Course Overview
Native Languages, Level 4, Open, LNADO–LNODO
Prerequisite: NL3, or demonstrated proficiency
Curriculum Policy Document: The
Grades 11 and 12, 2000
Course Description
This course
further develops the study of a Native language by building on reading, writing
and oral communication skills learned in NL1, NL2, and NL3. Students extend
Native language skills through continued study of Native values, philosophy,
and way of life (spirituality). A strong sense of Native identity is reflected
through language in comparative study of historical issues and literary works.
Students enhance skills of language use through research, literary analysis,
debate, reports in various media, and use of information technology.
The planning
framework, Figure 1, indicates that NL4 is grounded in the context of a Native
world view set in previous course profiles but is extended to include an
emphasis on Native identity. Teachers are encouraged to refer back to NL1, NL2,
and NL3 to enrich student and classroom experiences.
Unit 5 is a
summative unit that incorporates the skills and knowledge learned in the
previous four units and should be introduced at the beginning of the course and
reviewed before each unit.
Figure 1
Units: Titles and Time
|
* Unit 1 |
Messengers |
25 hours |
|
Unit 2 |
Native and
Non-Native Concepts of Citizenship |
20 hours |
|
Unit 3 |
Native Alliances:
Traditional and Contemporary |
20 hours |
|
Unit 4 |
Native and
Non-Native Concepts of Ownership |
20 hours |
|
Unit 5 |
Cumulative Project |
25 hours |
* This unit is fully developed in this Course
Profile.
Unit Descriptions
Unit 1: Messengers
Time: 25 hours
Unit Description
By NL4,
students should be proficient in the oral and written form of the language of
study. This unit focuses on the traditional and contemporary methods of
communication in an Aboriginal world view.
The first cluster
of expectations is designed to encourage students to communicate information
and ideas with clarity and confidence (e.g., using intonations, new
vocabulary).
In the
language of study, students explore and research the roles and responsibilities
of a messenger, in traditional and contemporary Native culture. The areas to be
studied include oracy, literature, and works of art. When completed, students
should have an enhanced understanding and outlook from a Native perspective
about the contributions made by Native people in the maintenance of their
culture. Students complete an illustrated and written assignment to be
presented to their peers.
Unit Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
OCV.01, OC1.03, OC2.01,
OC2.02, REV.01, REV.04, RE1.03, RE2.01, WRV.02, WRV.04, WRV.05, WR1.02,
WR2.03 |
Knowledge/ |
Communication |
|
2 |
OCV.03, OC2.03,
REV.02, RE1.01, RE1.02, RE1.04, RE2.03, WRV.03, WR1.01, WR1.03 |
Thinking/Inquiry,
Communication |
Aboriginal World
View |
|
3 |
OCV.02, OCV.04,
OC1.02, REV.03, RE1.04, WR2.01, WR2.02 |
Communication,
Application |
Literary and Fine
Arts |
Unit 2: Native and Non-Native Concepts of Citizenship
Time: 20 hours
Unit Description
In the language
of study, students explore Native and non-Native concepts of citizenship. With
the assistance of knowledgeable community members, presentations on Native and
European concepts of sovereignty and its consequences are explored and
discussed. Students create visual presentations to compare these two concepts.
Unit Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
OCV.04, OC1.02,
REV.01, RE1.02, RE1.03, WRV.01, WR1.03, WR2.03 |
Application |
Communication |
|
2 |
OCV.05, OC1.07, OC2.04,
REV.01, RE2.03, WRV.02, WR1.02, WR1.05 |
Thinking/Inquiry |
Citizenship |
|
3 |
OCV.02, OC1.06,
OC2.02, REV.03, RE2.01, RE2.03, WRV.04, WR2.02 |
Knowledge/Understanding Communication |
Figurative Speech |
Unit 3: Native Alliances: Traditional and Contemporary
Time: 20 hours
Unit Description
Using the
Native language, students explore concepts of how Native people traditionally
joined together for support in matters of survival and well-being. Native
organizations of today are investigated through historical writing and field
study. The role and contribution of prominent leaders in traditional and
contemporary partnerships is the basis of biographical study, essays, and
presentations using various media.
Unit Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
OCV.03, OC2.01,
REV.04, RE1.01, WRV.05, WR2.01, WR2.03 |
Communication Thinking/Inquiry |
Writing |
|
2 |
OCV.04, OC1.01,
REV.03, RE1.04, WRV.05, WR1.02, WR1.04 |
Knowledge/ |
Aboriginal World View:
Traditional and Contemporary Alliances |
|
3 |
OCV.01, OC1.04,
OC2.03, REV.02, RE1.05, RE2.01, RE2.02, WRV.02, WR2.03 |
Application |
Communication |
Unit 4: Native and Non-Native Concepts of Ownership
Time: 20 hours
Unit Description
In the language of
study, students explore and research the Native and Non-Native concept of
ownership. Through class discussions and with the assistance of knowledgeable
community members, students investigate the language associated with original
land agreements and the divergent understandings of their interpretation by
Native people and non-Native people. Students learn how cultural differences
with respect to the relationship of humankind to the land forms the basis of
the differences in the interpretation of the treaties.
Unit Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
OCV.05, OC1.05,
OC2.05, REV.02, RE1.05, RE2.02, WRV.05, WR1.03, WR2.01 |
Thinking/ |
Cultural Identity |
|
2 |
OCV.05, OC1.07, OC2.04,
REV.02, RE1.02, WRV.02, WR1.02 |
Knowledge/ |
Aboriginal World
View on Ownership |
|
3 |
OCV.01, OCV.02,
OC1.06, OC2.02, REV.01, RE1.03, RE2.01, WRV.03, WR1.04, WR2.03 |
Communication Application |
Functional
Language |
Unit 5: Cumulative Project
Time: 25 hours
Unit Description
This unit
incorporates the skills and information learned in the previous four units. In
the language of study, students create an illustrated and written presentation
of an issue experienced by Native people, either in a traditional or
contemporary setting. Students share their presentations with their peers and
with the global community via the Internet. In their presentations, students
are encouraged to express their point of view as the individuals experiencing
the issue.
Unit Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
OCV.04, OC1.03,
REV.01, RE2.02, WRV.04, WR1.02 |
Thinking/ |
Analysis |
|
2 |
OCV.02, OC2.03,
REV.02, RE1.03, WRV.03, WR2.01, WR2.02 |
Knowledge/ |
Synthesis |
|
3 |
OCV.04, OC2.01,
OC2.03, REV.01, RE1.01, RE2.04, WRV.02, WR1.03, WR2.03 |
Application |
Communication |
|
4 |
OCV.01, OC1.05,
REV.04, RE2.03, RE2.05, WRV.05, WR1.05, WR2.01 |
Communication |
Technology and Language |
Course Notes
NL4 is a
natural progression from NL1, NL2, and NL3. The planning framework set in early
course profiles extends to NL4 and infers that Native language is best learned
within the cultural context from which it originates. It is a progression in
other ways. As the expectations become more complex (e.g., “contrast ideas,
characters, and events in written works,” “communicate ideas and feelings on
social issues,”) so do unit topics become more complex. Teachers are encouraged
to “keep it simple” by connecting language back to basic Native values. For
example, in Unit 3: Native Alliances: Traditional and Contemporary, language
learning can relate to ideas of friendship, strength, and trust. Reading,
writing and oral communication skills are extended to include research,
literary analysis, review of Native historical writing, and discussion of
social issues.
The scope of
NL4 clearly requires that students come equipped with mastery of skills from
previous levels for the three language strands because expectations in the
course are more complex. Study of short conversation and narratives in NL1 -
NL3 now becomes “analyse literary works and short stories describing
character’s feelings and social issues.” For this reason, the scope of NL4
allows for a rich literary base with abundant language experiences in research,
history, fine arts, and understanding of a Native world view. More intricate
concepts like citizenship naturally lead to a fuller understanding of personal
and community relationships and more meaningful discussion. To achieve the
performance standards set out in this way, expectations cluster around unit
topics that best fit content and skills. For example, NL4 expectations that
relate to citizenship, research issues in contemporary and traditional setting,
and expression of opinions and feelings are clustered in Unit 2: Native and
Non-Native Concepts of Citizenship. The unit is broken down further into three
focus areas comprised of expectation clusters around communication,
citizenship, and figurative speech. The same is true for Unit 1: Messengers. In
Native culture, messengers denote communication, expression, and imparting
traditional values and beliefs. The natural clusters within Unit 1 relate to
research of Aboriginal world view, literary and fine arts, and contemporary
ways of communicating. Careful examination of each unit and how expectations
are clustered will illustrate to teachers and students, the approach of the course
to achieve the learning expectations set out in The
Use of information technology remains an
integral skill for NL4. Fostering technological skills can take many forms.
Computer-based reports and desktop publishing assists students to demonstrate
their writing skills in a clear and creative manner. Students may use
photography, visual/audio recording, and various artistic media to compile or
illustrate written/oral presentations. Access to the wealth of resources
available to students through Information Technology enhances Internet skills
while enriching the research and report writing experience. Students may expand
Internet skills by designing and posting a school webpage. Use of electronic
technology to communicate in a Native language with other students is
emphasized in this course.
The Ontario
Curriculum, Native Languages, Grades 11 and 12, 2000 states that universities may
identify Native language courses from the secondary level as prerequisites for
admission to specific university programs. This may be problematic. The
expectations and course profiles designed for
Teaching/Learning Strategies
To demonstrate how
learning strategies link to assessment and evaluation, the first three
activities from Unit 1: Messengers are described in the section that follows:
Activity 1.1: Review
Teaching/Learning
Strategies
·
teacher directed
discussion: introduction of course overview, journal and portfolio
requirements.
·
translating:
speech of famous orator in language of study (from NL3).
·
writing a
paragraph: how the speech conveys history and culture through a Native
language.
·
comparing:
English and Native language translations showing different interpretations of
same words.
·
brainstorming:
other ways that Native people convey messages.
·
categorizing:
traditional and contemporary, type of expressive art (dance, music, poetry)
Assessment Category
·
Knowledge/Understanding
Assessment
Strategies
·
personal
communication: question and answer, pronunciation, and usage
·
observation:
work in class setting, class discussion
·
performance
assessment: writing a paragraph
·
assessment
tool: checklist
Unit 1: Activity 1.2: Ways of Conveying Messages
Teaching/Learning
Strategies
·
cooperative
learning: small groups, discuss reasons why artists create visual and written
records.
·
conceptual
map: (chart) list 2 artists for each type of art i.e., writer: Pauline Johnson,
·
researching
using technology: use software or Internet to research these and other artists.
·
reflective
journals: record research findings.
Assessment Category
·
Knowledge/Understanding
Assessment
Strategies
·
personal
communication: probing questions, student-teacher conferencing
·
observation:
observe student work in groups
·
performance
assessment: contribution to group list, reflective journal
·
assessment
tools: checklist for reflective journal
Unit 1: Activity 1.3: Traditional Methods of
Communication
Teaching/Learning
Strategies
·
brainstorming
and listing: traditional arts in local community.
·
cooperative
learning: pairs, select one type of expressive art and describe its message.
·
knowledgeable
community person: give a talk about the values conveyed in the art pieces.
·
translating:
assisted by the resource person, translate message into Native language.
·
creating a
poster: illustrate the art piece along with the written description of its
message.
Assessment Category
·
communication
Assessment
Strategies
·
personal
communication: self assessment, peer evaluation
·
observation:
class discussion, reading, and listening response
·
performance
assessment: creating a poster
·
assessment
tools: checklists for teacher/peer evaluation of written text
The following
Teaching/Learning Strategies can be considered for developing additional units
for the course. They can be linked to assessment strategies that appear in the
next section and mapped out similar to the examples above. The following
Teaching/Learning Strategies are suggestions only.
Teachers
can choose additional strategies:
|
·
brainstorm |
·
retelling |
·
prompts |
|
·
conferencing |
·
field
trips |
·
research |
|
·
homework
|
·
inquiry |
·
translation |
|
·
sculpturing |
·
painting |
·
review |
|
·
web
making |
·
note
making |
·
technology |
|
·
peer
teaching |
·
story
writing |
·
storytelling |
|
·
peer
practice |
·
video
taping |
·
photography |
|
·
map
making |
·
poster
making |
·
chart
making |
|
·
interviewing |
·
journal
writing |
·
guest
speakers |
|
·
literary
analysis |
·
talking
circle |
·
think/pair/share |
|
·
independent
study |
·
skits/roleplay |
·
conversation
duos |
|
·
class
discussion |
·
community
involvement |
·
simulation
activity |
|
·
oral
presentation |
·
concept
clarification |
·
illustrating
a story |
|
·
issue-based
analysis |
·
writing
a script |
·
writing
a poem |
|
·
computer-assisted
learning |
·
teacher
directed instruction |
·
knowledgeable
community people |
|
·
collaborative/cooperative
learning |
·
local
radio or TV presentations |
·
expressing
another point of view |
Assessment & Evaluation of
Student Achievement
On the first day of classes, the teacher
provides students with an overview of assessment and evaluation strategies that
are used for the total course. In addition, at the start of each unit the
teacher provides students with an outline of the assessment and evaluation
strategies for that unit. The following is a summary of strategies that may be
used for the course.
Seventy per cent of
the final grade will be based on assessments and evaluations conducted throughout
the course. Thirty per cent of the final grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
method of evaluation.
Personal Communication
|
·
interviewing |
·
reading
and listening response |
|
·
peer
evaluation |
·
summary
quizzes |
|
·
pronunciation
and usage |
·
oral
quizzes |
|
·
learning
and reflective journal |
·
self
assessment |
|
·
paper-and-pencil
tests |
·
question
and answer |
|
·
probing
questions |
·
unit
tests |
|
·
student/teacher
conference |
·
portfolio |
Performance Assessment
|
·
class
mural |
·
skits/roleplay |
|
·
scrapbook |
·
newsletter |
|
·
conceptual
map |
·
poster
production |
|
·
create a
symbol |
·
personal
word journal |
|
·
research
organizer |
·
making
an audiotape |
|
·
oral
presentation |
|
Observation
|
·
class
discussion |
·
formal/informal
observation |
|
·
observe
work in groups |
·
presentation
of media project |
Assessment Tools
|
·
feedback
tapes |
·
rubrics |
|
·
student
contracts |
·
teacher
observation |
|
·
grammar
checklists |
·
anecdotal
comments |
Accommodations
Learning a
Native language requires students to practise, participate in activities, and
be assessed in the three strand areas of language use; that is, oral
communication, reading and writing in the language of study. Students with
special needs may require support accommodations to increase their success in
the course. NL4 requires students to read, understand, and discuss themes and
issues in various documents, followed by increasingly complex writing
assignments in the language of study. Teachers can refer to the Individual
Education Plan of special needs learners, consult the special education staff,
and use any of the accommodations listed to assist students.
(See Considerations
for Program Planning, Education for Exceptional Students, Ministry of Education
and Training document, Program Planning and Assessment, 2000. See also
sections 5.4.3; 5.4.4; 5.4.4.2 and 5.5 of Ministry of Education document, Ontario
Secondary Schools, Grades 9–12, Program and Diploma Requirements, 1999.)
The
accommodations listed below are suggestions only.
|
Purpose |
Sample Accommodation |
|
Presentation of
Lesson |
·
use a
visual organizer ·
incorporate
several senses in presentation ·
provide
written lists, reminders of content |
|
Research |
·
pair
students for reading activities ·
divide
group tasks according to strengths and abilities ·
have
students tape interviews, stories or presentations ·
list key
questions to guide reading |
|
Recording |
·
provide
copies of notes ·
have
students make copy with NCR (carbonless) paper |
|
Assignments |
·
provide
a template for responding ·
encourage
computer use for written work ·
use
pictures, diagrams, charts, to guide oralor written work ·
allow
taped or oral presentation |
Resources
Language References
Anderson,
Audrey. Developing a Northern Curriculum Adult English Education Committee.
Bonvillan,
Nancy. A Grammar of Akwesasne Mohawk.
Brant,
Jameson. Ken-Ta-Soo Win: Native Language Materials Database.
Cornplanter,
Jesse. Gaihwiyo.
Deering, N.,
and H. Delisle. Mohawk, A Teaching Grammar, Preliminary Version. La
Henry,
Marjorie. Cayuga-English Lexicon.
Henry, M.,
E. Jacobs, S. Kick, G. Sandy, and Reginald Henry, ed. Cayuga Thematic
Dictionary
Henry,
Marjorie. Ganohonyohk.
Henry,
Marjorie. Introduction to Verb Paradigms.
Henry,
Marjorie. Most Commonly Used Phrases in Cayuga, 1st ed.
Henry,
Marjorie. Most Commonly Used Phrases in Cayuga, 2nd ed.
Henry,
Marjorie, Geraldine Sandy, and Annette Jacobs, ed. Owiy`ahsh/:`/h.
Henry,
Reginald and Louise Hill. Gweh goga:`.
Henry, Reginald and Marianne Mithun. Watewayestanih.
Josephine
Pelletier, ed. Nishnaabemdaa Pane, Revised ed.
Keye, Alfred
and Hans J. Sasse. Far More Than One Thousand Verbs of Gayogoho:no: A
Handbook of Cayuga Verb Morphology.
Lazore,
Dorothy Ann, ed. Jo` da:naw,`da`.
Lazore,
Dorothy Ann. Od,hao:t Odrahgo:t Ohji`gre`.
Maracle,
David Kanatawakhon. Akwekon Tetewakhanyon Mohawk Language Teaching Texts.
Maracle,
David Kanatawakhon. One Thousand Useful Mohawk Verbs.
Maracle,
David Kanatawakhon. Akwekon Tetewakhanyon Mohawk Language Course Dictionary.
Maracle,
David Kanatawakhon. One Thousand Useful Mohawk Nouns.
Maracle, David
Kanatawakhon. One Thousand Useful Mohawk Words. London, ON: The
Institute of Iroquoian and Cultural Studios of Ontario, Ottawa: National Museum
of Civilization, National Museums of Canada, Mercury Series, Ethnology Division
University of Western Ontario, 1994.
Michelson,
Gunther. A Thousand Words of Mohawk Paper No. 5, 1973.
Rhodes,
Richard A. Trends in Linguistics, Eastern Ojibwa-Chippewa-Ottawa Dictionary.
Sandra J.
Savigon. Communicative Competence Theory and Classroom Practice Texts and
Second Language Learning. The McGraw-Hill Companies Inc.,
White,
Native Resource Books
Caduto,
Michael J. and Joseph Bruchac. Keepers of the Animals.
Caduto,
Michael J. and Joseph Bruchac. The Native
Stories from Keepers of Life.
Caduto,
Michael J. and Joseph Bruchac. Keepers of the Earth.
Doxtator, D.
Fluff and Feathers: An Exhibit on the Symbols of Indianness.
Forey,
Pamela and Ruth Lindsay. Medicinal Plants. New York, NY: Crescent Books,
1991.
Forey,
Pamela and Cecilia Fitzsimons. Edible Plants. New York, NY: Crescent
Books, 1989.
Goodwill, J.
and N. Sluman. John Tootosis. Winnipeg: Pemmican, 1984.
Grand Council Treaty No. 9. A Declaration of
Nishnawbe-Aski: The People and the Land. Timmins, ON: Grand Council Treaty
No. 9, 1977.
Green, R.G. The
Last Raven and Other Stories. Ohsweken, ON: Ricara Features, 1994.
Hertzberg,
H.W. The Great Tree and the Longhouse. Toronto: Collier-Macmillan, 1966.
Hill,
Monique and Rodger. A Feast for the People. Ohsweken, ON: Six Nations
Reserve, 1996.
Hutchens,
Alma R. Indian Herbology of North America. Boston, MA: Shambhala
Publications, Inc., 1991.
Jaeger, E. Wildwood
Wisdom. New York, NY: The MacMillan Company, 1947. Reprint by IROQRAFTS
Ltd., R.R. No.2, Ohsweken, ON N0A 1M0 [Catalogue Number 2400303].
Johnston, B.
Ojibway Heritage. Toronto, ON: McClelland and Stewart, 1976.
Lake-Thom,
Bobby. Spirits of the Earth: A Guide to Native American Nature Symbols,
Stories, and Ceremonies. New York: Penguin Group, 1997.
Manuel, G.
and M. Posluns. The Fourth World: An Indian Reality and Social Change.
New York: Free Press, 1974.
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S.J. Eagle Child. Ohsweken, ON: Ganohkwa Sra, 1992.
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S.J. Eagle Child, Book 2. Ohsweken, ON: Ganohkwa Sra, 1993.
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S.J. Eagle Child, Book 3. Ohsweken, ON: Ganohkwa Sra, 1994.
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S.J. Eagle Child, Book 4. Ohsweken, ON: Ganohkwa Sra, 1995.
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S.J. Return of the Travelling Star. 1998.
Sams, Jamie
and Twylan Nitsch. Other Council Fires Were Here Before Ours. San
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Sherrow, V. American
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Stefoff, R. Tecumseh
and the Shawnee Confederation. New York: Facts on File, 1998.
Thomas, J.E.
Origin of the Great Law - The Peacemaker’s Journey. Six Nations, ON:
Sandpiper Press, 1982.
Thomas, J.E.
Wampum Belts. Six Nations, ON: Sandpiper Press, 1990.
CD-ROMs
The Great
Peace: The Gathering of Good Minds. GoodMinds.com. Toll Free 1-877-8628483.
500 Nations. Sony Music Entertainment, 1994.
Teacher References
Ashworth,
Mary A. Beyond Methodology: Second Language Teaching and the Community.
Cambridge: Cambridge University Press, 1990.
Clark, Judy,
Ron Wideman, and Susan Eadie. Together We Learn. Scarborough, ON:
Prentice-Hall Canada Inc., 1990.
Clark,
Raymond C. Language Teaching Techniques. Brattleboro, VT: Pro Lingua
Associates, 1987.
Ellis, Rod. Second
Language Acquisition. Hong Kong: Oxford University Press, 1998.
Fridders,
James S., with Krosenbrink-Gelissen, and Lilianne Ernestine. Native Peoples
in Canada. Scarborough, ON. Prentice Hall Canada Inc., 1993.
Hertz-Lazarowitz,
N. and R. Miller, eds. Interaction in Cooperative Groups. New York:
Cambridge University Press, 1992.
Johnson, D. W. and R.T. Johnson. Cooperation
and Competition: Theory and Research. Edina, MN: Interaction Book Co.,
1998.
John, Rosa. Inside
the Circle. Bonneyville, AB: Kehewin Performance & Research Network,
1994. [Copies of this manual are available from the author: Kehewin Performance
& Resource Network, c/o Rosa John P.O. Box 7459, Bonneyville, AB T9N 2H8
(403) 826-7880.]
Krashen,
Stephen D. Principles and Practice in a Second Language Acquisition.
Toronto, ON: Prentice-Hall, 1981.
Malve,
Lilliam M. and Georges Duquette. Language, Culture and Cognition. Avon,
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Ministry of
Education. Choices Into Action. Toronto, ON: 1999.
Ministry of
Education. Ontario Secondary Schools. Toronto, ON: 1999.
Ministry of
Education. The Arts. Toronto, ON: 1999.
Morgan, John
and Mario Rinvolucri. Once Upon A Time: Using Stories in the Language
Classroom. Avon, England: Cambridge University Press, 1990.
Sharan, S.
and H. Shachar. Language and Learning in the Cooperative Classroom. New
York: Springer- Verlag, 1988.
Slavin,
Robert E. Cooperative Learning, 2nd ed. Needham, MA: A Simon &
Schuster Company, 1995.
Slavin, R.
E. “When Does Cooperative Learning Increase Student Achievement?”
Psychological Bulletin, 94, (1983), 429-445.
Slavin, R.
E. “Synthesis of Research on Cooperative Learning,” Educational Leadership,
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Slavin,
R.E., S. Sharan, S. R. Kagan, Hertz-Lazarowitz, C. Webb, and R. Schmuck, eds. Learning
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Websites
Note: The URLs for the websites have been verified by
the writer prior to publication. Given the frequency with which these
designations change, teachers should always verify the websites prior to assigning
them for student use.
WebQuest –
http://edweb.sdsu.edu/webquest/
SchoolNet –
http://www.schoolnet.ca/
OSS Considerations
Specific policies impact delivery of this course:
1. The Ontario Curriculum,
Grades 11 and 12, Native Languages (2000.)
· This policy designates NL4 as an open course and lists expectations that “provide students the opportunity to develop a functional command of a Native language”.
2. The Ontario Curriculum,
Grades 9 and 10, Native Languages (1999.)
3. The Ontario Curriculum,
Native Languages Grades 1 to 8 (2001)
· Teachers should review and assess student skills based on curriculum expectations leading to NL4.
4. Ontario Secondary Schools
Grades 9 to 12, Program and Diploma Requirements(1999.)
· Native Languages, p. 48:
·
Students
placed in higher grades in Native language courses on the basis of their level
of proficiency must not receive credits for Native language courses they have
not taken.
·
Native
Languages (NL 1 or NL2) may be substituted for the compulsory credit in FSL.
· Cooperative Education and Work Experience, p. 52:
·
Native
language learners require opportunities to apply learned skills to “real life”
situations provided by cooperative and work placements.
· Guidance and Career Education, p. 45:
·
Exposure
to career opportunities related to Native language in professions of
telecommunications, education, creative arts, etc. will foster usage and
applicability of Native language to a chosen career.
· Technology in Education, p. 59:
·
NL4 is
rich in learning experiences for students to become competent in using
computers and various other technology.
·
Professional
development for teachers that promotes use of technology can greatly benefit
students.
· Antidiscrimination Education, p. 58.
·
Use of
Native language in secondary schools through advertised activities and guest
speakers, posters, school newsletters, and staff PD days promotes a school
climate that reflects the identity of all students.
5. Native Studies Course Profile: Expressing
Aboriginal Cultures, Grade 9
· To prepare for Unit 1: Messengers in NL4, teachers should refer to The Ontario Curriculum, Grades 9 and 10, Native Studies (1999) and the Grade 9 course profile for how Native values are expressed through various art forms.
Course Evaluation
Teachers should use
a variety of methods to evaluate the success of NL4. Through surveys or
interviews, students can give direct feedback about course effectiveness.
Summative (e.g., tests, exams, quizzes) and formative (e.g., debates,
oral/written presentations, story telling) evaluation are valuable tools to
assess if the course is meeting the learner’s needs. The Native language
teachers can network with teachers of other languages (e.g., Spanish, French)
to compare the effectiveness of NL4 learning strategies, activities, and
assessment practices. The Native language teacher can liaise regularly with the
language department head to discuss and make adjustments to course delivery on
an on-going and year-end basis.
Coded Expectations, Native Languages, Level 4, Open, LNADO–LNODO
Oral Communication
Overall Expectations
OCV.01 · communicate spontaneously and in a variety
of new situations;
OCV.02 · demonstrate an understanding of the vitality
of a Native language;
OCV.03 · use specific vocabulary for specific topics;
OCV.04 · understand and use complex language
patterns;
OCV.05 · demonstrate an understanding of the concept
of citizenship in Native North American culture.
Specific Expectations
Reasoning and
Critical Thinking
OC1.01 – demonstrate an understanding of and respect
for Native cultural traditions and arts;
OC1.02 – describe events in literary works;
OC1.03 – interpret written and oral work, with
assistance;
OC1.04 – analyse a short story;
OC1.05 – describe the feelings of characters in
stories;
OC1.06 – demonstrate an understanding of specific
types of figurative language (metaphors);
OC1.07 – demonstrate an understanding of citizenship
as it applies to the local community.
Use of Words and
Language Patterns
OC2.01 – use simple, compound, and compound-complex
sentences to express concepts and ideas;
OC2.02 – use intonations as spoken by a fluent
speaker;
OC2.03 – speak confidently and persuasively on a
range of topics, both familiar and new;
OC2.04 – describe the concept of citizenship in
Native North American culture;
OC2.05 – describe the concept of relationships in
Native North American culture (Aboriginal world view).
Reading
Overall Expectations
REV.01 · demonstrate comprehension of written works;
REV.02 · read a variety of written works to gather
information about cultural perspectives;
REV.03 · demonstrate an understanding of an
Aboriginal world view through an analysis of words;
REV.04 · use electronic technology to communicate in
a Native language with other students.
Specific Expectations
Reasoning and
Critical Thinking
RE1.01 – demonstrate comprehension of written works
(e.g., using alternative words or phrases, breaking a message into smaller
parts) by participating in and producing a language project;
RE1.02 – compare and contrast ideas, characters, and events
in written works;
RE1.03 – read a variety of written works for
different purposes (e.g., leisure, knowledge, news, facts);
RE1.04 – demonstrate an understanding of Native
historical writing (e.g., The Great Law, works by Peter Jones);
RE1.05 – demonstrate an understanding of cosmology
(e.g., family, spiritual kinships) through word analysis.
Use of Words and
Language Patterns
RE2.01 – read materials orally, using correct
pronunciation and with confidence;
RE2.02 – demonstrate an understanding of language
patterns after reading a variety of written works;
RE2.03 – demonstrate an understanding of written
works by participating in oral language activities (e.g., skits, paraphrasing);
RE2.04 – demonstrate an understanding of new
combinations of known language patterns and vocabulary after reading a variety
of written works;
RE2.05 – communicate in a Native language to exchange
ideas and feelings on social issues (e.g., issues in health, sports; issues
from history) with other students, using electronic technology.
Writing
Overall Expectations
WRV.01 · demonstrate an understanding of language
patterns and spelling strategies;
WRV.02 · communicate ideas, feelings, and
information;
WRV.03 · produce a variety of written works (e.g.,
story books, comic strips);
WRV.04 · use appropriate punctuation and appropriate
diacritical marks on unfamiliar words;
WRV.05 · use electronic technology to communicate in
a Native language with other students.
Specific Expectations
Reasoning and
Critical Thinking
WR1.01 – demonstrate an understanding of Native
cultural traditions and arts through the use of new words and phrases;
WR1.02 – demonstrate their knowledge of different
forms of writing (e.g., description, exposition, report, argument, dialogue);
WR1.03 – use varied vocabulary and expressions in
conveying facts, opinions, emotions, and ideas electronically to students in
other communities;
WR1.04 – demonstrate an awareness of the potential of
certain words and phrases to have multiple meanings (e.g., literal and
figurative meanings);
WR1.05 – communicate in a Native language to exchange
ideas and feelings on social issues (e.g., health issues, the judicial system,
rural and urban lifestyles) with other students, using electronic technology.
Use of Words and
Language Patterns
WR2.01 – produce a variety of written materials
(e.g., short stories, notes, lists, poems, newspaper columns, advertisements);
WR2.02 – produce a script (e.g., dialogue, comic
strip);
WR2.03 – demonstrate an understanding of the correct
use of language patterns in their writing.
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