Course Profile
Native Languages, Level 2 open, Public
Unit 2: People
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6
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 focusses on the student’s functional use of the Native language through the use of reflective journals and the creation of materials for lower grades. Students expand their oral and writing skills, using a progressively more difficult language structure (e.g., verbs, nouns, pronouns, particles, prefixes, suffixes, compound sentences). Students use reflective journals to self-evaluate their growth in the language and create a multimedia production for use by the lower grades.
Students continue to work on the presentations for Unit 5.
Strand(s): Oral Communications, Reading, and Writing
Overall Expectations: OCV.01, OCV.03, OCV.04, OCV.05, REV.02, REV.04, REV.05, WRV.01, WRV.04.
Specific Expectations: OC1.01, OC1.02, OC1.03, OC2.01, OC2.02, OC2.03, OC2.04, OC2.07, OC2.08, OC2.09, OC2.10, OC2.11, OC3.01, OC3.02, OC3.03, RE1.01, RE1.04, RE2.01, RE2.05, RE2.08, RE3.04, WRI.01, WRI.02, WRI.03, WR2.01, WR2.03, WR2.04, WR2.07, WR2.08, WR3.03.
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Activity 2.1 |
Balance |
225 minutes |
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Activity 2.2 |
Values |
225 minutes |
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Activity 2.3 |
Teachings |
225 minutes |
|
Activity 2.4 |
Creativity |
300 minutes |
|
Activity 2.5 |
Sharing |
150 minutes |
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Activity 2.6 |
Test |
75 minutes |
· Ensure that you know the traditional values and teachings of the community.
· Find a knowledgeable community member who would be willing to be your mentor.
· Request a bulletin board.
· Be familiar with language structures, e.g., verbs, nouns, pronouns, particles, etc. (Refer to the MED).
· Review the Portfolio and ensure that students have left two of their best works in their file.
· Create a Personal Reflective Journal for demonstration purposes.
· Create a book for demonstration.
· Be familiar with the use of technology (e.g., computers, video cameras, digital scanner, digital camera).
· Ensure that the school has Native-content software available.
· Successful completion of NL1 or 4 years Native Language study or demonstration of required proficiency.
· Sound knowledge of language structure, including proficient skills in reading and writing.
· Make use of knowledgeable community people;
· Use appropriate language structures in oral, reading, and written communication;
· TPR (Total Physical Response) interviewing skills;
· Brainstorming skills;
· Technological equipment;
· 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.
· reflective journals
· formal and informal observation
· rubric to assess presentation material
· grammar checklist
· pronunciation and language structure
· anecdotal notes
· conversational rubric
· Portfolios
· Personal Word Journal
Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993.
Time: 225 minutes
This activity gives students the opportunity to explore the concept of a "Good Mind" and the relationship of balance within all creation. Through knowledgeable community persons, students discover their place in the journey to inner balance.
Continue to monitor the students’ development of Unit 5 and allocate time in the weekly schedule to address the activities outlined in the Unit. Unit 5 is to be integrated in all of the Units 1 to 4 and the project should be ready for presentation at the end of the course or semester.
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;
OCV.04 - demonstrate an understanding of Native oral traditions (e.g., Native legends, stories, songs, histories);
REV.02 - identify language patterns and vocabulary that have been learned through oral work;
REV.05 - use information technology to communicate in a Native language.
Specific Expectations:
OC1.01 - demonstrate an understanding of information presented orally;
OC1.02 - interpret a dialogue, conversation, narration, or presentation;
OC1.03 - present simple ideas for class discussion;
OC2.01 - use refined pronunciation and intonation;
OC2.03 - converse using simple and compound sentences;
OC2.07 - respond to orally presented texts;
RE2.05 - identify different grammatical forms in text;
RE3.04 - use information technology to communicate in a Native language with other students;
WR2.04 - use correct spelling of basic and new vocabulary;
WR2.08 - use grammar, language conventions and vocabulary appropriate to this course;
WR3.03 - use information technology to communicate in a Native language with other students.
· Seek the advice of a knowledgeable community member before beginning this activity to ensure that community beliefs are followed.
· Display some related symbols prior to introducing the Unit (e.g., Medicine Wheel, Tree of Life).
· Students who do not belong to a clan may be allowed to borrow a clan symbol for the duration of the course/activity.
· some knowledge of their clans and/or family systems as studied in the previous year
· knowledge of language structures such as verb, person, and number
· vocabulary dealing with clans and family
1. As the students brainstorm, the teacher writes words on flip-chart paper, on the chalkboard, or on a sheet of paper.
Students brainstorm on the meaning of “good mind.” Once students have exhausted the words in their vocabulary, the teacher may want to add some choice words.
Students brainstorm on the meaning of “balance” in the presence of a knowledgeable community member. In this way, the member sees and hears what the students know on the subject.
A knowledgeable person(s) from the community gives a presentation on the meaning of “balance.”
Upon the completion of the presentation, the teacher should ask the group of students to make a word list and phrases based on the member's presentation.
Discuss relationship with other creations, relationship with self, and other culturally and locally appropriate relationships.
Students construct an illustrated chart on their understanding of relationship, using traditional and personal symbols.
Each student creates a clan shape or personal design to indicate their understanding of balance.
Students do an oral presentation to the class to explain their production.
Students may display their work in a prominent area, either in the classroom or in the school.
· use anecdotal assessment
· rubric on clan symbol presentation, in addition to art design, include correct language structure, pronunciation, and intonation
· peer-evaluation
· Provide individual explanations for what is expected, with examples, and get feedback from the students.
· Provide frequent monitoring, feedback, and reinforcement.
· Accept alternative presentations.
· Students who are experiencing difficulty mastering the language may be allowed to use phrases instead of sentences.
· Students may be provided with a template or structure for responding.
· 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 examine the traditional values of their community and how they impact on their life’s journey and relationships. These traditional values are the basis for display posters throughout the school.
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;
OCV.04 - demonstrate an understanding of Native oral traditions (e.g., Native legends, stories, songs, histories);
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.04 - use information technology to communicate in a Native language.
Specific Expectations:
OC1.03 - present simple ideas for class discussion;
OC2.02 - express ideas (e.g., thoughts, feelings, experiences) using known language structures;
OC3.01 - use information technology to record short dialogues to share with other students;
RE2.05 - identify different grammatical forms in text;
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);
WR1.02 - demonstrate an understanding of gender and subject-verb agreement;
WR2.01 - write simple and compound sentence (unincorporated forms) using correct punctuation;
WR2.04 - use correct spelling of basic and new vocabulary;
WR2.07 - revise written work with the assistance of classmates and the teacher.
· Seek clarification on school policies for displaying posters;
· Use discretion if students want to make bilingual posters for greater impact on the whole school population.
· Language structures of pronouns.
2. Discuss traditional values that students have learned from home, from past speakers, and from attending past workshops or counselling sessions.
As traditional values are discussed, the teacher writes associated phrases and words on chart paper or the chalkboard.
Give students the time and opportunity to write their new vocabulary words in their Personal Word Journals.
As a class, take one value (e.g., Truth) and develop a short paragraph. Grammar and structure should not be corrected in the initial draft.
Together with the class, edit the initial draft paragraph for spelling, grammatical structure, and appropriate words.
After completing the above activity, brainstorm on a possible presentation (e.g., poster format, concrete poem, shaped poster i.e., a poster shaped like a tree or animal with a message);
Working groups should be divided to cover all the values. Students choose a value, identify the presentation mode, make a first draft, and conference with the teacher for proper spelling and language.
Students present their finished work in class and display it throughout the school.
· Rubrics for marking poster format and presentation.
· Peer-assessments on presentations.
· Have students work in pairs (peer support).
· Use tape recorders.
· Extend time limits.
· Divide tasks within a group of students according to strengths and abilities.
· Encourage students to incorporate their areas of strength and interest into the project, including content, research, and output areas (e.g., visual, artistic, creative, interpersonal, humour, drama, oral).
· Make adjustments in expectations regarding quality and quantity of output.
· 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 have the opportunity to interview family and community members on local teachings that relate and impact the whole life circle. Students develop a skit to present to their peers and make a video for the local media.
Strand(s): Oral Communications, Reading, Writing
Overall Expectations:
OCV.04 - demonstrate an understanding of Native oral traditions (e.g., Native legends, stories, songs, histories);
REV.02 - identify language patterns and vocabulary that have been learned through oral work;
REV.04 - demonstrate comprehension of a variety of reading materials;
REV.05 - use information technology to communicate in a Native language;
WRV.01 - use a variety of language patterns and vocabulary accurately.
Specific Expectations:
OC2.01 - use refined pronunciation and intonation;
OC2.02 - express ideas (e.g., thoughts, feelings, experiences) using known language structures;
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;
RE1.04 - translate passages with the assistance of a dictionary or word list;
RE2.08 - demonstrate an understanding of reading materials by participating in oral and written language activities (e.g., presenting dialogues and short narrations, asking and responding to questions, retelling the story in the student’s own words);
WR1.01 - distinguish between grammatical forms (e.g., part of speech, number gender, tense).
· Conference and collaborate with the drama teacher for required skills.
· Contact and make arrangement with the local media to present the students’ skits.
· Find alternative situations in which to present the skits, such as at the Christmas concert, nursing homes, elementary schools, or other community functions.
· Ensure that a video camera is available and in good working order.
· intonation, pronunciation
· language structures
· simple statements and commands
· negation
3. Brainstorm on the meaning of traditional teachings, including how and when they were taught and presented.
Students ask family members for one traditional teaching. Discuss these teachings and the fact that the method of teaching may vary from family to family.
Students orally present their teachings to the class.
The teacher lists the teachings on a flip chart for easy viewing.
In groups of four, students agree on one teaching and develop a skit on that teaching.
Students present skits in class which they may videotape during the presentation. The option should be available to videotape the skits while the students are practising, or they could video tape without an audience. If the students are too shy to present the skits in person, the tape could be used as the class presentation.
· rubric - assessment on language for skit
· anecdotal
· peer-assessment
· Assign tasks depending on strengths.
· Encourage peer assistance.
· Have students tape interviews for later review.
· Provide a list of key questions to be answered.
· Encourage pairing visual with oral presentations.
· Allow for extra rehearsal time.
· 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
In this activity students are able to design a simple book suitable for a younger audience. This book includes one or more of the values and teachings examined in the previous activities. This activity allows students to further research information on the chosen topic.
Strand(s): Oral Communications, Reading, Writing
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;
REV.05 - use information technology to communicate in a Native language;
WRV.01 - use a variety of language patterns and vocabulary accurately.
Specific Expectations:
OC1.03 - present simple ideas for class discussion;
OC2.01 - use refined pronunciation and intonation;
OC2.02 - express ideas (e.g., thoughts, feelings, experiences) using known language structures;
OC2.03 - converse using simple and compound sentences;
OC2.09 - use story patterns to create short oral narratives;
OC2.11 - represent and interpret a character in a Native legend or story;
OC3.01 - use information technology to record short dialogues to share with other students;
RE2.01 - read aloud familiar and new materials in a way that communicates meaning;
RE2.02 - demonstrate an understanding of basic vocabulary in basic texts;
RE2.05 - identify different grammatical forms in text;
WR1.03 - demonstrate an understanding of prefixes and suffixes.
· Ensure that book-making supplies are available.
· language patterns and structure
· simple and compound sentences
4. Students brainstorm on values, teaching, and balance that are recorded on three separate chart paper sheets.
Students, working with the teacher, use a T-chart or a Venn Diagram to connect and relate values, teachings, and balance. (See Appendix 2 - T-Chart and Appendix 3 - Venn Diagram.)
Students decide on a topic for creation of a book for younger readers.
Working in groups of two, students plan, draft, and conference on the story and related illustrations.
· observation
· anecdotal notes
· a teacher-created rubric on the presentation and required language structure to be given to the students
· peer-evaluation
· Assign tasks depending on strengths.
· Encourage peer assistance.
· Provide extra support with organizing the story.
· Work with the students to develop a visual organizer, outline, chart, or a list of keywords.
· Encourage the use of visuals (e.g., pictures, diagrams) as a starting point for the written story.
· Provide editing support.
· Provide frequent monitoring, feedback, and reinforcement.
· Make adjustments in expectations regarding quality and quantity.
· 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
In this time frame, the students present their completed illustrated books to a younger audience and to their classmates.
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;
WRV.01 - use a variety of language patterns and vocabulary accurately.
Specific Expectations:
OC1.01 - demonstrate an understanding of information presented orally;
OC1.02 - interpret a dialogue, conversation, narration, or presentation;
OC1.03 - present simple ideas for class discussion ;
OC2.07 - respond to orally presented texts;
RE1.01 - demonstrate an understanding of ideas in a variety of written materials;
RE2.01 - read aloud familiar and new materials in a way that communicates meaning;
WR1.01 - distinguish between grammatical forms (e.g., part of speech, number gender, tense).
· The teacher should make arrangements with teachers of younger classes and set a time schedule for presentation of students' books. If the teacher wishes, a rubric evaluation of the presentation can be made and given to the classroom teachers.
· cumulative language and knowledge
5. Students present their final illustrated book, first to their peers and then to younger classes.
Have the presentations video taped for assessment.
Students present the finished books to the school or community librarian.
· observation notes
· peer-evaluation using checklist
· classroom teacher evaluation on presentation using rubric
· Allow alternative presentation means (e.g., taping).
· Allow extra time for rehearsal.
· Encourage 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: 75 minutes
This activity provides students with opportunity to demonstrate knowledge and application of unit skills. Formative assessment results based on completed assignments and updated personal word journals are also considered in this activity. Students evaluate the unit by compiling a class list of suggestions for improvement of teaching and learning strategies.
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:
OC1.01 - demonstrate an understanding of information presented orally;
OC1.02 - interpret a dialogue, conversation, narration, or presentation;
RE1.01 - demonstrate an understanding of ideas in a variety of written materials;
RE2.04 - read independently using several strategies (e.g., context, language patterns, form, graphic symbols) to determine the meaning of new vocabulary;
RE2.05 - identify different grammatical forms in text;
WR1.01 - distinguish between grammatical forms (e.g., part of speech, number gender, tense);
WR1.02 - demonstrate an understanding of gender and subject-verb agreement;
WR1.03 - demonstrate an understanding of prefixes and suffixes;
WR2.01 - write simple and compound sentence (unincorporated forms) using correct punctuation;
WR2.08 - use grammar, language conventions and vocabulary appropriate to this course.
· Ensure that the final summative assessment is completed.
· Check that the assignments are completed.
· Remind the students to maintain their Personal Word Journal.
· Monitor the development of the final Communication Unit.
· cumulative knowledge and skills from previous activities
6. Students write a final test on the Unit.
Upon completion of the Unit Test, give students an opportunity to orally evaluate the Unit. The teacher lists the recommendations on a flip chart and is responsible for initiating the changes for the next term or school year.
Ensure that all assignments are completed and handed in.
Choose two best projects to include in student portfolios.
Play a word game.
· summative - unit test
· Tape the test.
· Allow oral responses.
· Provide extra time to finish.
· Provide individual explanations of what is expected.
· Modify text.
· 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.
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