Course Profile
Native Languages, Level 1 open, Public
Course Overview
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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Acknowledgments
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
Course Overview
Native Languages Level 1, Open
Identifying Information
School/School District: Grand Erie District School Board
Department:
Department Head:
Course 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
Course Title: Native Languages 1
Grade:
Course Type: Open
School Course Code: NL1
Curriculum Policy Document: The Ontario Curriculum Native Languages Grades 9 and 10, 1999
Ministry Course Code: NL1
Credit Value: 1
Prerequisite: None
Corequisite: None
Description/Rationale
This course allows students with little or no prior experience in a Native language to develop an appreciation for Native culture and values through language. Students will develop basic oral skills and learn how to read and write in the presently accepted orthography. They will memorize, mimic, and manipulate basic vocabulary and phrases through the exchange of greetings, daily routines, and topics of personal interest. Hands-on activities in Native arts and sciences will allow students to experience the spiritual and physical connections that express a unique world view. Through the use of technology, students connect and exchange this experience with their peers locally and globally.
To set language learning in a cultural context, the planning framework for this course is based upon values and beliefs that are common to all Aboriginal peoples. Figures 1, 2, and 3 (see pages 4 - 6) represent elements of the Native world view that acknowledge interconnectedness between all forces of the universe and contribute to individual and collective well being. It is intended that the principles of harmony and interdependence form tenets by which to approach this course. These principles translate well into holistic planning since the cultural elements of Native world view can be integrated across activities and units. The framework can be expanded and, in its present form, can be used to plan additional courses.
Figure 1
Figure 2
Figure 3
Unit Titles
|
Unit 1 |
Introduction to Native Language |
25 hours |
|
Unit 2 |
People |
20 hours |
|
Unit 3 |
Arts |
27 hours |
|
Unit 4 |
Mother Earth |
20 hours |
|
Unit 5 |
Media
Works Communications Project |
25
hours |
Unit Organization
Unit 1: Introduction to Native Language
Time: 25 hours
Description
This unit gives students an overview
of goals and expectations that they are striving for in this course. They
practise phonics of the orthography through activities and games. They discover
the Native values of respect and world view as they participate in opening
exercises. Students participate in basic greeting exchanges and use key
vocabulary to understand classroom routines, such as responding to questions
and directives in a friendly atmosphere. Students develop media communication
skills by recording a short dialogue to share with other students.
Strand(s) and Expectations
Strand(s): Oral Communication, Reading, and Writing
Overall
Expectations: OCV.01, OCV.02, OCV.05, REV.01,
REV.02, REV.04, WRV.02.
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, WR2.09, WR3.02, WR3.03.
Unit 2: People
Time: 20 hours
Description
In
this unit, students become familiar with vocabulary of immediate family
members. They learn about clan systems and the relationships within clans.
Students practise Good Mind activities that demonstrate appreciation of other
cultures and employ coping mechanisms for self and others.
Strand(s) and Expectations
Strand(s): Oral Communication, Reading, and Writing
Overall Expectations: OCV.02, OCV.03, REV.01, WRV.01, WRV.02.
Specific Expectations: OC1.04, OC2.02, OC2.04, OC2.05,
OC2.08, OC3.02, OC3.03, OC3.04, RE1.01, RE1.02, RE1.04, RE2.02, RE2.03, RE2.04,
RE2.06, RE2.07, RE2.08, WR1.01, WR1.02, WR1.03, WR2.01, WR2.02, WR2.05, WR2.08,
WR2.09, WR3.02, WR3.03.
Unit 3: Arts
Time: 27 hours
Description
This unit allows students to develop
vocabulary and language skills through Native art forms while acquiring an
appreciation of Native culture and history. Through the experience of hands-on
activities, which may include painting, drawing, sculpting, or storytelling,
students make connections to Native culture, values, and philosophies. A sense
of identity emerges as students interact and communicate with others in a
Native language.
Strand(s) and Expectations
Strand(s): Oral Communication, Reading, and Writing
Overall
Expectations: OCV.01, OCV.02, OCV.03, OCV.04,
WRV.02, WRV.03.
Specific Expectations: OC2.05, OC2.06, OC2.08, OC2.10,
OC3.03, RE1.01, RE1.03, RE2.02, RE2.04, RE2.06, WR2.05, WR2.06, WR2.07, WR2.08,
WR2.09.
Unit 4: Mother Earth
Time: 20 hours
Description
This
unit introduces students to stewardship of the natural world from a Native
perspective. Experiential and tactile activities provide students with a unique
understanding of all peoples' connection to Mother Earth. Students study basic
vocabulary related to edible and medicinal plants and their locations.
Strand(s) and Expectations
Strand(s): Oral
Communication, Reading, and Writing
Overall Expectations: OCV.01, OCV.03, OCV.05, REV.01, REV.02, REV.03,
REV.04, WRV.01, WRV.02, WRV.03, WRV.04.
Specific Expectations: OC1.01, OC1.02, OC1.04, OC1.05,
OC1.06, OC2.03, OC2.04, OC2.05, OC2.06, OC2.08, OC2.09, OC3.03, RE1.01, RE1.02,
RE1.03, RE1.04, RE2.01, RE2.02, RE2.03, RE2.04, RE2.05, RE2.06, RE2.07, RE2.08,
RE3.01, RE3.02, RE3.03, WR1.01, WR1.02, WR1.03, WR2.01, WR2.02, WR2.03, WR2.04,
WR2.05, WR2.06, WR2.07, WR2.08, WR2.09, WR3.01, WR3.02, WR3.03.
Unit 5: Media Works/Communications Project
Time: 25 hours
Description
This unit parallels Units 1-4.
Introduce Activity 1 in the first week of the semester, as it is a major part
of student summative assessment. The final product takes a form that students
elect and feel comfortable with (e.g., drama, skit, puppetry, song, poem,
chant, historical re‑enactment). The project utilizes language in a way
that satisfies all strand requirements, including a component of media
communication.
Strand(s) and Expectations
Strand(s): Oral Communication, Reading, and Writing
Overall Expectations: OCV.03, OCV.05, REV.02, REV.05, WRV.01, WRV.02,
WRV.03, WRV.04.
Specific Expectations: OC1.03, OC1.05, OC1.06, OC2.03,
OC2.04, OC2.05, OC2.06, OC2.07, OC2.08, OC2.09, OC2.10, OC3.01, OC3.02, OC3.03,
OC3.04, RE1.01, RE2.01, RE2.02, RE2.04, RE2.05, RE2.06, RE3.02, RE3.03, WR1.01,
WR1.03, WR2.01, WR2.02, WR2.03, WR2.04, WR2.05, WR2.06, WR2.07, WR2.08, WR2.09,
WR3.01, WR3.02, WR3.03.