide students with a chart that is designed to show students how to conjugate verbs. Take a short story or narrative and have students utilize a different pronoun or conjugate verbs to create a narrative in a different tense.
2. Students may now create their own short stories using and demonstrating their skills of proficient dictionary use.
3. Students may reinforce reading and listening skills by reading and listening to each other’s corrected works.
4. Provide a writing model for students to develop a story line that contains supporting details.
5. Students decipher the literal meaning of a given text and then compare it to English paraphrasing.
6. Students prepare posters and circulars for local and school events using information technology.
7. Students prepare, record, and present announcements for broadcast on the PA system and for local radio stations.
(Formative) Oral use of language knowledge/understanding
(Summative) Proficiency in reading of materials, applications/making connections/thinking/inquiry
(Summative) Works saved for portfolio, knowledge/understanding
· Allow advanced students to assist special needs students if T/A is not available for note taking or other inabilities.
· Allow more time and adjust assessment to accommodate individual needs.
· Provide extra guidance in planning and organizing written work.
· Provide a written checklist of steps to be completed.
· Modification of instructional and assessment strategies should meet the needs identified in a student’s Individual Education Plan (IEP).
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 300 minutes
The accumulative reward for repetition allows students to become familiar with oral speaking patterns. The utterance of such openings underscores the fundamental principles of respect for people, earth, life, and the universe.
Strand(s): Oral Communication, Reading, and Writing
Overall Expectations:
OCV.01 - demonstrate basic listening skills;
OCV.02 - converse on familiar topics in structured situations;
REV.01 - read simple material on familiar topics in structured situations;
REV.02 - recognize language patterns and vocabulary that have been learned through oral work;
REV.04 - demonstrate an understanding of language conventions and vocabulary in simple texts;
WRV.03 - demonstrate accuracy in writing and a knowledge of linguistic conventions.
Specific Expectations:
OC2.01 - recite vowel and consonant sounds;
OC2.02 - use the sounds of the language to build words to do with familiar topics;
RE1.01 - demonstrate an understanding of simple texts;
RE1.03 - identify the theme and supporting details of a story or poem;
RE2.01 - read aloud, enunciating words clearly and using proper intonation;
RE2.02 - demonstrate an understanding of basic vocabulary in simple sentences;
RE2.07 - read a variety of simple texts;
WR3.03 - use information technology to communicate in a Native language with other students.
· Limit opening to about 35 words.
· Prepare opening notes for students to read from.
· Explain the significance and history of the opening sequence.
· Use code of behaviour, poster, and personal notes.
· Rehearse daily routine (using notes).
· Prepare study sheets that have “Language” in one column and “Literal Translation” in another.
· Prepare quiz sheets that are “word matches.”
· Prepare quiz sheets that are “fill in the missing words.”
· Prepare quiz sheets that are “give the literal translations.”
· basic literacy skills
1. Daily rehearsal of opening.
2. Use vocabulary in cross-unit activities.
3. Use quiz sheets for weekly progress, posting progress for all to see.
4. Post an evaluation sheet weekly.
5. Reward achievement with class privilege. Example: Students who can recite the first ten words without the aid of their study sheet have the privilege of leaving the room without asking for permission or can continue on another assignment. Reward each level of achievement with another class privilege. Highest achievers are the first ones chosen to assist with special needs students or to take the attendance sheet to the office.
(Formative) Listen to student recital, knowledge/understanding
(Formative) Observe student behaviour during exercise, application/making connections
· Allow advanced students to assist special needs students if T/A is not available for note taking or other inabilities.
· Allow more time and adjust expectations to accommodate individual needs.
· Positively reinforce achievements.
· Modification of instructional and assessment strategies should meet the needs identified in a student’s Individual Education Plan (IEP).
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 360 minutes
This unit allows students to recognize a given vocabulary. They listen as the teacher dramatizes a narration or anecdote and derive meaning through the dramatizations and visual support devices. Use tapes to familiarize students with aspects of speech, vocabulary, and studied language structures.
Strand(s): Oral Communication, Reading, and Writing
Overall Expectations:
OCV.01 - demonstrate basic listening skills;
REV.02 - recognize language patterns and vocabulary that have been learned through oral work;
REV.04 - demonstrate an understanding of language conventions and vocabulary in simple texts.
Specific Expectations:
OC1.06 - demonstrate an understanding of Native legends and stories enacted or told with visual support;
RE1.01 - demonstrate an understanding of simple texts;
RE1.03 - identify the theme and supporting details of a story or poem;
RE2.02 - demonstrate an understanding of basic vocabulary in simple sentences.
· Prepare tape narratives and provide print and illustrated support sheets for listening centres.
· Prepare teacher dramatizations.
· Prepare maps, pictures, drawings, props, paper clips, push pins, etc.
· Be familiar with body sign language techniques for teacher dramatization of narratives.
· Use available clips of fluent speakers from videotapes.
· basic listening skills
1. Students at listening centres derive meaning from listening to tapes that have accompanying support sheets with the narrative in print under an illustration. Various picture sources can be utilized for the story line, e.g., translate and tape a comic strip.
2. Students use critical thinking to arrive at the meaning.
3. Use body language, maps, props, drawings and pictures to dramatize the telling of a story or narrative. Speak slowly, observing students’ reaction to the story. If the students look puzzled, retell that portion using similar visual cues.
4. Students write down as many words as they can during the dramatization. (Spelling is not critical for this exercise.) A discussion period follows the presentation. Students read their notations as they interpret meaning. Provide guidance (e.g., using the Native language only, dramatize in a different way until the students are able to understand). Students then look up the noted words in their dictionary/lexicon and the entire class exchanges information about their findings. Students record their findings in their personal dictionaries.
(Formative) Students write about the dramatization, thinking/inquiring
(Formative) Entries in personal dictionaries, knowledge/understanding
(Formative) Question and answer, knowledge/understanding
· Allow advanced students to assist special needs students if T/A is not available for note taking.
· Allow more time and adjust assessment to accommodate individual needs.
· Make a videotape of presentation and allow students to review and pause, in order to record vocabulary.
· Modification of instructional and assessment strategies should meet the needs identified in a student’s Individual Education Plan (IEP).
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 120 minutes
This unit focusses on the relationship between Native culture and weather. Students use vocabulary to describe and predict weather conditions. They begin to understand their interdependence.
Strand(s): Oral Communication, Reading, and Writing
Overall Expectations:
OCV.01 - demonstrate basic listening skills;
OCV.02 - converse on familiar topics in structured situations;
REV.02 - recognize language patterns and vocabulary that have been learned through oral work.
Specific Expectations:
OC2.01 - recite vowel and consonant sounds;
OC2.03 - express ideas, feelings, and opinions using known language structures;
RE1.01 - demonstrate an understanding of simple texts;
RE2.02 - demonstrate an understanding of basic vocabulary in simple sentences;
RE2.08 - respond appropriately to written questions.
· Prepare weather terminology/vocabulary, present and past tense.
· Prepare pictures of weather conditions (laminated flash cards).
· Prepare work sheets: “weather to word match.”
· Prepare crossword and word search game sheets.
· some understanding of weather formations
1. Use language drills, word build-up strategy, as described in Activity 3, using flash cards so that English does not need to be used.
2. Students use weather terms to describe today's weather conditions in their greeting conversations. Example: “What is the weather like today?”
3. Students pretend they are having a telephone conversation with someone in a nearby or remote location, giving and receiving information using the present and past tenses. Conversation lines need only be a simple question and a direct answer at the beginning of the unit. Gradually add additional information as the semester progresses. Provide example of paraphrased English. (Teacher will modify the conventions of speech to local terminology.)
Student 1: Greetings, how are you today?
Student 2: I am very well today. How about you?
Student 1: I think that I am catching a cold.
Student 2: Why?
Student 1: It rained yesterday and I got soaked to the skin. What is the weather like where you live?
Student 2: It is sunny today and it was sunny yesterday also.
Student 1: That is good. Soon we will speak to each other again.
Student 2: Ok. Bye for now.
Student 1: Ok. Bye.
4. Change the weather terms in subsequent conversations until all desired weather terms are covered.
5. Students use the crossword and word search sheets when they complete other seat work assignments.
(Formative) Immediate feedback at the drill stage of learning, knowledge/understanding
(Summative) Tape their conversations, thinking/inquiry
· Allow advanced students to assist special needs students if T/A is not available for note taking.
· Allow more time and adjust assessment to accommodate individual needs.
· Pair students appropriately for difficult seat work activities.
· Modification of instructional and assessment strategies should meet the needs identified in a student’s Individual Education Plan (IEP).
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Continue to Unit 2 |
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