Course Profile
Native Languages, Level 2 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.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.
© Queen's Printer for Ontario
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: Review and Introduction
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity7
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
Students expand their vocabulary through the review of daily routines and greetings and develop formal opening remarks for school and community ceremonies. Throughout this course, the language structures (e.g., verbs, nouns, pronouns, particles, sentences) are used in a progressively more difficult format. Students are encouraged to use several forms of technology and production to communicate in the classroom and community.
Unit 5 is also introduced along with Unit 1 and continues to be integrated with Units 2 - 4 during the course. In this way, the Communication Project is developed, completed, and presented for evaluation at the termination of the course or semester.
Strand(s): Oral Communications, Reading, Writing
Overall Expectations: OCV.01, OCV.03, OCV.05, REV.02, REV.04, WRV.01, WRV.04.
Specific Expectations: OCI.01, OC1.05, OC2.03, OC2.04, OC2.06, OC2.07, OC2.08, OC2.09, OC2.10, OC3.03, RE1.02, RE2.02, RE2.03, RE2.05, RE3.04, WR1.01, WR1.02, WR2.02, WR2.04, WR3.03.
|
Activity 1.1 |
Introduction and Daily Routines |
225 minutes |
|
Activity 1.2 |
Bring and Brag |
225 minutes |
|
Activity 1.3 |
Celebration of Youth |
375 minutes |
|
Activity 1.4 |
Ceremonies |
150 minutes |
|
Activity 1.5 |
Community Participation |
150 minutes |
|
Activity 1.6 |
Fall Celebration |
300 minutes |
|
Activity 1.7 |
Putting It All Together |
75 minutes |
· Read Unit 5 and allocate time in the weekly schedule to address the activities outlined in the Unit. Unit 5 is to be integrated in Units 1 to 4 and the project should be ready for presentation at the end of the course or semester.
· Request a bulletin board.
· Prepare a list of acceptable greetings for all occasions.
· Identify language structure to be used/practised throughout the unit (e.g., verbs, nouns, pronouns, particles).
· Organize and set up a student portfolio filing system.
· Begin creating language structure games and adapting gameboards (e.g., Monopoly, Tic-Tac-Toe, Balderdash, file folder games, checkers).
· Be familiar with the use of technology.
· successful completion of NL1, 4 years Native Language Study, or demonstration of required proficiency
· sound knowledge of language structure, including proficient skills in reading and writing
· making use of knowledgeable community people
· using appropriate language structures in oral and written communication
· TPR (Total Physical Response)
· brainstorming
· co-operative learning groups
· syllable chart
· tape recorders and computers
· pair/group interaction
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.
· Portfolios
· formal and informal observation
· assessment of presentation material using rubric
· grammar checklist
· pronunciation and language structure
· anecdotal notes
· oral quizzes
· formative Bring and Brag
· Personal Word Journal
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 225 minutes
Students are given the course outline and provided with explanation on the expectations, assignments, and assessment strategies for the full course. Unit 5 is introduced and the teacher ensures that all the requirements in the Planning Notes have been prepared. Daily routines and commands are to be identified, and the use of the Personal Word Journal and Portfolios is introduced and explained. Future community events and the students’ participation are discussed.
Strand(s): Oral Communications, Reading, Writing
Overall Expectations:
OCV.01 - demonstrates a range of listening skills;
REV.02 - identify language patterns and vocabulary that have been learned through oral work;
WRV.01 - use a variety of language patterns and vocabulary accurately.
Specific Expectations:
OC1.01 - demonstrate an understanding of information presented orally;
OC2.03 - converse using simple and compound sentences;
OC2.07 - respond to orally presented texts;
OC2.08 - ask and respond appropriately to question in a variety of situations (e.g., collecting and presenting information, excursions, role-playing);
OC2.10 - participate in word games using the Native language;
RE2.02 - demonstrate an understanding of basic vocabulary in basic texts;
RE2.03 - select, list, and define new vocabulary in texts;
WR2.04 - use correct spelling of basic and new vocabulary.
· Know your school’s operations, routines, and policy.
· Collaborate with other teachers for computer time, team-teaching and integration.
· Request a bulletin board.
· Provide on-going reinforcement, review, and introduction of new language structure.
· Have self-correcting gameboards available for students who have completed their work.
· Have an example of a Personal Word Journal.
· Ensure that adequate school supplies are available (e.g., flipchart paper, markers, cardstock).
· Have samples of finished projects that students can view.
· ability to converse and write simple sentences
· ability to use basic commands
· ability to use the appropriate writing system
· a functional knowledge of the phonetics
1. In the initial contact with the students, the teacher begins a simple assessment of the students’ functional knowledge of the language through the use of simple greetings and anticipation responses in the language. Students also introduce themselves to everyone in the Native language.
Sample Initial Assessment
Students should be able to answer in complete sentences, using the correct intonation and inflection. Ensure that the community norms are researched and that the following questions are appropriate:
a)
Hello, what is your name?
b)
Where
are you from?
c)
What
is your clan/family?
d)
How
many family members do you have?
e) What are their names?
2. After the introductions, the teacher hands out the course outline and explains and discusses the expectations, assignments, and assessment format with the students. It is important that the students understand the final Unit 5 Communications Project and its requirements. Since Unit 5 is a cumulative project for the course/semester, students are to begin initial planning and the instructor is to be available to conference on the project during the course or semester.
Brainstorm on possible projects and potential sources of resources and discuss potential presentation forms and media that could be employed. Students should be encouraged to create a project that is suitable for use in the community, be it on the local media or school system. Patterning should also be encouraged (i.e., using children’s books as examples).
In the use of technological equipment, the teacher is to be aware of the school’s user/lending policies. Students should also agree to seek assistance on the correct and safe use of the equipment.
3. Introduce the purpose and use of the Personal Word Journal. Students use the journal to create a list of phrases and commands for their reference and review. These journals are to be corrected and marked.
4. Play an elimination game with the students (e.g., “Simon Says”) using simple commands. This exercise is used as a simple assessment to determine the listening and comprehension skills of the students. At this time the teacher could develop an on-going list of commands to be posted prominently in the classroom or hallways and the students could begin to create these phrases and commands on the computer and add them to their Journals.
5. Using a community calendar or, in the absence of a community calendar, brainstorm and make a list of community activities at which language could be incorporated. Students plan opening remarks that are culturally and traditionally appropriate.
6. Daily review of routines is practised until the teacher can determine that the students can make and respond to requests in the language correctly and appropriately.
Sample Generic Commands and Routines
a) May I go to the washroom?
b) May I have a drink of water?
c) May I go to my locker?
d) I wish to see the nurse.
e) I need to talk to you.
f) I wish to see the principal.
g) I was sick.
7. Introduce computers and software to the students for the purpose of making banners and posters for community events. Again students should be reminded of proper procedures while working at a computer workstation.
· observation notes
· anecdotal notes
· formative assessment on Personal Word Journals for correct spelling and language structure
· rubrics and marks are assigned for posters and banners (see Appendix 1)
· Initiate homework recording, preparation and follow-up procedures for students who have particular organizational and memory difficulties.
· Monitor homework daily and reinforce.
· Allow adequate time for completion of assigned work, and provide extensions if possible.
· Allow students to use tape recorders.
· Accept modified assignments after due conferencing.
· Have materials available for the creation of games by gifted and talented students.
· Ensure assessment activities are presented in a non-threatening way.
· Reinforce all efforts.
· Acknowledge students who may be at different levels and that this is acceptable.
· Provide teacher and peer support.
· Modify instructional and assessment strategies to meet the needs identified in students’ Individual Education Plans (IEPs).
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 225 minutes
Students practise conversational language skills through the correct use of language structure and intonation. They expand their language vocabulary through a short prepared oral presentation using a favourite object.
Strand(s): Oral Communications, Reading, Writing
Overall Expectations:
OCV.01 - demonstrates a range of listening skills;
REV.02 - identify language patterns and vocabulary that have been learned through oral work;
WRV.01 - use a variety of language patterns and vocabulary accurately.
Specific Expectations:
OC1.01 - demonstrate an understanding of information presented orally;
OC2.03 - converse using simple and compound sentences;
OC2.07 - respond to orally presented texts;
OC2.09 - use story patterns to create short oral narratives;
OC2.10 - participate in word games using the Native language;
RE1.02 - extract information from a written passage;
RE2.03 - select, list, and define new vocabulary in texts;
RE3.04 - use information technology to communicate in a Native language with other students;
WR1.02 - demonstrate an understanding of gender and subject-verb agreement.
· Ensure that a syllable chart is displayed in a prominent location.
· Ensure that the students are aware of proper conferencing procedures.
· Encourage peer support.
· basic knowledge of gender, gender/tense agreement
· basic computer skills
1. As an ongoing exercise students practise the syllable/syllabic chart, either as a group or individually. This chart is displayed in a prominent area in the classroom. The teacher has words prepared in the daily lesson plans that can be built from the syllable/syllabic chart, and students are expected to decipher the meaning of words using prior knowledge and contextual skills.
2. Introduce the "Bring and Brag" presentation. Students are requested to bring in a favourite object to share with their peers. Students pre-write their presentation to ensure proper language structures. The teacher writes a sample on flip chart for patterning and new word introduction. This process also allows less confident speakers to practise oral language skills.
3. To assist the students in preparing their Bring and Brag presentation, the teacher introduces simple phrases to be used in the introduction of the object (e.g., what I like...; my favourite is...; when I was visiting...; my friend gave me...; I won this...). These phrases are used for vocabulary expansion (e.g., my favourite colour is...; my favourite animal is...; my favourite food is...). Remind students to continue to add new words to their Personal Word Journals.
4. Students begin a short paragraph describing their favourite object. Once this is finished, they pair/share with a peer. The peer offers suggestions and questions on the object and the writer may use this information to rewrite and edit the first draft paragraph.
5. Once the first draft has been edited, the student conferences with the teacher for assistance in language structure, word use, and pronunciation. The student writes the finished edited copy on the computer using a word-processing program.
6. Students bring in the favourite object to share with the class. Students have the option of displaying their written work or handing out a photocopy of their work while giving an oral presentation. This exercise enables other students to view and hear new vocabulary and language structure.
7. Once all the students have given their presentation, a peer-evaluation is done in a talking circle. For a talking circle, the group sits in a circular fashion. In this talking circle, students are instructed to offer comments in the language on the oral presentation; what was good, and how it could have been improved. Strict rules are understood and enforced (e.g., one person talks and others do not interrupt, space is allotted between speakers, all comments are respected and accepted). The teacher should explore the local cultural norms and integrate these teachings and practices into the talking circle.
· anecdotal notes
· peer-evaluation
· formative evaluation on the paragraph
· Allow adequate time.
· Accept modified assignments after due conferencing.
· Allow gifted and talented students to express themselves.
· Respect the students shyness.
· Allow sufficient time for presentations.
· Ensure consistent use of homework assignment routines for students with organizational difficulties (e.g., as a reminder to themselves to bring something they may switch, such as a piece of jewellery from one hand to another).
· Provide copies of notes and/or questions or have another student make a copy with NCR (carbonless) paper.
· Provide support with organizing assignments. Furnish or work together with the student to develop a visual organizer, outline, a list of headings, or key words, table or chart.
· Modify instructional and assessment strategies to meet the needs identified in students’ Individual Education Plans (IEPs).
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 375 minutes
In this activity, students are given the opportunity to learn greetings for various occasions, formal and informal and traditional and non-traditional through the use of structured language and computers. Knowledgeable community members are invited to share an oral presentation on their knowledge of local ceremonial greetings.
Strand(s):
Overall Expectations:
OCV.01 - demonstrates a range of listening skills;
OCV.05 - use information technology to communicate in a Native language;
REV.02 - identify language patterns and vocabulary that have been learned through oral work;
WRV.01 - use a variety of language patterns and vocabulary accurately;
WRV.04 - use information technology to communicate in a Native language.
Specific Expectations:
OC2.04 - use greetings related to various social events;
OC2.10 - participate in word games using the Native language;
OC3.03 - use information technology to produce media works for listening or viewing;
RE1.02 - extract information from a written passage;
RE2.02 - demonstrate an understanding of basic vocabulary in basic texts;
RE2.03 - select, list, and define new vocabulary in texts;
RE2.05 - identify different grammatical forms in text;
RE3.04 - use information technology to communicate in a Native language with other students;
WR2.02 - use a variety of familiar and new expressions and vocabulary correctly in written works;
WR3.03 - use information technology to communicate in a Native language with other students.
· Collaborate with the computer teacher for assistance and computer time.
· Ensure proper software is available for creating greeting cards.
· Ensure that proper paper is available to guarantee quality work.
· Inquire about school policies regarding school and classroom celebrations.
· Ensure craft material is available for students’ use.
· Create and distribute a rubric sheet for presentations and art work.
· basic computer skills
· basic knowledge of “feeling” words, tense agreement, and language patterns
1. Review greetings with the students, making sure that these are included in their Personal Word Journals.
2. Brainstorm, using flip-chart, on the different types of greeting used daily and for special occasions.
3. Students plan a greeting card for a family member, including art work or computer graphics.
4. Students hand in the draft card to the teacher for conferencing to assure that proper language structures are used.
5. Students then create the cards on the computer.
6. The teacher brainstorms with students on the different types of greeting cards (e.g., thank you, invitation, sympathy, seasonal celebrations).
7. Referring to the list of community resources identified in Activity 1, students select a topic and choose a knowledgeable person in the community to discuss local traditional appropriateness on formal openings and prayers for ceremonies (e.g., use of tobacco, local customs for requesting information or knowledge from a traditional person).
8. Students invite a person who is knowledgeable about the community and create a special invitation and a thank you card for the class thanksgiving/fall celebration.
9. Working in pairs and in conference with the teacher, students draft a formal opening suitable for a fall celebration.
10. Students select one formal opening and peer review and edit it to be used in the fall celebration.
11. If time permits, students brainstorm on simple give-away gifts and begin to create these gifts. Students may take these home to complete them as a homework assignment.
· anecdotal notes
· rubrics marking scheme for written ceremonial opening
· rubrics in art design and construction
· Provide peer support.
· Allow extra time for completion.
· Ensure computers are accessible for physically challenged students.
· Accept alternative or modified projects or assignments.
· Provide examples.
· Provide opportunities for extra rehearsal of oral presentations.
· Use a visual organizer/outline to which students can refer.
· Modify instructional and assessment strategies to meet the needs identified in students’ Individual Education Plans (IEPs).
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 150 minutes
Students learn about ceremonies, formal greetings, and ceremonial openings. They will be able to plan their own ceremonial opening to be used in a Fall Celebration.
Strand(s): Oral Communications, Reading, Writing
Overall Expectations:
OCV.03 - demonstrate an understanding of language structures and vocabulary in a variety of contexts;
REV.02 - identify language patterns and vocabulary that have been learned through oral work;
REV.04 - demonstrate comprehension of a variety of reading materials;
WRV.01 - use a variety of language patterns and vocabulary accurately.
Specific Expectations:
OC2.06 - give other students directions for activities;
OC2.08 - ask and respond appropriately to questions in a variety of situations (e.g., collecting and presenting information, excursions, role-playing);
OC2.09 - use story patterns to create short oral narratives;
OC2.10 - participate in word games using the Native language;
RE1.02 - extract information from a written passage;
WR2.02 - use a variety of familiar and new expressions and vocabulary correctly in written works;
WR3.03 - use information technology to communicate in a Native language with other students.
· Review students’ Personal Word Journals.
· Encourage students to attend a community gathering and instruct them to observe the protocols.
· Arrange for computer time.
· Ensure video camera is in working condition.
· Ensure videotapes are available.
· writing simple and compound sentences
· language structures in tenses
· ability to use a variety of language patterns
· previous attendance at ceremonies
1. Based on the community profile list created in Activity 1.1, students invite a knowledgeable person to discuss formal greetings used in ceremonial and social gathering openings/ addresses. It is important for the teacher to explore and know the protocol for inviting community members into the classroom, especially knowledgeable members.
2. The teacher also requests permission to videotape the knowledgeable member and inform the member on the purpose for videotaping and who will use the tapes.
3. The knowledgeable community member visits the classroom at a specified time and discusses the different types of ceremonies and their role within ceremonies. Students listen and demonstrate respect for the presenter and practise proper protocol.
4. Through a question and answer format, students learn and distinguish the different approaches between ceremonial openings and a community social activities’ opening.
5. From these models, and with the use of videotapes, students are paired to begin preparation for a first draft of an opening address for a social gathering, specifically, the Fall Celebration. This draft is done using a word-processing program on the computer. Students save their drafts on a disk for the teacher’s perusal.
If students have previously attended a community or personal ceremony, as recommended prior to the introduction of this unit, they may also use that information.
6. A conferencing session is held between the teacher and the students to discuss the first draft.
7. Once the conferencing is finished, students prepare the final draft and begin to memorize the opening address.
8. Each pair of students say their address at the Fall Celebration.
· anecdotal notes
· rubrics for written opening
· assess computer skills in word-processing
· Provide peer support.
· Divide tasks within a group according to strengths and abilities.
· Allow extra time for completion.
· Ensure computers are accessible for physically challenged students.
· Accept alternative or modified projects or assignments.
· Provide examples.
· Provide opportunities for extra rehearsal of oral presentations.
· Use a visual organizer/outline to which students can refer.
· Modify instructional and assessment strategies to meet the needs identified in students’ Individual Education Plans (IEPs).
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 150 minutes
Working closely with the community, students work in groups to develop a short announcement for the local media on the Fall Celebration. Students learn the protocol for give-aways at various ceremonies.
Strand(s): Oral Communications, Reading, Writing
Overall Expectations:
REV.02 - identify language patterns and vocabulary that have been learned through oral work;
REV.04 - demonstrate comprehension of a variety of reading materials;
WRV.01 - use a variety of language patterns and vocabulary accurately.
Specific Expectations:
OC2.07 - respond to orally presented texts;
OC2.08 - ask and respond appropriately to questions in a variety of situations (e.g., collecting and presenting information, excursions, role-playing);
OC2.10 - participate in word games using the Native language;
RE2.05 - identify different grammatical forms in text;
WR1.01 - distinguish between grammatical forms (e.g., part of speech, number gender, tense);
WR2.04 - use correct spelling of basic and new vocabulary.
· Presentations will be a maximum of only three minutes.
· Have a tape or videotape recorder available to record the student’s production.
· Inform local community media of the students’ assignments.
· Have a variety of word games available for students who have completed their work.
· Ensure that material is available for the creation of word games.
· use and care of a tape recorder and video camera
· knowledge of grammatical forms
· knowledge and awareness of formal and informal speech
1. Students view and listen to pre-taped announcements in the Native language.
2. Students brainstorm on the type of presentations, the topics, and the format for both media.
3. Working in groups of four, students choose the media and prepare an announcement.
4. Students conference regularly to ensure proper pronunciation, intonation, and language structure.
5. Students present their announcement to the class for peer-evaluation.
6. Each group tapes their presentation for delivery to the radio or television station.
7. Continue creating the give-away gifts for the Fall Celebration.
· peer-assessment
· rubrics for presentation, structure, format
· rubrics for language structure
· Use a visual organizer/outline to which students can refer.
· Provide peer support.
· Divide tasks within a group according to strengths and abilities.
· Allow extra time for completion.
· Ensure computers are accessible for physically challenged students.
· Accept alternative or modified projects or assignments.
· Provide examples.
· Provide visual reinforcement when correcting language and pronunciation errors.
· Provide opportunities for oral presentations.
· Modify instructional and assessment strategies to meet the needs identified in students’ Individual Education Plans (IEPs).
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 300 minutes
Students plan and host a Fall/Thanksgiving Celebration. They create a menu and invitations in the Native language.
Strand(s): Oral Communications, Reading, Writing
Overall Expectations:
OCV.01 - demonstrates a range of listening skills;
OCV.03 - demonstrate an understanding of language structures and vocabulary in a variety of contexts;
REV.02 - identify language patterns and vocabulary that have been learned through oral work.
Specific Expectations:
OC1.01 - demonstrate an understanding of information presented orally;
OC1.05 - compare the creation stories of various Native communities;
OC2.03 - converse using simple and compound sentences;
OC2.09 - use story patterns to create short oral narratives;
RE1.02 - extract information from a written passage;
WR1.01 - distinguish between grammatical forms (e.g., part of speech, number gender, tense).
· Provide written rubrics for the students prior to the planning of the celebration.
· The teacher should collaborate with the Native Studies and Family Studies teachers for the use of cooking facilities.
· Assist students in identifying traditional foods and methods of cooking.
· Be mindful of the gender of the traditional foods in the development of the menu.
· Grammar and language conventions should be observed regarding celebration activities.
· Solicit the community for food donations and utensils.
· Ensure that another community activity is not happening simultaneously with the celebration.
· Be aware of the number of guests invited and the amount of food available.
· Be aware of community norms with regard to celebrations.
· Native language classes may be combined with the Native Studies and Family Studies classes.
· types of nouns, noun and verb agreement
· food vocabulary
1. Students brainstorm local traditional foods and acquisition.
2. From this list, create an illustrated menu in the Native language.
3. Special care should be given to the gender/number and verb agreement.
4. Brainstorm and plan the agenda for the traditional celebration: date, place and time, location and availability of space, number of guests that can be accommodated, agenda, seating plan, utensil needs, decorations, when and how to present gifts, possible volunteers, and food donations.
5. Students prepare a list of knowledgeable community members to be invited, assess their physical needs, and ensure that the celebration location is accessible.
6. Students deliver the completed invitations personally to the knowledgeable members and request a response. Students are instructed to orally invite them to the celebration in the Native language.
7. Prepare the foods and location and greet the guests.
8. Students act as hosts, presenting their prepared opening remarks/addresses, and present gifts in the Native language at the appropriate time.
9. Invite other cultural groups to share their traditional Native foods.
· anecdotal notes
· written rubrics on menu
· Use a visual organizer/outline to which students can refer.
· Provide explicit step-by-step instructions in a checklist format, with timelines for completion, to assist students in organizing work.
· Continue to monitor homework routine, organization, preparation, and reinforcement.
· Encourage peer support.
· Divide tasks within a group according to strengths and abilities.
· Allow extra time for completion of work.
· Ensure computers are accessible for physically challenged students.
· Provide examples.
· Be aware of food allergies.
· Modify instructional and assessment strategies to meet the needs identified in students’ Individual Education Plans (IEPs).
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 75 minutes
Students are given the opportunity to complete all projects and choose two of their best projects from this unit to be included in their portfolio. Students have an open discussion on the unit and offer suggestions on the changes that could be made and the topics that could be withheld.
Strand(s): Oral Communications, Reading, Writing
Overall Expectations:
OCV.01 - demonstrates a range of listening skills;
WRV.01 - use a variety of language patterns and vocabulary accurately.
Specific Expectations:
OC1.01 - demonstrate an understanding of information presented orally;
OC2.08 - ask and respond appropriately to question in a variety of situations (e.g., collecting and presenting information, excursions, role-playing);
RE2.02 - demonstrate an understanding of basic vocabulary in basic texts;
RE3.04 - use information technology to communicate in a Native language with other students;
WR1.01 - distinguish between grammatical forms (e.g., part of speech, number gender, tense);
WR2.04 - use correct spelling of basic and new vocabulary.
· Prepare a written test focussing on language structure, new vocabulary learned, simple and compound sentences, and language patterns.
· previous knowledge and skills acquired in this Unit
1. A summative unit test is administered to all students.
2. Upon completion of the Unit Test, the students are given an opportunity to orally evaluate the Unit. The teacher lists the recommendations on a flipchart and is responsible for initiating the changes for the next term or school year.
3. Students are given the opportunity to complete all projects; extensions could be granted within a given time frame.
4. Students choose two of their best works to include in their portfolios.
5. The teacher is available for conferencing on the final Communication project in Unit 5. Students who have begun their activities may require material that the teacher may need to acquire.
· summative evaluation
· Portfolios
· continued evaluation of the Personal Word Journal
· Use tape recorders for the written tests.
· Develop a modified test.
· Read the test and write the responses verbatim for the student.
· Grant time extensions.
· Provide bonus questions for gifted and talented students.
· Refer to the unit outline when evaluating the unit.
· Modify instructional and assessment strategies to meet the needs identified in students’ Individual Education Plans (IEPs).
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Continue to Unit 2 |
Back to Course Profiles main menu