Dene Suline Language

Denesuline A Locally Developed Program Level 10, 20, and 30

April 2003

Developed by the Northern Region Dene Working Committee

based on Saskatchewan Indian Languages: Curriculum Guide for Kindergarten to Grade Twelve and Common Curriculum Framework for Aboriginal Language and Culture Programs – Kindergarten to Grade Twelve Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Introduction

Acknowledgements

This locally developed Dene 10, 20 and 30 course outline has been initiated by the comprised of the following: Alice Magee, Elaine Hay, Walter Park, Ann Toutsaint- Gordon, Julius Park, Joyce Mercredi, Rosalie Tsannie, Brittany Probert, and Chris Todd. It is also important to acknowledge that the primary work was originally by the writers of Saskatchewan Indian Languages: Curriculum Guide for Kindergarten to Grade Twelve and the authors of the Common Curriculum Framework for Aboriginal Language and Culture Programs – Kindergarten to Grade Twelve.

It is felt by the committee that the following is a beginning statement that will require ongoing revision and renewal by people dedicated to the respect of the Dene Language and its place in schools.

The Denesuline language defines the Denesuline language and culture. The curriculum for 10, 20 and 30 is an integrated model to help maintain and retain the development of students’ communication skills in the Denesuline Language and thereby enhancing the Denesuline Culture. Eventually students will use the Denesuline Language to communicate with their peers, parents, caregivers and Elders. Further more, students including non-speakers from other linguistic groups who study the Denesuline language will develop and understanding and appreciation of the Denesuline culture. They will strive to attain a level of linguistic competence.

The format of these curricula provides the opportunity to instruct language development using seasonal environments as the communicative backdrop. The provided outline articulates two credits at each level. It is assumed that a student would be required to have successfully completed at least one credit in a level before proceeding to a higher level.

The assumption of the provided curricula is that students have a prior relationship with the Dene language and culture. It is also understood that since the Dene language is, primarily an oral language that oral language development and enhancement would be a preoccupation over the written and reading components normally found in the English Language Arts curricula.

The major goals of this curriculum are:  To promote student participation in varied situations and activities that will assist them in acquiring listening, speaking, and, potentially, reading and writing skills in the Denesuline language.

Denesuline Language – A Locally Developed Program Level 10, 20, and 30

 To develop an understanding and an appreciation of Denesuline culture through language usage.  To develop students listening skills which will assist them in learning the Denesuline in various social settings and situations.  To encourage enjoyment of learning to communicate in the Denesuline Language.  To promote positive social and personal growth through use of the Denesuline language for cultural survival.  To encourage students, parents, caregivers and educators to continue to acquire fluency through independent study with Elders and fluent speakers

Rationale and Philosophy

The Northwest has within its boundary a “T” linguistic dialect that is similar to the Northern Saskatchewan dialect. The Denesuline language component represents the Athabaska Language phylum, it includes the Northwest and Northern Saskatchewan, Northwest Territories, Northern British Columbia, Alberta and Manitoba. The Navajo and the Apache of the United States of America also fall under this phylum.

Therefore we would have the following:

Athabaskan Language Family NWT BC Manitoba

Alberta Sask.

Southwest USA

Historically, Denesuline languages were not written. Upon introduction of written English, Denesuline people continued their traditions but there has been a drastic decline in the number of people who speak the Denesuline languages. Data from the Socio- Linguistic Survey of Indigineous Languages in Saskatchewan: On the Critical List (1991) suggests that the Denesuline languages are in danger of extinction.

In view of this and other facts presented in the document, the Denesuline Nations recognize that curriculum must promote speaking, reading and writing skills, not only as tools for communication, however also as a means of language and culture preservation. A great need exists for more printed materials, but also for qualified Denesuline language educators, teaching guides and other related resources.

Teaching aids and printed materials are presently being developed, however, it remains at a stand still process due to lack of funding.

Principles of the Curriculum for K to 12

The philosophy of this curriculum is represented in the following principles:

Second Language acquisition must occur as holistically as possible.

Language acquisition is the main goal in this curriculum. The whole meaning of a conversation rather than the meaning of separate words is the focus for students. The curriculum encourages the practice of introducing vocabulary from other subject areas to make the class interesting and relevant for the students.

Language is used for meaningful purposes.

This curriculum promotes a collaborative effort between teachers and students to identify opportunities for meaningful use of the target language. Frequent interaction provides occasion for increased communication. The curriculum guide also encourages utilizing variety of teaching techniques to accommodate individual learning and communication styles.

The tenets of language acquisition are represented in the communicative approach and thematic base.

This curriculum recognizes the communicative competence may be expanded and refined through meaningful and relevant activities. The thematic component and communicative approach provides an opportunity for students to learn language that is relevant and interesting to them. Frequent exposure to and use of language in authentic situations allows students to develop an understanding of rules, structures ands meanings of words.

The curriculum is resource-based.

Resource-based learning provides an opportunity to use a wide variety of resources. It accommodates a diversity of interests, needs and talents of students, teachers and the community. This diversity adds to the students’ second language vocabulary and enhances enjoyment of language learning. Resource-based learning is a strong component in teaching the Denesuline language. Communities are rich in local resource. Teacher-librarians if available can help locate materials such as slides and photographs, videotapes and storybooks. Student or teacher made materials can also support resource- based learning. Storyteller, artisans, Elders, caregivers, and parents are invaluable resources as are administrators, community leaders and professionals.

An anxiety-free environment supports language acquisition and communicative competence.

The curriculum guide recognizes that learning a language must be a positive experience. For some students this will be an introduction to their ancestral language and the cultural identity that is defined through the language. Personal growth, positive self-image and

social confidence are increased through communicative competence. Students are encouraged to express their ideas, opinions, desires, emotions and feelings in an anxiety- free environment. A comfortable setting encourages students to approach second- language learning with confidence ands increases curiosity and interest.

Note: the teacher’s strategy section includes suggestions on establishing and enhancing a positive and exciting environment.

The teacher’s role is one of observer, adapter, coordinator, facilitator and motivator.

Teachers use their knowledge of language and their sensitivity to individual learning styles as tools to determine effective teaching strategies and activities. Relevant adaptations or modifications to teaching methods or teaching aids are made to suit the students learning styles. Any techniques, adaptation or adjustment, which helps the teacher and motivates the learner, is encouraged. Factors such as dialects with their regional vocabulary and colloquialisms, individual student needs and interests, availability of resources and vocabulary in other subjects are all considered and integrated.

Assessment and evaluation strategies and techniques take into account the gradual and on-going nature of language acquisition: communicative competence and linguistic competence.

The curriculum recognizes that communicative and linguistic competence will be a gradual but continuous process. Daily classroom activities and experiences provide opportunity to monitor listening skills, language usage and comprehension. Consult monitoring and observing of students’ progress, strengths and difficulties provide a base for both student and teacher to decide on a plan of action to attain mutual goals. Teachers are encouraged to use appropriate testing techniques to accommodate individual learning styles at each level of oral and linguistic competence.

Adaptive Dimension

The adaptive dimension is an essential part of all educational programs. Like the Common Essential Learning, The Adaptive Dimension is a component of Core Curriculum and is reflected in all curricula.

The Adaptive Dimension in Core Curriculum (1992) provides teachers with a vehicle to accommodate individual needs of students by:  Adapting teaching approaches  Adapting curriculum topics and materials  Adapting assessment techniques  Adapting classroom organization

The curriculum encourages teachers to make adjustments to the environment to meet individual needs and to identify meaningful objectives that will promote success for each student. Learning can be made more accessible by modifying the setting, the teaching method or the material. The Adaptive Dimension allows students to participate in the learning process by offering them alternative access to and expression of knowledge.

This concept is used to:

 Increase relevant curriculum content for students  Provide a wide range of learning materials including community resources  Maximize students potential for learning  Facilitate integration of resources for enrichment and extension  Provide opportunity for personal growth and self esteem  Reduce discrepancies between achievement and ability  Include traditional customs of the language group  Accommodate community needs and involvement  Provide background knowledge or experience

The Adaptive Dimension allows teachers to help students develop their potential as independent learners. Adaptation should, however, be consistent with the objectives and spirit of the curriculum.

When making adaptations, teachers might consider the following:

 Create a classroom environment conducive to language acquisition. A friendly atmosphere among students and between students and teacher will lower the anxiety level.  Promote mutual respect among students in regards to background, culture, interest, language competency and learning style.  Provide opportunities for students to identify and choose resources that suit their interests and needs.  Follow-up on students suggestions and queries.  Encourage student participation in planning, instruction and evaluation.  Vary the pace of the lessons to give to students time to grasp the concepts presented before proceeding to more advanced material.  Monitor the use of vocabulary. Advanced and simple forms of vocabulary can be incorporated into the same lesson. Using the different moods of verbs, for example, accommodates students individual pace of language acquisition promotes natural speech and introduces the students to some unique features of the Denesuline language.  Maintain a low anxiety level through flexibility, not only with class routine, but also by altering the physical setting. Learning centres for example, allow students time for independent learning, peer tutoring and creativity.  Introduce new material only when students are comfortable wit basics.  Utilize cultural and community resources.

 Provide a variety of options when planning activities.  Facilitate a maximum output from each student through appropriate assessment and evaluation procedures.  Change materials to enhance learning.  Encourage students to take active interest in community activities.

The Adaptive Dimension empowers the teacher and students to use available resources and various teaching/learning strategies to plan a meaningful and appropriate language acquisition program for every student. The practice of adapting curriculum content to student needs requires teachers to make decisions about the necessary changes that will include relevant meaningful input to achieve maximum achievement by students. This curriculum guide allows for such flexibility and decision making.

Teacher’s Note

Customs vary form one community to another. To request guidance and/or assistance from an Elder, one must follow customary protocol. Some general guidelines include:  Send a letter to the local band council or education committee stating the nature of your request and the Elder’s role within the program.  Request assistance regarding protocol.  If your school normally offers honoraria and/or expense reimbursement to guests, offer the same to a visiting Elder.  Consult with the Elder to determine learning outcomes.

Common Essential Learning

Six Common Essential Learnings have been identified:

C Communication N Numeracy CCT Critical and Creative Thinking TL Technological Literacy PSVS Personal and Social Values and Skills IL Independent Learning NEL Northern Essential Learning Understanding the Common Essential Learnings (1988)

The Denesuline language curriculum offers many opportunities for incorporating the Common Essential Learnings (C.E.L.s) into instruction. Integrated the C.E.L.s into the course of language acquisition will prepare students for their learning throughout and beyond the kindergarten to grade twelve education system. The decision to focus on particular C.E.L.s within a lesson is guided by the needs and abilities of individual students and by the particular demands of the curriculum.

It is important to incorporate the C.E.L.s in a natural manner. For example, some units may offer many opportunities to develop all of the Common Essential Learnings, others will not. It should be noted that developing a particular C.E.L.s may also lead to the development of other C.E.L.s. This is to be expected as the Common Essential Learnings are interrelated.

It is intended that the Common Essential Learnings be developed and evaluated within subject areas. Therefore, foundational objectives for C.E.L.s are included in the guide. Because the Common Essential Learnings are not necessarily separate and discrete categories, it is anticipated that working toward the achievement of one foundational objective may contribute to the development of others. For example, many skills, understandings and abilities required for developing Communication, Numeracy, and Critical Thinking are also needed for the development of Technological Literacy.

Incorporating the Common Essential Learnings into instruction has implications for the assessment of student learning. A unit, which has focused on developing particular C.E.L.s, should also reflect this focus when assessing student learning. If student are encouraged to think critically and creatively throughout the unit which requires students to demonstrate their critical and creative thinking abilities. The Common Essential Learnings are to be integrated, accommodated and incorporated within the evaluation of each content area.

It is anticipated that teachers will build from the suggestions in this guide and from their personal reflections in order to incorporate the Common Essential Learnings into Denesuline language instruction.

Locally Determined Options

To meet community and students needs at the local level, provision is made within Core Curriculum for locally determined options.

At the elementary level and middle levels, time for locally determined options may be gained by reducing the time spent in one or more of the Required Areas of Study up to a maximum of 20%.

Dene Language as a Second Language

The number of Denesuline students who are fluent in their mother tongue has declined to the extent which teachers of Denesuline language now use second language teaching strategies. However, although there has been this loss, some of the students may have been exposed in varying degrees to this language. The challenge to teachers is to determine and meet the individual needs of these students.

In accordance with the communicative approach, students’ abilities, weaknesses and strengths in both English and Denesuline must be assessed. Appropriate teaching

Denesuline Language – A Locally Developed Program Level 10, 20, and 30 approaches should be utilized to maintain a balance in students’ understanding of language processes. Sound pedagogical development in one language will enable students to appreciate and acquire skills in the other language.

Language acquisition can occur through first or second language learning. In first language acquisition, the student does not consciously study how to speak in a particular language. Rather the information is learned naturally. An infant is surrounded by many teachers – parents, siblings, grandparents, family friends, and other children and extended family members – who provide a vast range of language experiences and information. In addition, media reinforce first language acquisition. As the child grows older, teaching aids in various forms widens the circle of “teachers”. The techniques also change as parents and others sing or read to the child, enriching the child’s vocabulary.

Krashen and Terrell (1983) refer to the last language acquisition as the Natural Way.

Historically, second language teaching methods have not reflected this natural process, but rather use grammar-translation (the most common method of instruction), Audio- Lingual and the situational methods. Teachers usually use one or a combination of these three methods. Students are generally introduces to the language by one teacher who spends only a specified amount of time with the students each week. At the end of the class students may return to classrooms where they are taught in another language. In some cases, there is limited contact with other speakers of the language being learned. A recent trend in teaching methods is to try to simulate as natural an environment as possible. The Communicative Approach represents an attempt to simulate a situation for natural first language acquisition.

The sample units and suggested activities, which form the second half of this curriculum guide, may help the teacher structure learning situations that reflect the communicative approach.

Second Language Acquisition

Attaining fluency in a second language requires competence in discourse, linguistics and sociolinguistics. There may be some students whose Dene language fluency is insufficient to be considered a first language. This implies learning the proper use of language as dictated by the social protocol inherent within the language. It is socialization to the culture of a particular language. Consider the following brief explanation of each of these areas.

 Discourse proficiency is knowing appropriate use of the language.  Linguistic competence is knowing the possibility and impossible sentence structures of a language.  Sociolinguistic proficiency is knowing and acknowledging the inherent cultural aspects of language usage.

This curriculum promotes active bilingualism rather than passive bilingualism. Passivity may occur in the early stages of second language learning when a student is beginning to learn the new sounds and vocabulary or may occur in an environment that is not conducive to daily use the Denesuline Language. People are either active or passive in their ability to speak a second language. When a person is fluent in a language and speaks that language without error he or she is considered actively bilingual and “monitor-free”. This person speaks spontaneously and although he or she may be aware of grammar, does not worry about grammar rules before speaking. While this person may not be consciously concerned with the linguistic analysis of the language, he or she is aware of the ‘body language’ involved as part of discourse and interaction within a particular community. This is known as sociolinguistic awareness. Some sociolinguistic awareness and social protocol situations can be difficult to simulate in the classroom but students can be informed about appropriate responses and behaviour before attending cultural and community events. With assistance from community members, other social events may be simulated or actually performed in the classroom. Vocabulary may be introduced and discussed beforehand.

A person who is passively bilingual has limited understanding and use of the language. Communication will probably be a mixture of body language, facial expressions, actions and words. Generally, there has been limited contact with other speakers of the language.

A teacher’s plans will be guided by a number of considerations including:

 Initial diagnostic assessment of the students’ fluency level.  The stages of second language proficiency  Students’ interests  Community needs  Ages of students  Evaluation  Language proficiency in first language  Time allotment for the class

Once an assessment has been completed and the interests and community needs have been determined, a review of the stages of second language acquisition may indicate the direction of a plan. The following outline of these stages, as explained by Stephen D. Krashen and Tracy D. Terrell (1983), is based on the “Natural Way” of acquiring a first language.

Stages in Second Language Acquisition

Stage 1: Comprehension

This stage is characterized by a period of silence or incubation. Students are not required to respond orally. Rather they are given information that is relevant and interesting to them. This information is referred to as input. Eventually students will understand and feel comfortable enough to respond top commands and questions through actions or in

Denesuline Language – A Locally Developed Program Level 10, 20, and 30 their first language. This is output, the result of listening and observing skills that the students acquire. In this natural way they retain and use the new sounds and vocabulary of the second language.

Stage 2: Early Production

As the students begin to master pronunciation, they also begin to build a key list of personal vocabulary. Their responses may be a combination of words in their first language plus words of simple sentences in the second language or the response may be action. Although the combination, word order or choice of words may not be entirely correct, students are able to make themselves understood. They are recalling retained input. At this stage they will begin to recognize written words and associate them with concrete objects and actions.

Stage 3: Speech Emergence

The ultimate goal is for students to achieve discourse proficiency, sociolinguistic and linguistic competence. This level of achievement is reflected through longer responses, more complex discourse and the ability to converse with a variety of audiences in different situations. Students show interest in and are motivated to pursue independent study of the language. At this point student have developed listening, speaking, reading and writing skills. The degree of fluency is dependent on factors such as a positive learning environment, relevancy of the vocabulary introduced, community involvement and encouragement form everyone.

Instructional Methods

The Learning Environment

This curriculum encourages teachers to utilize the input of students, parents, teacher- librarians and Elders in the language program. Students may help with planning and setting goals. Teamwork and communication among these groups establishes a sound basis for a positive environment, good rapport and a mutual respect. Inclusion of the community, students, parents and Elders ensures that language acquisition takes place in the social context of the community, generates a feeling of ownership and fosters a holistic learning environment.

In addition to the planning of the course, establishing the physical setting is of equal importance. The classroom should be organized with several areas where students have access to materials such as paints, storybooks, construction paper and an audio station where students may listen to or record songs, conversations and stories. Although the appearance of these workstations will change over the year the well-planned classroom setting will help pupils adjust to the daily routine and encourage independent learning and self-reliance.

Traditional Indian Teaching Methods

Many North American Indian societies had no writing system aside from petroglyphs and pictographs o animal hides. Yet people managed to impart language, life skills, attitudes, values and customs to their descendants. In her paper in the book Teaching the Indian Child (p.163), Sandra A. Rietz (1988) explains oral literature in this way, “It teaches (by introduction) what a people knows about itself and the universe, both through the story content and through structural device – the organizational and linguistic properties of the story.” She also states that, “ An oral literature, ‘language of the mind’ (Frost, 1980), structures the collective memory of a people.” Storytellers were given the responsibility of committing to memory the worldview of a particular group. This may be the reason oral literature is characterized by repetition of certain structures or phrases. For example, number sets such as four occur in Indian stories and the number three in Russian stories. The numbers occur in ceremonies too. Traditional Denesuline teaching through storytelling, legends or ordinary stories can enhance contemporary educational methods, not only in the teaching of Denesuline languages, but also to preserve the encoded “cultural memory” within the stories. Today’s cultures, European and Denesuline are a reflection of this tradition. Even though European oral literature was considered by some as insignificant and of little value, the Denesuline perspective considers the tradition as the lifeline to culture. Reitz (1988) explains that the intention or purpose of storytelling was culturally “utilitarian” and was intended “to tell people how to behave, to bind people together in a common cultural community, and to teach and reinforce models which belongs to the cultural cosmology” in other words, legends or ordinary stories and recollections of events served to transmit history and customs, information on tribal taboos, examples of rewards or punishments, and models of behaviour. Stories served as a form of social control, developing attitudes and interpersonal skills. Some stories had a moral. Storytellers did not explain the moral as that was considered insulting. Listeners reflected on the story and came to their own conclusions.

Another method was modeling or experiential learning where children watched how a certain task was done but were not pressured to do the task immediately afterwards. There were no written instructions so children had to remember the how, why and when to do the tasks.

Name giving coincided with a person’s social and personal growth. Relatives chose names that reflected traits they hoped a newborn child would possess. Then as a child reached adolescence, an outstanding feat of bravery of the demonstration of leadership qualities often warranted a name change. The new name symbolizes the person’s qualities or the feat achieved. It was an honour to be chosen for a name change. Receiving the name of a well-respected individual whose name was inherited was foremost in the mind of the receiver but it was also a responsibility to uphold the person’s reputation. People’s names might be changed a number of times during a lifetime but always for good reasons.

These samples of traditional Indian teaching methods reflect a holistic approach to human development. In the process, the individual makes choices and decisions wit the guidance of immediate and extended family members.

Incorporating legends, stories, recollections and information about customs such as name giving not only helps teach the language but also serves to revive customs.

Teachers should provide students with opportunities to interact with peers and adults in a traditional fashion. Community celebrations or activities may be structured or attended. If the class is in an urban centre, the teacher may consider inviting male and female Elders to explain or to tell stories.

This is consistent with the communicative approach to language instruction and the philosophy and principles of Core Curricula.

The diagram following this section explains the cyclical progression of the Communicative Approach to Resource-based Learning to the Adaptive Dimension and back to the use of the language through communication. Each component enhances the environment by giving students opportunities to gain practical experience in speaking the Denesuline Language being taught. The Communicative Approach can be described as an umbrella encompassing a number of teaching methods/approaches that encourage the use of a second language.

Resource-based Learning, the next step in the process, is where the teacher, teacher- librarian, students identify resources and others involved in the teacher’s plans. The resources are not confined to printed materials but can include involvement of community people, attendance at local events, visiting historical sites in the vicinity and generally utilizing appropriate ands relevant materials and activities to give students an opportunity to use the Denesuline language.

The Adaptive Dimension provides teachers with a vehicle to accommodate individual needs of the students by adapting:

 Curriculum topics  Instructional materials  Teaching approaches  Assessment techniques  Classroom organization

Teaching Strategies

Total Physical Response

Dr. James J. Asher (1988) researched a method now known as Total Physical Responses (TPR). It is based on the natural way that children acquire language through listening and responding physically to requests, invitations and commands from family members.

Asher’s method is based on the premises that understanding the spoken language should be developed far in advance of speaking, that comprehension can be learned through physical movement, that speech will emerge naturally and that students should not be rushed into reading and writing before they have had ample listening and speaking experience. Students in a second or foreign language class begin by listening to commands, watching the teacher role-play and by internalizing and responding to the vocabulary.

Organic Vocabulary, Reading and Writing

In her book Teacher, Sylvia Ashton-Warner (1963) describes how she introduces reading and writing English to Maori children in New Zealand using the Organic Reading and Writing method.

Ashton-Warner attempted to bridge the gap between the two cultures by having the children read and write using vocabulary that had emotional significance to them. She had the young children begin with single words written on cardboard. Each student took that word home and brought it back to school the next day. If the word held great significance for the student, he or she remembered it without difficulty. Gradually each child built a key vocabulary, which formed the basis for reading and writing sentences and paragraphs.

A similar approach may be used with any second language class. The teacher may write what the child says about some activity or event, in or out of school, which is important to the child. Recording regularly in the second language, by the teacher or older students, these “stories” may form a booklet to be used by the child as a personal reader or be left in the library as a useful resource for others to read. In teaching a second language it is important to use a wide variety of instructional approaches and learning situations.

The Language of Instruction

The communicative approach and the objectives support the idea that the language of instruction should, as much as possible, be the language being learned. That is, if the general language of the school is English and the language being learned is Denesuline, the second language classes would be conducted primarily in Denesuline. English would then be used as sparingly as possible.

Instructional Approaches

The document Instructional Approaches: A close Framework for Professional Practice (Saskatchewan Education, 1991) identifies five categories of instructional approaches, along with lists of more specific teaching strategies. These are meant to imply to all disciplines and the full range of in-school language teaching. Most of the strategies are consistent with the communicative approach for second language teaching. The strategies appear below, followed by a number of more specific methods or comments about the approach.

Direct Instruction:  Structured Overview  Explicit Teaching  Mastery Lecture  Drill and Practice  Teacher-talk  Total Physical Response  Polarity questions  Compare and Contrast  Didactic Questions  Demonstrations  Guides for Reading, Listening, Viewing  Storytelling

Generally speaking, direct instructional methods:  Are teacher directed  Include lecture, didactic questioning, explicit teaching, practice and drill and demonstrations  May be effective in providing information or developing step by step skills  Work well for introducing other teaching methods or actively involving students  Are usually deductive  Have limitations in the area of developing abilities, processes and attitudes required for critical thinking and for interpersonal or group learning

Indirect Instruction:

 Problem Solving  Case Studies  Guided Inquiry  Reading for Meaning  Reflective Discussion  Concept Formation  Concept Mapping  Concept Attainment  Cloze Procedure

Generally speaking, indirect instructional methods:  Are student centred encouraging students to observe, investigate, infer from data or form hypotheses  Free student to explore diverse possibilities  Foster creativity and develop interpersonal skills and abilities  Allow teachers to be facilitators, supporters and resource persons  Rely on use of print, non-print and human resources  Foster cooperation among teachers or other staff members

 May be time consuming  May require teachers to relinquish some control, resulting in outcomes that may be unpredictable and less safe  May be inappropriate for memorization and when immediate recall is desired

Independent Study:  Essays  Computer Assisted Instruction  Reports  Learning Activity Package  Correspondence Lessons  Learning Contracts  Homework  Research Projects  Assigned Questions  Learning Centres

Generally speaking, independent study:  Is initiated by the teacher or student  Fosters the development of knowledge, abilities, attitudes and processes required to become self-sufficient and responsible citizens through planned independent study  Is survived or guided by the teacher  May be used with other instructional strategies or may be used by itself depending on the unit topic

Experiential Learning:  Field Trips  Experiments  Simulations  Games  Total Physical Response  Focused Imaging  Field Observations  Organic Vocabulary/Writing/Reading  Role Playing  Synectics  Model Building  Surveys  Summer/Winter Camps  Cultural Camps

Generally speaking, experiential learning:  Is inductive, student centred and activity oriented  Consists of five phases-experiencing, sharing, analyzing, inferring and applying

 Emphasizes learning rather than product  May be in or out of the classroom  Uses a variety of resources  Is limited by kinds of experiences that can be utilized, student safety, time and finances  Includes simulated experiences  Increases understanding and retention of information  Is motivational for students

Interactive Instruction:  Debates  Role Playing  Panels  Brainstorming  Peer Practice  Total Physical Response  Discussion  Teacher Talk  Laboratory Groups  Problem Solving  Circle of Knowledge  Tutorial Groups  Interviewing

Generally speaking, interactive instruction:  Relies on discussion and sharing  Allows students to learn from peers and teachers to develop social skills and abilities, to organize their thoughts and to develop their rational arguments  Requires student and teacher observation, listening and interpersonal skills and abilities

Rather that using primarily one teaching approach, a variety of strategies used during the course of the year as well as in each class period will serve to the advantage of both the teacher and students  Interest, for both the teacher and students, will be stimulated  The students’ different learning styles are more likely to be accommodated  Teaching is more likely to be effective  Teaching and learning will be more enjoyable

The Communicative Approach The communicative approach can be described as an umbrella encompassing a number of teaching strategies that encourage the use of a second language

Resource-Based Learning Adaptive Dimension

Resource-based Learning is the next step in The adaptive Dimension provides teachers the process where resources are identifies with a vehicle to accommodate individual by the teacher, students and others involved needs of the students through adapting: in the yearly plans. The resources are not confined to printed materials but can  Curriculum topics include involvement of community people,  Instructional materials attending local events, visiting historical  Teaching approaches sites in the vicinity, using computer  Assessment techniques assisted learning and generally utilizing  Classroom organization appropriate and relevant materials and activities to give students an opportunity to use the Indian language being taught.

Second Language Outcomes

Language and Culture Program Aim

Language and culture programs will have the aim of providing students with Aboriginal perspectives and skills (including language) that will help them to:  Find balance within themselves to live peacefully and respectively with themselves, one another and the land.  Play a role in revitalizing Aboriginal languages and cultures.

Cultural Program Goals

Students will demonstrate the ability to:  Participate in the practices and the use of the products of their Aboriginal culture  Understand the perspectives and underlying knowledge of their aboriginal culture  Willingly reflect on their relationships with themselves, one another and the natural world.

Second Language Program Goals

Student will demonstrate the ability:  Use language in community and school situations requiring interaction, production or interpretation of language  Use strategies for learning language  Communicate with degrees of precision, coherency and fluency  Use language to give and get information, socialize and celebrate, interpret and produce talk and research culture.

The outcomes for the Aboriginal language as a Second Language are based on the assumption that language will be taught and used while teaching cultural content, just as with the First Aboriginal Language.

Aboriginal Language as a Second Language

The number of Denesuline students who are fluent in their mother tongue has declined to the extent that teachers of the Denesuline Language now use second language teaching strategies. However, although there has been this loss, some of the students may have been exposed in varying degrees to these languages. The challenge to teachers is to determine and meet the individual needs of these students.

In accordance with the communicative approach, student abilities, weaknesses and strengths in both English and Denesuline must be assessed. Appropriate teaching approaches should be utilized to maintain a balance in students’ understandings of language processes. Sound pedagogical development in one language will enable students to appreciate and acquire skills in the other language.

In first language acquisition, the student does not consciously study how to speak in a particular language. Rather the information is learned naturally. An infant is surrounded by teachers – parents, siblings, grandparents, family friends, other children and extended family members. These people provide a vast range of language experiences and information. In addition, media reinforce first language acquisition. As the child grows older, teaching aids in various forms widens the circle of “teachers”. The techniques also change as parents and others sing or read to the child, enriching the child’s vocabulary.

Krashen and Terrell (1983) refer to first language acquisition as the Natural Way.

The Communicative Approach represents an attempt to simulate a situation for natural first language acquisition.

Second Language Acquisition

Attaining fluency in a second language requires competence in discourse, linguistics and sociolinguistics. This implies learning the proper use of the language as dictated by the social protocol inherent within the language. It is a socialization to the culture of a particular language. Consider the following brief explanation of each of these areas:  Discourse proficiency is knowing appropriate use of the language.  Linguistic competence is knowing the possible and impossible sentence structures of a language.  Sociolinguistic proficiency is knowing and acknowledging the inherent cultural aspects of language usage.

This curriculum promotes active bilingualism rather than passive bilingualism. Passivity may occur in the early stages of second language learning when a student is beginning to learn the new sounds and vocabulary or may occur in an environment that is not conducive to daily use of the Denesuline Language. People are either active or passive in their ability to speak a second language. When a person is fluent in a language and speaks that language without error he or she is considered actively bilingual and “monitor-free”. This person speaks spontaneously and although he or she may be aware of grammar, does not worry about grammar rules before speaking. While this person may not be consciously concerned with the linguistic analysis of the language, he or she is aware of the “body language” involved as part of discourse and interaction within a particular community. This is known as sociolinguistic awareness. Some sociolinguistic awareness and social protocol situations can be difficult to simulate in the classroom but students can be informed about appropriate responses and behaviour before attending cultural and community events. With assistance from community members, other social events may be simulated or actually performed in the classroom. Vocabulary may be introduced and discussed beforehand.

A person who is passively bilingual has limited understanding and use of the language. Communication will probably be a mixture of body language, facial expressions, actions and words. Generally, there has been limited contact with other speakers of the language.

A teacher’s plans will be guided by a number of considerations including:  Initial diagnostic assessment of the students’ fluency level  The stages of second language proficiency  Students’ interests  Community needs  Ages of students  Evaluation  Language proficiency in first language  Time allotment for the class

Stages in Second Language Acquisition

Stage 1: Comprehension

This stage is characterized by a period of silence or incubation. Students are not required to respond orally. Rather, they are given information that is relevant and interesting to them. This information is referred to as input. Eventually students will understand and feel comfortable enough to respond to commands and questions given through actions or in their first language. This is output, the result of listening and observing skills that the students acquire. In this natural way they retain and use the new sounds and vocabulary of the second language.

Stage 2: Early Production

As the students begin to master pronunciation, they also begin to build a key of personal vocabulary. Their response can be a combination of their first language plus words or simple sentences in the second language, or the response may be action. Although the combination, word order or simple choice of words may not be entirely correct, students are able to make themselves understood. They are recalling retained input. At this stage they will begin to recognize written words and associate them with concrete objects and actions.

Stage 3: Speech Emergence

The ultimate goal is for students to achieve discourse proficiency, sociolinguistic and linguistic competence. This level of achievement is reflected through longer responses, more complex discourse and the ability to converse with a variety of audiences in different situations. Students show interest in and are motivated to pursue independent study of the language. At this point, students have developed listening, speaking, reading and writing skills. The degree of fluency is dependent on factors such as a positive learning environment, relevancy of the vocabulary introduced, community involvement and encouragement form everyone.

Proficiency-Based Outcomes

Communicative proficiency is the goal of Aboriginal Second Language programs. Communicative proficiency is the ability to use a language to function in a variety of basic language to use contexts and situations offered by a culture. Levels of communicative proficiency can be described in terms of such characteristics as the degree of accuracy in the communication of meaning, the variety of topics that can be dealt with and the amount of spontaneity and abstraction involved in various language use situations

At a particular level of proficiency, students will:

In these contexts, Language Use Contexts

Using these specific strategies, Strategies for Language Learning

With his/her quality of language, Language Quality

Be able to perform these functions. Language Functions

Areas of Language Outcomes

Language Use Contexts

At each level, three kinds of language use contexts in which students are expected to perform are identified below:

Interaction: involves face-to-face communication and the sociocultural rules for such interaction. Interpretation: requires students to understand and interpret discourse or a connected set of sentences or ideas. Production: requires students to produce discourse that is understandable to others.

Strategies for Language Learning

Skills that pertain to becoming more effective as learners are identified.

Language Quality

Language quality as a measure of communicative proficiency is not synonymous with meaningful communication. It is possible to communicate meaning with relative degrees of quality. Quality is defined using three criteria:

Accuracy: primarily involves the grammatical system of a language. Fluency: involves the ease with which communication is expressed or received. Coherency: relates to the connectness of information, thoughts and ideas within discourse.

While the communicative approach to teaching second languages emphasizes the primacy of function over form, the qualitative features of language use must be dismissed nor delayed during instruction. Ignoring skills in these areas tends to lead to a fossilization of language development regardless of continued instruction or language use. Individuals are able to function relatively well in the second language, understanding and being understood, but are viewed by the language community as having a “broken” language or “pidgin” language.

Language Functions

Language functions are those, which students are expected to be able to perform in the language use contexts. They include:  Giving and Getting Information  Socializing and Celebrating  Interpreting Discourse  Researching  Producing Discourse

Instructional Focus

Level 1 (K – Gr.1)

In the first level of second language development, students learn that the Aboriginal language is being utilized. The teacher uses pre-talk, concrete and visual aids, gestures and actions to help students understand what is being said. Students find language learning much easier when the activities are action oriented, predictable, repetitious or familiar and relevant to their interests.

Level 2 (Gr. 2 – 3)

Students at this level are surrounded with familiar and basic situations in terms of language used and they continue to interact with phrases and memorized expressions. The teacher continues to teach the cultural understandings and skills with active and

Denesuline Language – A Locally Developed Program Level 10, 20, and 30 concrete learning activities. Students continue to learn the language they need to operate in this context. They learn to respond to many more complex commands and concepts, but their spoken language lags behind as they lay the foundations for understanding. They use and rely on their listening skills.

Level 3 (Gr. 4 – 6)

At this level, the students begin to rely less on memorized expressions and one word answers. They begin to produce sentences appropriate to particular situations. They move into learning more directly from oral tradition.

Level 4 (Gr. 7 – 8)

At this level, the focus is on using the Aboriginal language as the medium of instruction in learning cultural skills from members of the community. The students make many errors as they push themselves to create more complex sentences. It is important in terms of their confidence that the contact they have with the community at this time is supportive and encouraging. The teacher uses language to provide constructive feedback and error correction to ensure that the students continue to develop accuracy.

Level 5 (Gr. 9-10)

At this stage, the students are introduced to learning directly form the oral tradition and the Elders of the community, in a less sheltered way. Language skills focus on strategies for accessing and interpreting the oral tradition.

Level 6 (Gr. 11 – 12)

In this final stage of learning before leaving school, students are given opportunities to explore language and culture as career choices. They continue in their study of cultural content but integrate it into projects that they can undertake in cooperation with individuals, businesses and institutions involved in the communication, research and translation of language and culture.

Assessment and Evaluation

The following guiding principles of student evaluation appear on page 1 in Student Evaluation: A Teacher Handbook (Saskatchewan Education, 1991).

 Evaluation should be an integral part of the teaching-learning process.  Evaluation should be a planned, continuous activity.  Evaluation should reflect the intending outcomes of the curriculum.  Evaluation should assist teachers in meeting individual needs and providing appropriate programs for students.  Evaluation should include not only measurement but also interpretation and judgement.  Evaluation should be sensitive to sociodemographic differences such as culture, gender and geographic location.  Evaluation should be based on a variety of indicators that may be norm-referenced, criterion-referenced or self-referenced.  Evaluation should use assessment techniques for formative, diagnostic and summative purposes.  Evaluation should provide information within the cognitive, affective and psychomotor domains.  Evaluation should respect and safeguard confidentiality of student information.  Evaluation should be fair and equitable, giving all students opportunities to demonstrate the extent of their knowledge, skill and abilities.  Evaluation should provide positive, supportive feedback to students.  Evaluation should foster students’ abilities to transfer knowledge into life experiences.  Evaluation should encourage active participation and student self-appraisal to foster lifelong learning.  Evaluation should provide opportunities for student development and improvement.  Evaluation should include the communication of a teacher’s overall evaluation plan to students in advance. Student should be made aware of the objectives of the program and the procedures to be used in assessing performance relative to the objectives.  Evaluation should be regularly communicated to parents/guardians and students in a meaningful manner.

These guidelines are meant to assist the teacher to identify areas of the program that need change, to assess progress, to identify student needs and to help the teacher plan future lessons. The teacher may choose alternate approaches to assessment.

Evaluation implies not only to the testing of the students but also an assessment of the program.

Core curricula gives students the opportunity to make some decisions about the curriculum and also gives them some of the responsibility for assessment. Samples of assessment instruments, which are adapted for second language testing and may be further adapted to suit individual circumstances, are in Appendix A. the placement checklist is designed for first language testing but may be adapted for second language testing.

The Student Evaluation: A Teacher Handbook (p.28) identifies ways a teacher may organize the assessment process. Suggestions include the following:

 Assessment stations  Individual assessments  Group assessments  Contracts  Self and peer assessments  Portfolios

Depending on the technique used, records may be kept using one or more of the following:

 Anecdotal records  Observations checklists  Computer programs  Rating scales  Files for portfolios

Some activities may be observed and assessed on an ongoing basis:

 Class assignments  Presentations  Homework  Class participation

Foundational Objectives The foundational objectives reflect the aim and the goals of the curriculum guide. They guide the teachers in their yearly plans and unit plans. Usually the foundational objectives state intended levels of achievement/learning at a specific grade. However, in second language teaching the situation may be that some students have varying degrees of fluency or even varying degrees of exposure to the language. Therefore, the objectives are divided into phases. The teacher should keep in mind, however, that a student may be in the emerging phase in second language acquisition and be in the developing phase or the extended phase in other areas of language learning.

Foundational objectives should serve as the basis for establishing intended learning outcomes, unit planning and student evaluation.

Foundational Objectives

Emerging Phase

Students will demonstrate emerging:

 Ability to listen politely according to cultural norms.  Ability to use oral Denesuline language to being meaning to what they observe, feel and hear through questions and discussion.  Awareness that the print and symbols of Aboriginal Languages convey meaning.  Curiosity about the patterns, sounds and intonations of the Denesuline Language by listening, speaking and participating in shared reading and writing activities.  Desire to participate in discussions of ideas and illustration in a variety of resources either in English or Denesuline language.  Awareness of the contemporary and the historical or traditional lifestyles and cultural protocol of the Denesuline people.  Ability to participate in small or large groups for various purposes.

Developing Phase

Students will demonstrate developing:

 Ability to use listening to understand the meaning of the Denesuline language.  Ability to convey meaning orally and with confidence in the Denesuline language to adults. Elders and peers in various situations.  Interest in interpreting symbols and print in their environment.  Awareness of the relationship between the letters, symbols and sounds of the Denesuline language.  Curiosity about and interest in print by participating in independent and shared reading and writing activities.  Recognition that writing is a process focused upon conveying meaning to self and others.  Desire to independently initiate reading and writing activities for various purposes.  Interest and ability to read orally and silently for enjoyment and information.  Ability to discuss a limited number of topics using the Denesuline language.  Awareness of and respect for cultural protocol.  Respect for one’s own culture and other cultures, lifestyles and experiences of others.  Respect for the ideas, language, dialect and communication styles of others and the ability to respond sensitively and thoughtfully.  Ability to participate in small or large groups for conversation and other purposes.

Extended Phase

Students will demonstrate increasing:

 Ability to use oral Denesuline language to generate, clarify and extend their personal understanding of what they observe, feel, hear and read through interaction with others.  Ability to convey meaning with confidence to adults and peers in various settings and situations.  Ability to interpret symbols, sounds and intonation of words through reading and conversing.  Ability to read for meaning by integrating all cueing systems.  Interest and ability to express ideas, thoughts and feelings in writing for self and others.  Ability to discuss a variety of topics.  Respect for the ideas, language, dialect and communication styles of others.  Confidence and ability to respond in culturally appropriate ways to various audiences and situations.  Awareness of and respect for the range of cultures, human behaviours, experiences, emotions and ideas conveyed through oral communication.  Ability to participate cooperatively in large and small groups.

Specialized Phase

Students will demonstrate increasing:

 Ability to use oral Denesuline language to generate, clarify and extend their understandings of what they observe, feel, hear and read through personal reflection and interaction with others.  Interest and ability to use oral and written language in various settings, activities, purposes and to respond to the needs of an audience.  Interest and ability to read and respond to what others have written and to collaborate with them in the stages of the writing process.  Ability to monitor for meaning during oral and silent reading.  Interest and ability to express increasingly more advanced ideas, thoughts and feelings for self and others through writing.  Ability to discuss, in depth, more complex topics.  Ability to interpret and respond to ideas conveyed through various media.  Respect for the ideas, language, dialect and communication styles of others and awareness of the need for sensitive and thoughtful response.  Maturity of thought in cultural protocol and responding appropriately to various audiences in different situations.  Awareness of and respect for the range of cultures, human behaviours, experiences, emotions and ideas conveyed through speech, interaction, literature and various media.

 Ability to play a leadership role in a small group.

Learning Objectives

Learning objectives affect several aspects of a curriculum:

 The direction of the unit plans  Lesson plans  The mode of evaluation  Teaching strategies  Selection of resources

Learning objectives are determined by factors such as:

 Ages of students  Level of fluency of each student in the class  Whether the class is to be taught as the first and/or second language acquisition situation  Language proficiency in the first language

This curriculum uses a spiral model for determining and organizing its learning objectives. Using this developmental model, teachers introduce students to various content, specific skills and important attitudes at an early stage. The content, skills and attitudes are revisiting periodically throughout the year and in years to come in order to review, strengthen and build on them, at levels that are appropriate for the age and proficiency of the students. For example, kindergarten students might learn various basic greetings. During that same year and in subsequent years, the students will review the greetings they learned, learn additional ways to greet people, and learn protocol related to certain situations. Learn about the cultural significance of certain greetings, demonstrate an appropriate attitude and perhaps learn greetings that were used in the past. In this expanded spiral fashion, what students learn at an early stage they encounter again and again, each time within a border context or with increasing complexity.

Some general and some specific learning objectives are listed below. Although the objectives are arranged under specific headings, the categories are not discrete. That is, usually more than one skill is developed in any given activity. For example, when students learn to speak, they also strengthen their abilities to listen and comprehend.

Listening and Comprehension

Students will have opportunities to:

 Compose their own responses – oral or written – to questions, statements and oral or written material.

 Listen and observe attentively.  Follow instructions.  Utilize prior knowledge to express new ideas.  Interpret meanings of gestures, tones, emotions and expressions.  Master the intonation, rhythm, patterns and stress points of the language.  Listen to oral presentations given in various situations and select specific information form them.  Understand vocabulary used in different contexts.  Identify the main idea of spoken or written material.

Speaking

 Develop confidence in their verbal responses.  Perfect their pronunciation, intonation, stress and volume to suit the situation.  Use vocabulary at their level of instruction to express themselves.  Express opinions on a variety of topics and with a variety of audiences.  Express themselves in a formal cultural setting.  Use vocabulary correctly and in appropriate contexts.  Speak to different kinds of audiences in various situations.  Participate, with greater insight, in increasingly complex discourse.

Reading

 Read and recognize the written version of the oral vocabulary being learned.  Extract meaning from written material using context and picture clues.  Develop reading ability appropriate to their age and competency levels.  Read about topics of interest.  Read materials that contain increasingly complex vocabulary and structure.

Writing

 Communicate through writing about their ideas, experiences and emotions.  Express themselves through writing, using vocabulary learned in the oral and reading portion of the class.  Learn the importance of proper sequencing of events in their own or other writing.  Learn to be sensitive to the ways in which each community uses the language.  Learn to use increasingly complex grammatical structures.

Cultural Considerations

 Learn about the origin and significance of some of the vocabulary.  Learn vocabulary related to making some crafts.  Learn how to communicate with Elders in a respectful and appropriate manner.  Listen to and recognize the vocabulary related to activities such as dances, feasts and winter festivals.  Participate appropriately in traditional ceremonies (e.g. feasts, sweat lodge).  Listen to and read stories that reflect various aspects of culture in the language being learned.  Learn about historical and current experiences of the people of the languages group.  Learn to appreciate and value the language and the culture it reflects.

Themes for Kindergarten to Grade Twelve

The following chart is a general guideline for teachers. It includes some of the topics outlined in the scope and sequence document written by the Saskatchewan Indian Cultural Centre for Saskatchewan Education, Training and Employment.

An asterisk beside each topic indicates the suggested level at which the concepts and vocabulary of specific topics may be introduced. Because this curriculum is based on a spiral model, it is assumed that the concepts and vocabulary will be reviewed and expanded on in subsequent years.

The chart is intended to be a guide and teachers are encouraged to make adjustments to suit the needs of their students and communities. Teachers may use the column on the right to indicate any modifications they have made. For example, teachers might use colored asterisks to show that the topics were moved to a more appropriate level. Using the chart as a record may be useful form one year/semester to the next as teachers design a language program for a particular schools or community.

This chart may also serve as a guide for placement of incoming students.

Suggested Yearly Overview

Although it is important for the teacher to have a general plan for the year, flexibility is imperative in order to accommodate the changes that will occur as teachers and students collaboratively determine the direction and content of each unit. Some factors to consider when developing a yearly plan are: time allotted to the Denesuline language teaching, students’ interests and abilities and the length of each unit.

The English Language Arts, A Curriculum Guide for the Elementary Level (Saskatchewan Education, 1992, p.69) offers an example of a Case Study which shows how a yearly plan can change as the year progresses.

A placement test administered at the beginning of the school year would assist the teacher in determining a starting point in regards to content, approach and depth of the course. A sample placement test is included in Appendix A.

Components of a Plan

Teachers may consider the following components when planning a unit.

Theme: the Scope and Sequence chart outlines suggested themes that may be developed at different grade levels and at different levels of language acquisition.

Focus/Direction: the teacher along with students may establish a specific focus for the unit. For example, the class may wish to develop vocabulary in preparation for a special event (e.g. feast, guest speaker, and assembly performance).

Foundational Objectives: the foundational objectives for the unit are determined by the phase the students have attained: emerging, developing, extending or specialized.

The teacher may select foundational objectives on the basis of the students’ age, grade level and the extent of second language instruction received to date. For example, the teacher may decide that a class of grade 5 students is in the emerging phase because they have had no previous second language instruction.

Learning Objectives: these are specific skills, knowledge and attitudes that the teacher would like the students to master.

Student Involvement: collaborative decisions made by teacher and students can give direction to the course. The students’ interests and enthusiasm are critical factors, which can determine the length of the unit and the number of lessons to be planned on a topic.

Students’ interests and abilities as well as availability of resources, print and non-print will establish the direction and focus of the unit. Teacher-student approaches to planning include:

 Brainstorming matters like favorite things or the direction of a unit.  Categorizing or webbing extensions of a topic.  Planning group activities and/or projects.  Developing questions that can be asked in the Denesuline language.

Student Evaluation: the teacher along with the students any determine the evaluation criteria and instruments.

 The instruments may include checklists, conferences, portfolios, student assessments or teacher prepared tests.  The criteria should reflect the foundational and skills objectives and may range from fluency in speaking to working cooperatively in a group.  The types of assessments may include evaluations done by the teacher, by peers or by the students assessing their own progress.  Evaluation should include both formative and summative assessments.  Refer to the Student Evaluation: A Teacher Handbook (Saskatchewan Education, 1991) and to the Appendix A of this curriculum for additional material.

It is important that evaluation be an ongoing process, with the students getting frequent feedback as to “how they are doing”. Again, there should be no surprises when it comes to student evaluation.

Cultural Component: language is an important part of a culture. When learning a second language, students should learn information about the cultural group’s past and present as well as develop an appreciation for the values and beliefs of that culture. Whenever possible, students should have the opportunity to experience traditional or cultural events, discuss traditional and current values and beliefs, and be exposed to relevant stories, artifacts, music and dance of the people. It is important that the students learn a language within the context of a culture.

Teachers need to be sensitive to cultural values and accepted protocols. For example, certain manners may be associated with some greetings, a feast may require specific procedures or a community may have regional customs related to a variety of situations. For guidance in these matters, community Elders should be consulted.

Resources: these may include print (e.g. videos, software, games, songs) resources, as well as people (e.g. guests, teacher-librarian, experts) and events (e.g. pow-wow, setting nets).

If the language is being taught in a community where it is spoken or where various related traditional or cultural events occur, events and members of the community may well become an important part of the instructional program.

C.E.L.s, gender equity, adaptive dimension: the teacher should be aware of the requirements of these various department initiatives and incorporate them appropriately and consistently.

Time Frame: the teacher should establish the approximate duration of the unit. Although flexibility here is important, it is also essential that a variety of themes are dealt with and that not too much time is spent on one topic.

Integration: teachers are encouraged to incorporate vocabulary and activities form various subject areas. As well, other teachers on staff may be encouraged to use second language vocabulary when teaching their subjects. Whenever possible, utilize community and seasonal events.

Activities: these should be varied and interesting always promoting some aspect of language acquisition or understanding. Activities should be designed to review, teach, practice and extend knowledge and skills. As much as possible, these activities should be designed to take advantage of natural contexts and reflect the communicative approach to language instruction

Planning Checklist

 Have you reviewed curriculum expectations?  Have you considered student needs, interests and abilities and incorporated students’ input?  Have you considered the relevance of this unit to:  Students’ lives outside the school context?  Students’ language and learning experiences in other subjects?  Students’ language proficiency?  Have you selected appropriate Denesuline language learning objectives?  Have you identified the major language skills and main content or concepts students will attain?  Can you provide rationale for this unit?  Are there sufficient interesting, useful and varied resources available to accompany the unit?  Is there an adequate supply of relevant literature?  Have you checked the Indian and Metis Resource List for K-12, Saskatchewan Education, Training and Employment (1994) for interesting and relevant resources?  If literature is not available, are there alternate plans to invite storytellers and/or other community resource people to come to the classroom?  Have you considered using relevant computer programs?  Have you included a variety of instructional strategies, language experiences and activities?  Do unit plans incorporate the daily language routines advocated in this curriculum?  Have you provided opportunities for students to use listening, speaking, reading and writing for various purposes?  Have you included Elders, parents, caregivers and other community resource people?  Does the unit plan allow for flexibility and adaptation?  Have you provided opportunities for student input and collaborative decision making?  Is your time frame realistic?  Have you determined appropriate assessment and evaluation strategies?  Have you considered incorporating the unit, or parts of it, with other subject areas?  Have you considered possible unit extensions and applications?

The Daily Routine:

Remember that some of the allotted time will be used for the daily routine of your class. This may include practicing greetings, introducing new students or recording the date and weather conditions. This will be the time to use the teacher-talk approach to review previous information and to practice informal dialogue.

Specific Resources:

Teachers should consult the Indian Languages List of Resources, Saskatchewan Education, Training and Employment (1994). The information contained in that document and the annotated bibliography will assist in the selection of relevant resources.

Sample Plans

Emerging and Developing Phases

Two sample units included here illustrate how a teacher might proceed with the topic of “food” at the emerging and developing phases. The units should not be regarded as being prescriptive, but rather as providing suggestions for teachers who may be unsure as to how to begin.

The teacher should keep in mind that every class is different. Some classes will not be able to cope with all the content and activities suggested, some classes might require more independent activities, while others may respond well to additional group activities and field experiences.

Some classes may be unfamiliar with peer and self-assessment strategies or with being involved in establishing evaluation instruments and criteria. These students will have to be taught specific skills and as they develop competence, the teacher may ease into these practices gradually.

Lessons

Lesson 1

Learning Objectives Students will:  Listen and observe attentively. (IL, PSVS)  Follow instructions. (C, CCT)

Engaging Activity  Begin the lesson by writing the word “food” in both languages.  Display flashcards of various food items.  Discuss with the students how the foods might be grouped.

 Write the categories and names of these foods in webs. Webs may be written in the first or second language or a combination of both.  Brainstorm for other foods that can be included in the groups.  The students may choose which group of foods they want to study.

The resulting sample web might resemble the following:

Meat Caribou Moose Deer Fish Wild Fruit Wild Meat Raspberries Dried Fish Blueberries Pemmican Cranberries Dried Meat Duck Rabbit Fruit Apples Vegetables Oranges Carrots Bananas FOOD Potatoes Grapes Onions

Drinks Other Tea Salt Pop Pepper Coffee Lard Juice Butter Baked Goods Sugar Bannock Soup Bread Cookies Cake Pie

The web may be expanded to include other items such as cooking terms and prices of food, according to the students’ choices. The teacher will proceed depending on the progress and enthusiasm of the students. An occasional review of this web may be in order.

Rating Scale for Student Self-Assessment in Cooperative Work Situations

Student name:

Date or Time Period of Assessment:

Directions: Read each question. Circle the phrase that best describes how you feel about each statement.

1. How do you feel about choosing the members of your group on a project?

I really like it. It’s okay. I don’t like it.

2. How do you feel about having your teacher choose the members of your groups on a project?

3. How do you feel about deciding in your group how you are going to work together to do a project?

4. How do you feel about taking a leadership role in your group when you are deciding how to do a project?

5. How do you feel about someone else taking a leadership role in your group when you are deciding how to do a project?

6. How do you feel about working together to finish a project in class?

7. How do you feel about being a part of a group that works together to complete a project for your school work?

The above rating scale may be adapted for ILSL classes.

From Student Evaluation: A Teacher Handbook. Saskatchewan Education. (1991) Observation Checklist for the Assessment and Evaluation of Affective Aspects

Evaluation Criteria In Evidence Not in Evidence A. Task Attitude  Shows enthusiasm  Cooperates with others  works hard at improving  can work with others on a team  shows consideration for the safety and well-being of others B. Motivation  Can work by him/herself  Is able to predict/understand the tasks to be done and completes them without being told C. Reliability  Can be trusted  Is able to follow oral and written directions  Is on time with tasks  Attends class regularly  Meets responsibilities D. Flexibility  Is able to learn new methods of doing things easily  Can adapt to new assignments easily  Follows detailed directions well

The above checklist may be adapted to be used by the teacher or the students (for peer or self-evaluations).

From Student Evaluation: A Teacher Handbook. Saskatchewan Education. (1991)

Rating Scale for Cooperative Group Learning

Student Name:

Never Seldom Often Always

1. The student works with a wide range of peers, 1 2 3 4 not just with close friends.

2. The student willingly shares materials and ideas 1 2 3 4 with others.

3. The student shows respect for others by listening 1 2 3 4 and considering other points of view with group work. 4. The student follows group work rules as 1 2 3 4 established for the activity.

5. The student fulfils his/her work 1 2 3 4 responsibilities in the group.

6. The student exhibits appropriate work 1 2 3 4 behaviours during time set aside for group work.

7. The student participates in discussions during the 1 2 3 4 time sets aside for group work.

8. The student contributes ideas to the group efforts 1 2 3 4 during the discussions in the time set aside for group work.

The above sample rating scale may be adapted to be used by teacher or students (for group or self-evaluation).

From Student Evaluation: A Teacher Handbook (p.85), 1991, Saskatchewan Education.

Rating Scale for Oral Proficiency

Students Name:

Scale: Comments

3 = Words are clear.

Voice is well modulated.

Speech is well paced.

Pause and/or stress is appropriate.

Voice is loud enough to be heard easily.

Vocabulary used is appropriate.

2 = Some words are not clear.

Voice has some modulation.

Rate of speech is at times too quick for the listener to catch the full meaning.

Voice dropping in volume At times makes it difficult to get the full import of the presentation.

1 = Many words are not clearly spoken.

Rate of speech is either too fast or too slow.

Pauses or emphases for effect are not in evidence.

Voice is too soft, making it difficult to hear.

The previous rating scale may be used as a model. The teacher in consultation with the students may develop a similar or more appropriate one. The rating scale may be used by the teacher or by the students (for peer or self-evaluation).

Adapted from Student Evaluation: A Teacher Handbook, December 1991, Saskatchewan Education.

Progress Report for Language Classes

Student: Grade: Date:

School: Teacher:

1. Emerging Phase U = Usually (1) Very Good 2. Developing Phase O = Occasionally (2) Satisfactory 3. Extending Phase S = Seldom (3) Is Improving 4. Specialized Phase (4) Needs Improvement N/A Not Applicable

Social and Personal Growth: Comments

Accepts responsibility.

Pays attention in class.

Demonstrates independence.

Follows directions.

Completes assignments.

Demonstrates ability to self-correct.

Displays a positive attitude.

Cultural Awareness: Comments

Is becoming aware of cultural significance of vocabulary.

Is beginning to learn how to approach Elders in a respectful manner.

Is beginning to listen and recognize vocabulary related to cultural activities.

Is beginning to appreciate and understand the importance of one’s culture.

Is beginning to use vocabulary in different contexts.

Academic Achievement: Comments

Listening:

Understands oral communication.

Follows directions.

Listens for enjoyment.

Speaking:

Participates in conversations.

Pronounces correctly.

Uses accurate sentence patterns.

Retains more vocabulary.

Writing:

Copies diacritics correctly.

Uses accurate sentence patterns.

Spells appropriately.

Reading:

Understands what is being read.

Recognizes vocabulary.

Applies word attack skills.

Reads fluently.

Adapted from English as a second Language: An Introductory Handbook for Teachers Kindergarten to Grade 8 (Draft 1993), Saskatchewan Education.

Assessment Instruments/Procedures

 Portfolio: This is a collection of student’s work which may be used for teacher evaluations, by students to self-evaluate their progress, or to show to parents as examples of the student’s work. The student and/or teacher decide on what to include and whether there will be a limit to the amount of material to be kept in the portfolio. The portfolio might be a large envelope or a file folder stapled to make a container. Each item included should be dated and may include a comment or mark achieved. These collections are a convenient tool to report student progress to parents/guardians or caregivers.

 Assessment station: This is a designated area where students may perform tasks for evaluation purposes. Students are evaluated in groups or individually. For the language classes this may be a listening centre where students practice speaking into a tape recorder or listen to tapes and practice specific vocabulary. This assessment can be administered during classroom time. Another example of an assessment station for languages would be the use of computer games and drills for vocabulary enhancement and grammar study. Whether the assessment station is in or outside the classroom, clear instructions outlining where to go, how much time to be spent at each station or for each task, should be established. Assign work for students to do upon their return to the classroom. The instructions may be written on the chalkboard and/or a card or paper. Prepare a timetable indicating ten or fifteen minute interval. Students may choose the time they want to go for their assessment. Use rating scales or checklists indicating specific points that are being assessed.

 Group Assessments: Learning and using language involves social activities. An observation checklist rating scale or anecdotal record may be used to describe how well students function in group situations. The comments made, items checked or marked assigned may be done by the teacher or the students, assessing themselves or their peers in their groups. Participation, willingness to work cooperatively, willingness to respect the views of others are some of the areas that may be assessed.

 Checklists: These help to check that each student is listening, participating and speaking during the day to day lessons. Checklists may be planned in cooperation with the students and completed by the teacher or by the students. The items to be checked will generally reflect the objectives of a lesson are: to pronounce certain words correctly, to use them in sentences while conversing with a partner and for partners to help each other, then those items would form at least part of the checklist. The items may be checked by the teacher or by the students.

 Rating Scales These may be used to rate students’ progress. The criteria as well as the marks assigned may be determined in consultation with the students and should reflect the objectives of a lesson, project or unit. For example, if the objectives include working cooperatively in a group situation, listing 6 open-ended questions for an interview and be completing the assignment on time, then those are the items to be rated. The teacher and/or students may determine the scale (1-5, marks out of 10, etc.) to be used.

Appendix B:

Sample Letters to Parents/Guardians and Caregivers

The following is a sample letter to parent/guardians and caregivers that might be sent at the beginning of the year to explain the evaluation strategies to be used. Please adapt the letter to suit your situation.

Dear Parent/Guardian or Caregiver:

This letter is to inform you about (name of class). Your son’s/daughter’s performance and progress in the class will be assessed on an ongoing basis using different methods. This letter includes information on how your child’s mark/grade in (name of class) will be given. As you read on, you might think of some questions to ask your child or me to explain that would help you to understand how a student’s progress is determined.

Our curriculum recognizes and puts emphasis on various components of the learning process. Firstly, there is a certain amount of content/knowledge that students need to grasp. To be successful with the content, students need to develop certain skills. Specific processes and opportunities are necessary to develop use of those skills. Lastly, the attitudes that are necessary and essential to encourage the development of young people who can work with others in a positive and constructive way are emphasized. These are considerations when students are assessed for skills in listening and comprehension, speaking, reading and writing.

Rating scales or checklists will be used during class to record students’ progress while working in groups or while working alone. They will also be used during the fluency testing. The cassette tape will be used during “choice time” and during the fluency test. The information plus work samples will be kept in a file folder for each student.

Your son/daughter can explain to you in more detail how he/she will be evaluated because the class as a whole discussed and determined the schedule and criteria of some of the testing.

If you have questions, you may contact me at (phone number).

I am looking forward to communicating with you about your son’s/daughter’s progress in (name of class).

Sincerely, (teacher’s name)

The following is a sample letter to parents explaining a special project at school and requesting specific items needed. Please adapt it to suit your situation.

Dear Parents/Guardians or Caregivers,

On , we will be making “ “ (soup) in our language class. If you are able, kindly send with your child one of the following “ “ (vegetables). We’ll be cutting them at school as part of our project.

One potato

One carrot

One tomato

One onion

Celery

Thank you very much, (Marsi Chogh)

The following is a sample letter to parents requesting various items that will be used during the course of the year. Please adapt it to suit your situation.

Throughout the year our class will need a variety of items. If it is convenient for you, we would appreciate you saving some of the following items and sending them to school with your child.

 Magazines, catalogues (especially those with a lot of pictures)  Puppets  Writing supplies - envelopes, paper, wallpaper, note cards (new or used)  Paper – a variety of sizes, colour and textures (including computer paper)  Fabric, yarn, felt and large needles for sewing  Dress-up clothes, clothes pegs  Games and puzzles  Pictures, large or small, especially of people involved in various everyday activities, also of animals, plants, fish, weather, foods, buildings and furniture  Local field trip suggestions (perhaps where you have a personal connection or interest).

Thank you kindly.

Sincerely,

The following is a sample letter to parents requesting volunteers to assist in and out of the school. Please adapt it to suit your situation.

We plan to have a variety of activities in our Language class during the school year. In order to carry these out, we will need help from adult volunteers from time to time. If adults in your home are willing to help, please indicate their names and what they might be prepared to do.

Assistance in class: Work with small groups of children. Help with speaking, reading or writing (language). Help with special projects (e.g., cooking, making puppets, field trips). Take pictures of help with videotaping class events and activities. Share a hobby or tell about your job. Other (please include your suggestions):

Assistance from home: Act as a volunteer contact person. We would like one or two adults who would be willing to work with the teacher to telephone volunteer when they are needed. Bake or cook for class celebrations. Use your computer to create books of stories the children have written. We will photocopy them for each child. Mend torn dress-up clothes. Make a puppet theatre. Other (please include your suggestions):

Name(s):

Days of the week most likely available:

Thank you in advance for volunteering your time and talents. With your help, our class will have a great year!

Sincerely,

Appendix C:

A Sample of ‘Teacher Talk’

The following is a sample of ‘teacher talk’ which is one of the many suggested strategies for teaching a second language. Although it is written in English, the conversation would, of course, occur in the language being taught.

Teacher Talk

By Jean L. Bellegarde and Terry J. Klokeid

Teacher talk occurs when the instructor, who is a fluent speaker of the target language, uses a simplified version of the language to converse with the students. It is structured to elicit short answers from the students and can be structured to move into new and longer sentences. The instructor must plan carefully because although a simplified language is being used it must be authentic. The objectives must be clear so that only specific information is given to the students to master. The instructor will probably use this technique after the students have acquired some vocabulary. The strategy is also useful for introducing new vocabulary. In the process of using teacher talk the instructor will use exaggerated actions so that the students can grasp what is being said without necessary understanding every word that is being said.

As an example, consider the following session where the teacher has already introduced the terms for weather conditions and verbs such as: to be tired; to read; to sleep; to jog; to work and to go outdoors. The students have also had a class where a dialogue including questions about past and present weather conditions.

It is raining, cold and there are strong winds on this particular day. The objective is to reinforce this knowledge and to give the students a chance to use the language to talk about present and past weather conditions. The following dialogue with the students would take place.

The people involved are: T = Teacher; Bill, Cam, Sam, Quinn, Lori, Kelly = students.

T Hello Bill! How are you? Bill I am fine today. T What is the weather like today? Bill (Bill has a puzzled look on his face. So the teacher turns to Lori.) T Lori, what is the weather like today? (Here the teacher looks towards the window using exaggerated motions in an attempt to give a hint as to what she is talking about.) Lori What? T What is the weather like today? Lori It is a nice day? (weather)

T Ahh, Sam, is it a nice day? (weather) Sam No. T Well, what is the weather like? Sam It is raining today. T Yes it is raining today. (Here the teacher could nod yes and make motions with her hands to imitate rainfall.) T Quinn, is it just raining? (Again the teacher looks toward the window.) Quinn No, it is windy also. T yes, it is windy and it is raining. T (at this point, the teacher is giving everyone the chance to volunteer the answer. Several hands are raised.) Is it just windy and raining? T The teacher with a questioning look just nods directly at Cam who has not yet been addressed. Cam It is raining and windy and it is also cold. T (Still keeping eye contact with Cam) And last night, did it rain? Cam I did not go outside last night. (Cam has changed the direction of the conversation and the teacher will have to decide whether to guide him back to the original topic or to pursue this new direction. The topic has changed.) T Ahh, you did not go outside last night. Sam, did you go outside last night? Sam Yes. T Did it rain last night? Sam No, it was moonlight. T (The teacher should gesture indicating that she agrees wit Sam at the same time she would look at the rest of the class. Sam has introduced yet another topic.) Ahh, it was moonlight. T What did you do last night? Sam (Sam has that quizzical look so the teacher turns to another student with the same question.) T Kelly, what did you do last night? Kelly I did not go outside either. I sleep. T Ahh, you slept. Were you tired? Kelly Yes, I was tired (Sam has now understood the question and is raising his hand to answer the question.) T Okay, Sam, What did you do last night? Sam I jogged. T Ahh, you went jogging.

This conversation may continue for as long as the students are interested. However teacher talk should not be used until the teacher is assured that all or most students are at the same level of speaking and comprehension. There is the danger of confusing those

Denesuline Language – A Locally Developed Program Level 10, 20, and 30 students who are not ready to review specific verbs. There will probably be questions about certain aspects of the vocabulary. In that case, the teacher should use his/her own judgement as to how much explanation is required at this particular time. Or he/she can take note of students’ concerns and create a lesson plan to address their interests and concerns or give additional examples to explain concepts.

The words that are in capital letters and bold letters indicate the proper tense that the student should have used or words that are needed to represent an authentic Dene sentence. The teacher can emphasize their pronunciation to bring them to the students’ attention.

From linguistics 327 notes by Jean L. Bellegarde and Terry J. Klokeid with permission of the authors.

Voices of the Elders

The wisdom of the Elders is central to cultural learning according to the Denesuline perspective. Elders are the “keepers of knowledge” and it is their guidance that Denesuline people seek as they strive for balance in their relationships with the Creator, the natural work, other people and themselves.

It is to the Elders and the Denesuline Curriculum Development Committee and the Western Canadian Protocol Working Group turned for guidance on issues of language and cultural learning. The following Elders’ comments are excerpted from the many oral and written sources that informed the development of the Framework and the development of the Denesuline Curriculum.

Note: Denesuline Elders perspective will be referred to in the near future.

“We use the circle as the means of teaching. It is not a straight line type of teaching that we use. With us, everything is connected and interconnected.”

Parent Council member Joe Duquette High School, Saskatoon (Haig-Brown et al., 1997, p.96)

“ The time the White man first came to this country, he saw there was a lot of land…It was a beautiful land, a land that was here in order for us to make our living from it. This land provided us with things, gave us a good life and we were able to survive by all the resources available to us….The Creator had placed them on the land for our use and though they were taken, continues to protect us…which is why we were never completely destroyed and why we are still okay today. If the White man had a better understanding of what the land meant to us, he would have thought differently about us.”

J.B. Tootoosis, Deceased, pound-maker First Nation (Saskatchewan Indian Cultural Centre, http://www.sicc.sk.ca/cgi-bin/sicc/epage.pl?)

“Respect for nature came by watching. If my dad killed a beaver or a goose or anything, it was never put on the ground, and everything was kept clean. They didn’t throw the insides to the dogs, they had a dig-out and that’s where they would bury it. They didn’t just throw it in the garbage… the pouch in the throat of the moose, they took it and they hung it in a tree. There was respect for the dead moose. And you kept the water clean: you didn’t dump things in the water.”

Nellie Munro, Norway House ( Frontier School Division No. 48, 1995, p.49)

“ The place we lived was nick-named “moccasin Flats”. That’s where the Metis lived and it was the way the Metis always lived. They called us “Road Allowance Indians”. We lived on the outskirts of the reserve or on the outskirts of the dominant white society. The term was derogatory to people who used it that way, but to us it wasn’t; it was where we chose to live.”

Edward Head, Metis, Cold Lake, Manitoba (Frontier School Division, 1995, p.4)

“Some of our family are living in urban areas. That’s no excuse. Families can still keep in touch and they need to… The responsibility for anyone with any problem lies with the family ‘cause that is the way our people were historically, ‘cause that’s where the basic help was all the time, whatever you dealt with. If a problem went beyond the control of the family, then it expanded to the larger family, you know, discussions of that. Failing that, then there were advisory groups responsible to the chief who those problems could be placed under and dealt with.”

Roy Haiyupis, Ahousat (Nuu-chah-nulth, 1995, p.172)

“ We must redefine and redevelop our profile of what our child is: HE is not something to develop the economy. He is a spirit.”

Wes Fineday, Regina Sk

“I had no schooling. When I was a kid, I used to watch people steadily. I would go to my Grandmother and she told me what rules to follow.”

Vernon Makokis, Saddle Lake, AB

“ We never forced anybody because we are not supposed to do that. We just share and if that person wants to learn more, then that person just keeps coming back to the Elders to find out the importance of Spiritual identity. We have to try to be good all the time.”

Walter Linklater, Thunderchild First Nation (Saskatchewan Indian Cultural Centre, http://www.sicc.sk.ca/cgi-bin/sicc/epage.pl?161)

“ In our system of education, knowledge is earned. One learns to listen, like a human being who has the gift to hear what is said. We don’t put knowledge in a person’s head or hand. We give directions, not answers. We don’t trap people into thinking answers are given from the outside. Answers come from the inside.”

Wes Fineday, Regina SK

“Here are some things for young to use: Do what an Elder tells you and at the same time develop your own understanding and follow that.”

Maggie Okanee, Born 1876, Deceased, Cree Turtle Lake First Nations (Saskatchewan Indian Cultural Centre, http://www.sicc.sk.ca/cgi-bin/sicc/epage.pl?93)

“The people had carefully organized themselves according to their knowledge, wisdom and abilities…The men had many abilities; some were canoe builders, carpenters and weather predictors. Often each man possessed several abilities, which old people call “gifts”.”

Andrew Evans, Norway House, MB (Apetagon, Vol.II, 1992, p.8)

From the perspective of the Aboriginal people, the post-contact period is characterized as a time of great dislocation. Colonizing forces disrupted their fundamental relationships and their way of being in the world. However, time and experience have shown that Aboriginal people are survivors. Despite the intensity of the assimilative forces, their worldview continues to provide meaning, direction and a sense of integrity to those who were given or who made the choice to listen.

“ My grandmother was a boarding school product and on my mother’s side, my father went to the same boarding school that her mother went to. Like it seems that we have lost about three generations of teaching but it was easy for us to go back to our teachings.”

Maria Linklater, Cree, Thunderchild First Nation (Saskatchewan Indian Cultural Centre, www.sicc.sk.ca/dgi-bin/epage.pl?162)

“ Our culture is very important to us. I believe that if we lose our language, our dances, our music, our tales handed down from generation to generation by our Elders, we lose what our country means to us. We must keep our language, our culture and our land so that, even Canada, we can still feel that we have our own country.”

Mary John (in Moran, 1988, p.159)

“ In labeling children as “gifted” or “not gifted”, rather than calling attention to their specific abilities, we begin thinking that children are naturally clustered into well-defined groups, “gifted” and “non-gifted”.”

Cultural teachers in First Nations communities place a great deal of emphasis on spirituality—not to be confused with forms of organized religion! These teachers stress that each individual human has been designed by the Creator and each of us has a specific purpose to fulfill on earth.”

John W. Friesen (1997, pp.27-28)

Aboriginal educators and Elders have envisioned as education for their concern that strengthens and inspires by focusing on traditional wisdom. They have envisioned an education where the young people of today are helping in creating a peaceful balance within themselves using Aboriginal “laws” as a guide. The “laws” which govern life, are not laws in the literal and mechanistic sense. They are perspectives that can help young people while establishing or strengthening their personal identities. They are perspectives that enable Aboriginal people to live with integrity, regardless of the environment or circumstances in which they find themselves.

Most importantly for Aboriginal educators, these perspectives are supported with an abundance of time-tested learning resources in the form of oral traditions. Though the stories from the oral tradition have been used in formal classrooms in the past, they are only recognized as valuable and integral learning resources when the perspectives that they communicate are understood and recognized as legitimate.

Here, in their words, are Aboriginal voices that speak clearly and persuasively about the need for and the right to culture and language programs based on Aboriginal perspectives.

“We came from a system of laws and relationships. The laws were the parameters of acceptable behaviour within each relationship. Our lifestyles have changed a lot but the necessity to survive with integrity is still in me. We must evaluate our discussion in a way that we can identify the principles.”

Wes Fineday, Regina, SK

“ We need the Elders to provide us with the guiding principles and to interpret for us how the traditional principle are to be translated in the contemporary urban context.”

George Calliou, Cree Sucker Creek, AB (1997, p. 224)

“ Business cannot be separated from the environment. The environment cannot be separated from the government. Government cannot be separated from social and economic issues. People cannot be separated from all of the above. Perhaps it is time to recognize this and make efforts to reinstate a whole-life perspective in education.”

Patrick Kelly, Sto:lo Nation (Jenson and Brooks, Eds., 1991, p.145)

“Language…is not just a neutral instrument (for communication). Rather it shapes our very conceptualization of phenomena, such that some phenomena are not translatable into another language and some language shave no words for certain phenomena found in other cultures. We Aboriginal people are forced to speak the foreign language of the English to convey a lot of our spirituality, our thought, our essence. Unfortunately, it is not adequate to the task. So, if the people want to understand us and the things in which we take pride, they should learn our respective languages. I am proud of my Cree language and heritage.”

George Calliou, Cree, Sucker Creek, AB (1997, pp.223-224)

“Our kids are losing their identity. They don’t know their history. My grandparents taught me the dangers, what to respect, etc. they told me to never forget where I came from. When our kids come out of school, who are they? Who do they belong to?”

Roddy Blackjack, Little Salmon/Carmacks, YT

“We know that the world will be a much different place when our children become adults and take responsibility for our community. We must now decide what we want our children to know and what traditions to carry from our ancestors.”

Peigan Education Committee, 1985 (Assembly of First Nations, 1990,. p.13)

“Indian parents have the right to directly influence the education of their children. This right, which was guaranteed through treaties, should never become a privilege.”

Alexis First Nation (Assembly of First Nations, 1990, p.12)

“ We have a litany of what we have viewed as the one item that will save our languages. This one item is quickly replaced by another. For instance, some of use said, “Lets get our languages into written form” and we did and still our Native American languages kept on dying. Then we said, “let’s develop culturally relevant materials” and we did and still our languages kept on dying. Then we said, “lets use language masters to teach our languages” and we did and still our languages kept on dying. Let’s put our language speakers on CD- RO-ROM. Finally someone will say let’s flash freeze our remaining speakers.”

Richard E. Littlebear (Cantoni, Ed., 1996, p. xii)

“ In 1960 we started out by organizing ourselves to bring back our dances and songs. The young people are so willing to learn our ways. But I can’t be out too much anymore. We are tired.”

Mary John, 1997, Prince George, BC

“Some of those who are intent on learning the language feel frustrated at the lack of opportunity to use it and find that they are not able to progress past a certain point without the chance for more language immersion experiences.”

Jan Hill, Mowhawk (Freeman, et al., 1995, p. 63)

“To reverse this influence of English, families must retrieve their rightful position as the first teacher of our languages. They must talk our language everyday, everywhere, with everyone, anywhere. But if they are going to relinquish this teaching responsibility to the schools, then they must be supportive.”

Richard E. Littlebear (Cantoni, Ed., 1996, p. xiv)

“ The Aboriginal community must be the central decision-maker in any initiative on Aboriginal language maintenance…(and also) the support of the majority culture and the particularly policy makers, is essential in making Aboriginal language policies work.”

Barbara Burnaby (1996, p. 33)

“Over and over, people who have come to our communities to get information, go away and write up and interpret and when we see it, we don’t recognize it. Which person? Which family? Which village was involved in developing the materials? We prefer our own way of learning.”

Mary John, Prince George, BC

Summary The quotations in this section are intended to illustrate the vast wisdom of Aboriginal Elders as “keepers of knowledge” and as educators within a traditional system of learning. The Western Canadian Protocol (WCP) acknowledges the necessity of guidance from the Elders if this document is truly to reflect Aboriginal perspective. However, this section of the document is only the beginning. Each community wishing to establish a culture and language program must turn to its own Elders for guidance. It is only with

Elder support that Aboriginal language and culture programs can succeed in achieving the goal of language revitalization.

Laws of Relationship Our Relationship with the Natural World

People are not greater than the things in nature. The natural world has its own laws, which must be respected if people are going to be sustained by it.

People are identified by the land they have historically inhabited and on which they have learned to survive.

Even today, it is necessary to live with the laws of nature and to feel a part of it.

Our Relationship with One Another

Agreement on rules enables cooperation and group strength, which is greater than individual strength.

Identity comes from being in respectful relationships with others, particularly in the family/clan community and nation.

Our Relationship with Ourselves

Each person is born sacred and complete.

The Creator has given each person the gift of their body and the choice to care for and use their bodies with respect.

The Creator has given each person the capacity and choice to learn.

The Creator has given each person talents and strengths to be discovered and the choice to develop and share the gifts.

Colonization and Reconstruction

In the early contact period, the relationship between the European and Aboriginal populations was one of mutual respect.

The forces of contact created much dislocation in the lives of the Aboriginal people.

The Indian Act of 1876 ands the subsequent amendments had the effect of destroying Aboriginal values and identity.

Despite the many negative effects of colonization, the perspectives and values of the Aboriginal people were maintained.

Aboriginal people work to maintain their identity as nations within Canada.

The mainstream culture has begun to explore, appreciate and apply Aboriginal perspectives for their inherent value.

In recent times, the Aboriginal nations and people have worked toward decolonization and partnership with mainstream society.

Aboriginal Education Perspectives-Based Culture and Language Education

The Aboriginal perspective is as useful as it was in the past in helping people live with integrity, especially as people relocate into urban areas or away from kin.

The Aboriginal perspective will guide young people into making choices, which will prepare them for their future as capable adults.

The Aboriginal perspective helps in understanding the value or purpose of things, or in making personal decisions.

The Aboriginal perspective helps people to be empowered.

Language and culture are inseparable. Both are necessary to instill identity in its fullest sense.

Aboriginal Rights

There is a need and an inherent right to maintain the Aboriginal languages of our culture.

Young people represent the future of our culture.

The Aboriginal children will benefit from being taught the language and culture of their people.

Local Control

Past efforts have not been sufficient in stabilizing or revitalizing the Aboriginal languages and cultures. Communities and schools must work together to strengthen the languages and cultures of the Aboriginal nations.

Local communities must be the ones to create and control language and culture programs to suit their particular needs.

Denesuline10A 100 hours = 1 credit Instructional Approaches: Common Essential Learnings:

Months: August to January Time allocation: Direct Instruction C – Communication Indirect Instruction N – Numeracy Themes: Fall, Freeze-up and Fall – 40 hours Independent Study PSSV – Personal Social Skills and Values Winter Freeze-up – 30 hours Experiential Learning TL – Technological Literacy Winter – 30 hours Interactive Instruction IL – Independent Learning CCT – Critical and Creative Learning

Theme: Fall Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Rationale and 3 hours Students will discuss the objectives of the Brainstorm Video: Hawaiian Written C, IL, CCT, Introduction Denesuline Language and Culture Program. Immersion assignment PSSV Structured Overview (SICC), Denesuline Language Festival (LLIRB Libraries) Daily Routine 20 minutes per Students will review daily routine: greetings, Direct Instruction Calendar On-going C day - Daily commands/verbs - 2 words per lesson increase Word List/Bank anecdotal routine accordingly, calendar, seasons, weather, sound Drill & Practice Posters: Seasons, notes chart. weather Communicative Approach Oral and written quizzes

Dialects 10 hours Students will learn about the 3 dialects and the Direct Instruction Standard Roman Oral and C, IL, Sound System local sound system. Orthography written quizzes Independent Study Chart Students will learn the Standard Roman Orthography.

Elders Protocol 3 hours Students will learn proper protocol upon invitation Discussion Resource People Student C, PSSV, CCT to an Elder/Resource person. Feedback Role Play On-going anecdotal notes Storage and 2 hours Students will learn the kinds of natural material Direct Instruction Collect natural Assignments C, PSSV, CCT, Preservation of available for harvesting and learn the proper material listed IL Natural Material storage and preservation methods. Independent Study

Example: spruce roots, birch bark, red willows, Experiential Learning Denesuline Language – A Locally Developed Program Level 10, 20, and 30

moss, pine cones, lichen, etc. Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Theme: Fall Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Traditional 7 hours Students will learn the kinds of medicinal plants Experiential Learning: Local Resource Research C, PSSV, TL, IL, Herbs/Medicine Unit for harvesting and learn the proper storage and Field trip and observations Person/teacher to Assignment on CCT preservation methods. teach the uses of traditional Interactive Instruction: traditional plants Students will learn the inclusion of scientific Circle of knowledge medicinal plants. Example: knowledge of aboriginal peoples. booklet, poster, and/or Example: rat root, mint, spruce gum, labrador tea, flashcards. rose hips, tree sap,

Traditional Craft 10 to 12 hours Students will learn how to make traditional crafts Students will be given a Local Resource Participation C, PSSV, IL, Unit and clothing: mittens, moccasins, moss bag, fur choice to create a project Person/teacher to CCT Other sample Units: hats, shields (wall hanging) and vest. from previous units of study teach how to Completed willow basket making, make traditional project: i.e. tamarack goose decoy Direct Instruction: crafts and mittens, unit, duck unit and Structured Overview, clothing. moccasins, moose unit. Explicit Teaching, moss bag, fur Demonstration Resource Books: hats, shields How make (wall hanging) Independent Study: mittens, mukluks and vest. Learning activity package and tamarack goose decoys Interactive Instruction: (Lac La Ronge Cooperative Learning Groups Indian Band Curriculum Resource Unit) Review and 2 hours Teachers will review and organize the assessment  Evaluation should imply Student Oral and assessment process according to the instructional approaches not only the testing of Evaluation: A written quizzes used and objective requirements. the students but also Teacher assessment of the Handbook (Sask. language/culture Ed) program. Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Theme: Freeze-up Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Daily Routine and 10 minutes per Students will review daily routine: greetings, Direct Instruction: Calendar On-going C, PSSV, CCT, Journal Writing day – Daily commands/verbs - 2 words per lesson increase Drill & Practice Word List/Bank anecdotal notes N routine accordingly, calendar, seasons, weather, sound Posters: Seasons, chart. Interactive Instruction: weather Oral and written 15 minutes per Cooperative Learning quizzes day - Journal Students will write in their journals topics of their writing choice starting with teacher initiated sentences. Example: I ate eggs this morning. Duhu k’abi egheze begha shesti.

Local Tree Unit 5 hours Students will learn the names of local tree and Direct Instruction: Posters Oral and written C, TL, IL, parts of the trees. Structured overview quizzes CCT Demonstration Samples Students will develop a follow-up activity: i.e. Class poster, book, flashcards, video. Experiential Learning: Resource Person assignments Field trip (if necessary) Field observation Projects

Survival Unit 5 hours – Students will learn bush survival skills through Experiential Learning: Resource Person Participation C, PSSV, CCT Survival Skills observation and experience. Field trip (if necessary) Unit Field observation Anecdotal Students will learn bush survival skills i.e. identify Culture Camp Video records proper material required to build a shelter and campfire. Observation Checklist Traditional Foods 5 hours Students will learn the ingredients in Dene orally Direct Instruction: Ingredients/ Participation C, PSSV, IL, and in written form. Demonstration Cooking Ware CCT, N Explicit teaching Anecdotal Resource Person records Interactive Instruction: (if necessary) Cooperative Learning Observation Books: Grandma Checklist Experiential Learning: Let’s Make Field trip Bannock (NLSD) Field observation Culture Camp Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Theme: Freeze-up Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Language Arts 10 hours Students will select a topic from the area of study Direct Instruction: Resource Books: Oral and C, PSSV, TL, IL, Project and develop a Denesuline Language Arts Project. Demonstration Indian Languages written quizzes CCT Explicit teaching Resource Books, Students will be given a choice to create a project ESL/ESD (Sask. Group or from previous units of study and develop a project: Interactive Instruction: Ed) individual i.e. poem, short story and/or song. Cooperative Learning assessment Videos: Denesuline Presentations Language Arts Festival Class (La Loche) assignments Resource Person: Mr. Ed Cook Elders Review and 2 hours Teachers will review and organize the assessment  Evaluation should imply Student Oral and C, PSSV, TL, IL, assessment process according to the instructional approaches not only the testing of Evaluation: A written quizzes CCT, N used and objective requirements. the students but also Teacher assessment of the Handbook language/culture (Sask. Ed) program. Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Theme: Winter Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Daily routine and 10 minutes per Students will review daily routine: greetings, Direct Instruction: Calendar On-going C journal writing day - Daily commands/verbs - 2 words per lesson increase Drill & Practice Word List/Bank anecdotal notes routine accordingly, calendar, seasons, weather, sound Demonstration Posters: Seasons, chart. weather Oral and written 15 minutes per Interactive Instruction: quizzes day - Journal Cooperative Learning writing Circle of knowledge

Local Fish Unit 10 hours Students will learn the names of local fish and Direct Instruction: Local Resource Participation C, PSSV, IL, general internal organs. Demonstration Person/teacher to CCT, N Structured overview teach the Anecdotal Students will learn how to create an art project terminology of records using fish scales, fish bones and fish identification Interactive Instruction: local fish and project. Cooperative Learning preparation. Observation Circle of knowledge Checklist Involvement between students and Posters: fish teacher/resource person in fish preparation. Experiential Learning: available at Oral and written Follow-up: Cook and eat fish. Encourage use of Ice-Fishing/Net Fishing SERM quizzes oral language throughout all activities. Example: Field observation Flashcards fish preparation learn the terminology of all parts Culture Camp (NLSD) of the fish and conversation during meal time Elders

Denesuline 5 hours Students will learn basic conversational dialogue. Direct Instruction: Denesuline Story Participation C, PSSV, IL, Conversational Unit Demonstration Books CCT, N Students will develop a story sequence to be role Structured overview Class played in preparation for drama unit. Video: assignment Interactive Instruction: Denesuline Cooperative Learning Language Performance Role Playing Festival or Test Items Discussion Aboriginal Drama Presentations Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Theme: Winter Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Drama Unit 10 hours Students will learn to use the oral and written Direct Instruction: Denesuline Story Participation C, PSSV, IL, language through role play. Demonstration Books CCT, N Structured overview Class Students will learn common terminology and Video: assignment gestures used on a daily basis. Interactive Instruction: Denesuline Cooperative Learning Language Performance Students will be able to present their drama/play to Circle of knowledge Festival or Test Items an audience i.e. Christmas concert and/or Aboriginal Denesuline Language Festival. Experiential Learning: Drama Field trip Presentations Students will be required to use Denesuline Field observation Elders language.

Sample activities: Song, cultural presentation and/or poetry, dialogue.

Final Review and 5 hours Teachers will review and organize the assessment  Evaluation should imply Student Oral and C, PSSV, IL, evaluation process according to the instructional approaches not only the testing of Evaluation: A written quizzes CCT, N used and objective requirements. the students but also Teacher assessment of the Handbook (Sask. language/culture Ed) program. Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Denesuline10B 100 hours = 1 credit Instructional Approaches: Common Essential Learnings:

Months: January to May/or June Time allocation: Direct Instruction C – Communication Indirect Instruction N – Numeracy Themes: Winter, Spring, Break-up and Winter – 30 hours Independent Study PSSV – Personal Social Skills and Values Summer Spring – 30 hours Experiential Learning TL – Technological Literacy Break-up and Summer – 40 hours Interactive Instruction IL – Independent Learning CCT – Critical and Creative Learning

Theme: Winter Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Rationale and 3 hours Students will discuss the objectives of Brainstorm Video: Hawaiian Written C, IL, CCT, Introduction the Denesuline Language and Culture Immersion assignment PSSV Program. Structured Overview (SICC), Denesuline Language Festival (La Loche) Daily Routine 20 minutes per day Students will review daily routine: Direct Instruction: Calendar On-going C, IL, PSSV greetings, commands/verbs - 2 words Drill & Practice Word List/Bank anecdotal notes per lesson increase accordingly, Demonstration Posters: Seasons, calendar, seasons, weather and sound weather Oral and written chart. Interactive Instruction: quizzes Cooperative Learning Circle of knowledge

Dialects 10 hours Students will learn about the 3 dialects Direct Instruction: Standard Roman Oral and written C, IL Sound System and the local sound system. Drill & Practice Orthography quizzes Teacher Talk Chart Students will learn the Standard Roman Classroom Orthography. Independent Study: assignment Homework Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Theme: Winter Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Research Skills Unit 4 hours Students will learn about documentation Direct Instruction: Computers and Classroom C, CCT, IL, through use of technology i.e. Drill & Practice related material assignment TL,PSSV photography equipment, audio/video Demonstration and equipment recording, printing and research equipment. Interactive Instruction: Library Cooperative Learning Resources

Independent Study: Resource People: Computer Assisted Curriculum Instruction Material Developers

Elders Protocol 3 hours Students will learn proper protocol upon Discussion Resource People Student C, PSSV, CCT invitation to an Elder/Resource person. Feedback Role Play Students will appreciate that the On-going teachings of the Elders are valued and anecdotal notes important. Local History and 8 hours Students will listen to stories as told by Students will develop a Cassette and/or C, PSSV, IL, traditional life styles. an Elder or local historian. questionnaire to be used for video recorder CCT interviews.

Instructional Strategies/Methods: Interactive instruction, Cooperative Learning

Students will conduct an interview in pairs or independently. Review and assessment 2 hours Teachers will review and organize the  Evaluation should imply Student Oral and written C, PSSV, IL, assessment process according to the not only the testing of Evaluation: A quizzes CCT, N instructional approaches used and the students but also Teacher objective requirements. assessment of the Handbook (Sask. language/culture Ed) program. Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Theme: Spring Daily Routine and Daily routine 15 Students will review daily routine Direct Instruction: Calendar On-going C, PSSV, CCT, Journal Writing minutes per day greetings, commands/verbs - 2 words Drill & Practice Word List/Bank anecdotal notes N per lesson increase accordingly, Interactive Instruction: Posters: Seasons, calendar, seasons, weather, sound chart. Cooperative Learning Weather Dance Unit 5 hours Students will learn the local dances i.e. Students will learn the Metis dances kit Participation C PSSV, CCT, Square Dancing, Red River Jig and/or different steps and types of – Gabriel and observation N Drum Dances. Students will learn the dances. Dumont Institute checklists terminology related the dance activities. or local library Students will be involved in experiential and cooperative Local Recordings learning. ie:square dances

Buffalo River Dene Drummers

Local Resource person

Winter Festival Unit 6 hours Students will learn about the events that Students will participate in Equipment Participation C PSSV, CCT, take place during a local winter festival. planning an in-school winter necessary for and observation N Emphasis will be on Denesuline festival. each event. checklists terminology and practical methods of Sample activities: log events. sawing, bannock making, tea boiling, nail pounding, portage event, snowshoe, traditional handgames, firemaking, flour packing, dog races etc. Kinship Unit 7 hours Students will learn the kinship Students will identify and Family Student C PSSV, CCT terminology and extended family produce their personal family photographs, Feedback relationships. tree. Elders knowledgeable On-going Students will create family trees. Students will identify family about local anecdotal notes relations locally. family relations, Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Birch Tree Unit 7 hours Students will recognize and appreciate Direct Instruction: Human resources Participation C, PSSV, IL, contributions made by aboriginal Structured Overview Elders Anecdotal CCT.N cultures. Demonstration The Elder’s Kit Records Interactive Instruction: Resource books Observation Students will learn the proper Cooperative Learning Crafts Checklists harvesting and storage of the bark. Experiential Learning: Field Trip Culture camp Review and assessment 2 hours Teachers will review and organize the  Evaluation should imply Student Oral and written C, PSSV, TL, assessment process according to the not only the testing of Evaluation: A quizzes IL, instructional approaches used and the students but also Teacher CCT, N objective requirements. assessment of the Handbook language/culture (Sask. Ed) program. Theme: Break-up/Summer Daily Routine and Daily routine 15 Students will review daily routine: Direct Instruction: Calendar On-going C, PSSV, CCT Journal Writing minutes per day meetings, commands/verbs 2 words per Drill & Practice Word List/Bank anecdotal lesson increase accordingly, calendar, Demonstration Posters: Seasons, records seasons, weather, sound chart. Weather Interactive Instruction: Cooperative Learning Circle of knowledge

Traditional Food Unit 10 hours Students will learn to practice and Direct Instruction: Northern and Participation C, PSSV, CCT promote healthy lifestyles and good Demonstration traditional food and observation conservation practices. Structured overview guide checklists Interactive Instruction: Resource people Students will learn safe use and proper Cooperative Learning Health resource handling of traditional foods. people Experiential Learning: Field trip Culture Camp Camping Unit 10 hours Students will learn outdoor skills and Direct Instruction: Resource People: Checklists on C, CCT, PSSV other related tasks i.e. how to set up Structured overview Conservation skills required camp, kinds of wood to burn, fire Demonstration officer Observation safety, how to dress properly, how to Certified checklists make a campfire, how to cook over a Experiential Learning: Instructors campfire, natural environment Field trip preservation, canoeing, etc. Field observation

Mini Cultural Gathering 10 hours Students will organize and plan a Interactive Instruction: Resource people, Checklists on C, PSSV, TL, Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Unit/Language Festival cultural day and promotion of language. Cooperative Learning Chaperones, skills required IL, Experiential Learning: Elders Observation CCT, N Field trip checklists Culture Camp Denesuline Cultural Gathering Recordings (La Loche, Buffalo River, Fond Du Lac) Final review and 5 hours Teachers will review and organize the  Evaluation should imply Student Oral and written C, PSSV, TL, evaluation assessment process according to the not only the testing of Evaluation: quizzes IL, instructional approaches used and the students but also A Teacher CCT, N objective requirements. assessment of the Handbook language/culture (Sask. Ed) program. Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Denesuline 20A 100 hours = 1 credit Instructional Approaches: Common Essential Learnings:

Theme: Fall- 40 hours Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Rationale / History 3 hours Students will become aware of the Brainstorming. Aboriginal Interactive C, CCT, of the Denesuline importance of learning and retaining Direct Instruction. language map of instruction. PSVS language Denesuline. Information teaching. Canada and United Share orally Review of routine Students will learn about the state of States. knowledge activities. Aboriginal languages in Canada. -State of about Aboriginal Aboriginal languages survey Languages. reports Discussion Sociolinguistic Debatea survey of Saskatchewan. Review/Pre-test 2 hours Students will be pre-tested on Direct Instruction Information Review sounds C, IL previous knowledge such as daily List and practice sounds worksheets Check oral and routines, calendar activities, Independent study Quizzes written quizzes, Worksheets classroom assignments Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Dialects: 4 hours Students will study the dialects of the Interactive instruction Map of dialects Observation C, IL, Athapaskan Athapaskan regions of Canada. Discussion-assigned Student PSVS. Linguistic groups Students will review the sound questions participation Overview of the system Discussion panels Research Sound System Students will become aware of Independent study assignment linguistic families.

Introduction to the 4 hours Students will develop an appreciation Direct Instruction Denesuline Oral and written C, IL, history of the for Aboriginal languages. Independent study and Language assessment Denesuline language Students will learn about the history research. Structures: Various Transliterating in comparison of of the Denesuline language. Dene Gathering oral, syllabics and Students will compare the Recordings orthography Denesuline historical writing Discussions systems.

Hunter Safety 4 hours -Students will learn about hunting Direct Instruction- Video on Hunter Quizzes C, IL safety and about firearm safety Presentation Safety, Hunter Participation Students will develop understanding Interactive Instruction – Safety human about the proper use of guns. questioning and discussion resource. Resource guides. Elders Hunting 8 hours Students will learn how respect and Direct Instruction- Video: The Participation C, PSVS, Conservation and conservation are associated in Demonstration Caribou Hunters and IL, TL, respect. hunting Indirect Instruction (NFB) observations CCT, Students will develop appreciation in Independent Study and Nuhuneye: Our Checklists to legends about hunting research Stories assess Students will role-play events Experiential Learning La Loche Trapping interviewing associated with hunting using Field observations and field School (APTN) assignments Denesuline vocabulary. trips: Moose and duck Human resources Quizzes hunting such as elders and Role-play Storytelling and drama conservation checklists officers & trappers. Resource Manuals Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Identifying Northern 3 hours Students will review facts and Indirect Instruction & Identifying animal Oral and written C, N Animal tracks that information about Northern animals Experiential Learning tracks – guide book assignments IL, are trapped. Students will learn the Denesuline Field trip Participation names for northern animals. Elders Completion of Students will review identification of Field guide animal tracks.

Preparing and 6 hours -Students will learn terms related to Direct Instruction- Dictionary Oral readings, C, PSVS cooking water fowl the preparation/cooking of water Presentation of vocabulary Grammar participation and moose meat fowl and moose meat. terms. Indirect Instruction – worksheets, and observation Verb Tenses Students will learn the future and brainstorming. Experiential Verb charts checklists. past verb tenses and be able to tell Learning / field Human Resources Translations. difference between each one. observations & trips. Verb – (to demonstrate tenses using verbs related to the preparation and the preparation and cooking cooking of water of water fowl and moose fowl and moose meat meat.

Introduction to 3 hours Students will learn the grammatical Direct instruction Generated word Checklist. C, IL, CCT, Inanimate/Animate structures of inanimate/animate Interactive Instruction – lists. Discussion and PSVS Nouns. nouns. discussions, brainstorming Oral and written presentation. assignments Review and 2 hours assessment Theme: Freeze-up – 30 hours Survival Skills/ 8 hours Students will learn about survival -Direct Instruction/ Documents on Checklists for C, IL, CCT, Making shelters, skills. Teacher talk and survival skills and completed N how to make Students will learn how to build demonstrations on starting and Projects campfires shelters Experiential Learning putting out Group activity Students will learn how to make a campfires checklist – Winter Survival and fire and properly extinguish a fire. Books on (Students will Safety Skills Camping safety work in teams Human Resources to build SERM shelters) Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Portfolios Trapping- history 6 hours -Students will learn about the history Interactive Instruction Documents on Checklists for C, PSVS, and lifestyles. and developments of trapping with Indirect Instruction - trapping. Human interviewing TL, IL Developments in the elders. Cooperative learning groups Resources: skills and trapping Students will conduct interviews with Resource based learning. trappers, SERM, presentations. human resources Inquiry internet Anecdotal Students will do oral presentations on Resource based records. lifestyles and developments in learning checklists trapping. and outlines. Vocabulary- nouns, 7 hours Students will write stories using noun Interactive instruction – Elders Oral and written C, IL, CCT, verbs and tenses and verb word lists. brainstorming, discussions Generated word assignments TL related to Freeze up Students will tell stories of trapping Direct instruction- grammar lists. theme: trapping, lifestyles explanations Dictionaries lifestyles, animal Students will be able to spell, write furs and tracks and express themselves by using the related trapping terms in sentences.

TrapSetting 4 hours Students will develop understanding Direct instruction Documents on Observation- C, PSVS, Kinds of traps about animal traps and the Indirect Instruction/concept trapping anecdotal Changes in trapping recommended changes for various formation Independent Human resources records. traps. study such as trappers Portfolios Students will understand and learn Experiential learning – SERM Videos on Interview the skills of trapsetting inquiry trapsetting – The checklist Students will recognize the Trapsetting demonstrations Elder’s Kits Presentation differences of types of traps. Conducting interviews Elders skills checklist

Future conditional 3 hours Students will learn the meaning of Interactive instruction Denesuline Checking C, IL forms future conditional forms Small group work language Written Students will know what future Direct instruction grammar activity assignments conditionals are by studying how the sheets Cree view the world Students will say and write sentences using future conditionals. Review and 2 hours Students will review all units of Direct Instruction Notes Oral and written C, IL, assessment study. Activity Handouts assessment PSVS projects Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Theme: Winter – 30 hours

Fishing regulations 3 hours Students will become aware of Indirect instruction/case Resource Check written C, CCT, Rationale and regulations and reasons why they are studies management assignments. PSVS Developments. essential Interactive documents Students will learn about the instruction/Cooperative developments in fishing industry. learning groups Elders Students will write paragraphs on fishing regulations. Fishermen Associations Requirements for 3 hours Students will develop an Direct instruction Resource Oral C, N preparation of a fish understanding in preparation of a fish Experiential learning management presentations on net net. Inquiry documents the preparation Demonstration Elders of a fish net

Legends about 2 hours Students will enjoy listening to a Interactive Instruction The Huge Checklist on C, CCT fishing legend about The Huge LakeTrout Total Physical Response LakeTrout legend group role play Ice fishing 3 hours Students will become aware about Direct Instruction Fisherman/teacher Observation: C, PSVS Ice safety two methods for ice fishing Experiential Learning Demonstrations, Field trip where Methods Students will learn about ice safety equipment all the students will participate in ice fishing. Preparation for ice 3 hours Students will develop an Direct Instruction Human Resource Writing and C, CCT fishing understanding about the preparation Experiential Learning support illustration for ice fishing assignment on preparation of a fish net Setting and 7 hours Students will develop an Direct instruction Resource Writing and C, IL, checking fish net understanding about the setting and Experiential Learning: Field Management illustration PSVS Introduction of checking of a fish net Trip documents assignment on related terms Human Resource checking and support setting of a fish net Write 2 paragraphs in Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Denesuline using related terms Paragraphs using 4 hours Students will learn to write Direct instruction Chart Taping of C, PSVS fishing related paragraphs in Denesuline using Interactive instruction Collaborative effort students as they terms: fish, fishing, fishing related terms. Students will Cooperative learning groups with sample express net, ice, prepare, eat, be able to express themselves in Independent study paragraph themselves fry, thick, boil, Denesuline by using the related terms Tape recorder while using the checking and names related terms of fish Fish preparation 4 hours Students will observe and learn how Direct Instruction Chart: Review of Actual C. PSVS, Steps in preparing to prepare fish Demonstrations steps in preparing preparation of IL fish Students will observe and learn how Observations for fish fish with Traditional cooking to cook fish in various ways Experiential learning. students in pairs of fish/recipes and Cookbook methods creation with recipes form each student

Arts and crafts with 4 hours Students will enjoy and be creative in Interactive Instruction Local artist Write and C, PSVS fish scales and fish illustrating and writing about fish and Brainstorming Fish illustrate short illustrations making crafts using fish scales Fish scales fish stories Students in pairs create chants about fish Review and 2 hours Overview and review of content and Direct instruction Guide and Oral and written C, IL, assessment skills diagrams assessment PSVS. Projects Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Denesuline 20B 100 hours = 1 credit Instructional Approaches: Common Essential Learnings:

Months: February to June Time allocation: Direct Instruction C – Communication Indirect Instruction N – Numeracy Themes: Spring, break-up Spring: 30 hours Independent Study PSSV – Personal Social Skills and Values summer Break-up: 30 hours Experiential Learning TL – Technological Literacy Summer: 40 hours Interactive Instruction IL – Independent Learning CCT – Critical and Creative Learning

Spring 30 hours Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Introduction of 2 hours Students will understand the Direct Instruction- Overheads showing Participation C, PSSV, spring, break-up, objectives of the Denesuline Presentation themes and Observation IL, CCT summer activities language and culture program for Interactive instruction – grammar units to and concepts spring, break-up and summer themes discussion groups be focused upon. Students will take part in an ice- Introduction breaker and introduction dialogue dialogue

Daily Routine and 15 Students will participate in Interactive instruction Journals Checklist for C, IL, CCT journal writing minutes facilitating daily routines every Facilitating skills Calendar – ready participation in per day. second day Drill and practice made routine activity Students will write in their journals Flashcards- various Anecdotal notes every other day types Journals

Moose, deer and 8 hours Students will learn Denesuline terms Direct instruction How to tan hides – Participation in C, IL, caribou hides unit relating to tanning of moose,deer and Interactive instruction taken from the activity PSVS, TL -Tanning method caribou hides. Students will learn the Demonstration Elder’s Kits- Observations -Preparation traditional methods of tanning hides. Group work Lynda Holland and and anecdotal -vocabulary terms Students will observe and learn the Dialogues and role-play Lois Dalby. records -uses procedures of tanning moose, deer Experiential learning Local resource and caribou hides. people Discussion Students will participate in tanning of Tanning Hides by hides during a cultural the Buffalo River demonstration. Dene (video) Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Travel to culture camp to watch demonstration. History and 3 hours Students will write paragraphs and Direct instruction Dictionaries Checklist for C, IL, importance of illustrations to discuss and show the Interactive instruction- Lecture notes paragraph PSSV, tanning hides method used in preparing a moose, discussion Video on writing Writing paragraphs deer or caribou hide. Independent study preparation of Oral assignment about procedures Students will understand the different hides and why used Checklist tanning moose, deer usages of tanned hides. Anecdotal and caribou hides. records

Observation Denesuline ways of 3 hours Students will understand that gender Direct Instruction Elders Participation in C, IL, knowing the refers to how the Denesuline classify Information teaching on the presentations discussions PSSV gender classification big game animals. Denesuline Ways of Understanding of big game animals Students will know the gender of knowing Activity sheets terms – use nouns is important when using verbs Indirect instruction checklists and pronouns in reference to big Discussions game animals. Total Physical Response- using pictures and real objects.

Demonstrative 2 hours Students will use pronouns with Direct Instruction Grammar Oral assessment C, IL, Pronouns nouns relating to tanning of moose, Interactive instruction workbooks Participation deer or caribou hides. Concept formation Dictionaries Students will understand the concept Cooperative learning Terms related to of demonstrative pronouns and apply tanning of moose, by using dialogue. deer or caribou hides Interrogative 2 hours Students will understand the concept Direct instruction Information Oral and written C, CCT, IL pronouns of interrogative pronouns and will Interactive instruction Activity sheets assessment and know the two ways of asking Role-plays and dialogues dialogues participation questions in the Denesuline Monitoring and language. checking for understanding Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Introduction to: 4 hours Students will know the differences Direct instruction Generated word Oral and written C, IL, TL -Intransitive verbs between intransitive and transitive Indirect instruction lists paragraphs assessment -Transitive verbs verbs. Demonstrations and lectures from previous Correction of - Modes TPR verb phrases lessons on sentences Students will learn that Intransitive procedures of Completed verb verbs may be conjugated into three tanning hides. charts different modes. Information activity sheets Students will be able to write Verb charts sentences using both transitive and Computer with intransitive verbs. Denesuline fonts

Arts and crafts with 4 hours Students will create images on hide. Interactive instruction Local artist Completion of C, CCT, IL moose, deer or Students will construct various crafts Brainstorming and Hide –various activities PSVS caribou hides using hide. Demonstration types, paints, other Participation in art supplies dialogues

Review and 2 hours Overview and review of content and Interactive instruction Completed oral and Oral and written C, CCT assessment skills Independent study written tests tests Student will complete oral and Discussions Hand in all written tests required assignments Theme: Break-up : 30 hours Introduction of 1 hour Students will brainstorm knowledge Interactive instruction Books on canoeing Participation C, CCT topic- canoeing and and information about canoeing Mental jogging and on water safety Observations canoe safety Students will generate lists of words Brainstorming and anecdotal History of canoeing to be used for this unit of study records Students will study the types of canoe uses. Canoeing 10 hours Students will learn all terms related Direct instruction Local resource Participation C, IL, Safety precautions to canoe safety Interactive instruction people Checklists Terms related to Students will participate in a Demonstrations Certified and Anecdotal canoeing canoeing clinic trained people to records Students will practice safety teach canoeing precautions while practicing skills, canoes, canoeing skills Students will learn paddles, life jackets Denesuline Language – A Locally Developed Program Level 10, 20, and 30

proper paddle strokes Locatives and 3 hours Students will learn that locatives and TPR Information Participation C, CCT, IL prepositions prepositions show location. Direct instruction worksheets Assignments Students will learn the rules for using Interactive instruction Real examples of locatives Role plays objects Students will role-play situations that Independent study demonstrate locatives, nouns and prepositions using TPR. Noun possession 8 hours Students will understand what the Indirect instruction – Noun possession Written C, IL, TL, noun possession paradigm means. concept formation paradigms assignments CCT Students will make up dialogues Role plays Denesuline Oral using noun possession Discussions Language presentations Students will use kinship terms to Structures Participation in practice the conjugation of Word list of nouns role plays and possessives discussions Students will role play events using noun possession Canoe safety 6 hours Students will learn the terms related Indirect Instruction, Guided Canoe, paddle, Participation in C, CCT to canoe safety imagery human resources, guided imagery, Students will role play and dramatize a canoe expedition

Review and 2 hours -Overview and review of content, Interactive Instruction Notes and Oral and written C,IL assessment skills and vocabulary. Independent Study assignments tests

Theme: Summer 40 hours

Water safety 4 hours Students will become aware of water Indirect instruction/case Resource Check written C, CCT, Introduction safety rules studies management assignments. PSSV Students will generate word lists on Interactive documents topic of water safety. instruction/Cooperative Students will write paragraphs on learning groups importance of water safety. Terms for water 3 hours Students will learn terms related to Direct instruction Resource Participation C, CCT safety/stories water safety. Experiential learning management Anecdotal PSVS Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Students will practice water safety Role plays documents precautions by role-plays Interactive Instruction Elders

Swimming activity 5 hours Students will participate in a Experiential learning Chaperones, Participation, C, PSSV, swimming experience Dialogues lifeguard, observation – TL, IL Students will initiate conversation- swimming pool or anecdotal using vocabulary and dialogues a body of water records learned throughout unit. /beach Review of all 10 hours Students will learn and make up Indirect instruction – Dictionaries and Presentation C, CCT, vocabulary learned. conversational dialogues interviewing techniques word lists Oral fluency PSSV, TL, Review of all Students will present these dialogues Cooperative learning Notes Check lists IL grammar in pairs. explanations and Students will apply grammar rules paragraph writing and explanations to paragraph writing Presentations 10 hours Students will research and present a Indirect Instruction Local Resources, Checklists for C, CCT, -Applications of topic of their choice that relates to Independent learning Resource books, presentation PSVS, IL, content and 20B Denesuline cultural content Resource based learning Pictures skills and TL, N concepts Information technology Elders and human Oral fluency Interviewing techniques resources and accuracy of projects Review and 4 hours Overview and review of content and Direct instruction Guide and Participation C, IL, assessment skills diagrams and PSVS. observations Assessment 4 hours Students will complete oral and Direct Instruction Oral and written Results from C, IL written examinations to cover all tests oral and written topics in Denesuline 20 B assessments Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Denesuline 30A 100 hours = 1 credit Instructional Approaches: Common Essential Learnings:

Theme: Fall Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Rationale and 5 hours Students will review the objectives of the Brainstorm Handouts and Written C, IL, CCT, Introduction Denesuline Language and Culture Program. notes assignment PSSV Structured Overview Students will examine the status of Aboriginal languages in Canada.

Daily Routine 30 minutes per Students will review daily routine and be Direct Instruction Calendar On-going C day - Daily encouraged to write complex sentences on a daily Word List/Bank anecdotal routine and basis. Drill & Practice Posters: Seasons, notes journal writing weather Teacher initiated mini lesson on grammar. Communicative Approach Dene Dictionary Oral and Example: prepositions, animate/inanimate, nouns, written quizzes pronouns, demonstrative, interrogative, verbs, proverbs, noun-verb, verb classification, verbs tenses, intransitive verbs, perfective/imperfective/optative, conditional forms, verbs modes . Dialects 5 hours Students will review about the 5 dialects and the Direct Instruction Standard Roman Oral and C, IL, TL Sound System major linguistic families. Orthography and written quizzes Independent Study Syllabic Charts Students will review the Standard Roman Orthography utilizing the Denesuline fonts on the computer.

Students will practice and develop the syllabic writing system. Elders Protocol 3 hours Students will use appropriate protocol to invite an Discussion Resource People Student C, PSSV, CCT Elder/resource person. They will plan the activity Elders Feedback and choose the topics for discussion or traditional Role Play skills. On-going Denesuline Language – A Locally Developed Program Level 10, 20, and 30

anecdotal notes

Storage and 2 hours Students will apply their previous knowledge on Direct Instruction Collect natural Assignments C, PSSV, CCT, Preservation of natural material available for harvesting and material listed IL Natural Material demonstrate the proper storage and preservation Independent Study methods. Experiential Learning Example: berries, spruce roots, birch bark, red willows, moss, pine cones, lichen, etc.

Theme: Fall Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Traditional 10 hours Students will apply their previous knowledge on Experiential Learning: Local Resource Research C, PSSV, TL, IL, Herbs/Medicine Unit natural material available for harvesting and Field trip and observations Person/teacher to Assignment on CCT demonstrate the proper storage and preservation teach the uses of traditional methods. Interactive Instruction: traditional plants Circle of knowledge medicinal plants. Example: Students will learn the inclusion of scientific booklet, knowledge of aboriginal peoples. poster, and/or flashcards. Students will identify and appreciate basic medicinal plants by learning preparation, uses and protocol – dependent upon the availability of local expertise.

Example: rat root, mint, spruce gum, labrador tea, rose hips, tree sap, Traditional Craft 10 to 12 hours Students will learn how to make traditional crafts, Students will be given a Local Resource Participation C, PSSV, IL, Unit toys and clothing: mittens, moccasins, moss bag, choice to create a project Person/teacher to CCT Other sample Units: fur hats, shields (wall hanging), beading using a from previous units of study teach how to Completed willow basket making, loom, embroidery, whistles, bows and arrows, make traditional project: i.e. tamarack goose decoy slingshots, and vests. Direct Instruction: crafts and mittens, unit, duck unit and Structured Overview, clothing. moccasins, moose unit. Explicit Teaching, moss bag, fur Demonstration Resource Books hats, shields and videos: How (wall hanging) Independent Study: make traditional and vest. Learning activity package crafts.

Interactive Instruction: Cooperative Learning Groups Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Review and 2 hours Teachers will review and organize the assessment  Evaluation should imply Student Oral and assessment process according to the instructional approaches not only the testing of Evaluation: A written quizzes used and objective requirements. the students but also Teacher assessment of the Handbook (Sask. language/culture Ed) program.

Theme: Freeze-up Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Daily Routine and 10 minutes per Students will review daily routine and be Direct Instruction: Calendar On-going C, PSSV, CCT, Journal Writing day – Daily encouraged to write complex sentences on a daily Drill & Practice Word List/Bank anecdotal notes N routine basis. Posters: Seasons, Interactive Instruction: weather Oral and written 20 minutes per Teacher initiated mini lesson on grammar. Cooperative Learning quizzes day - Journal Continue with grammar from Fall theme. writing Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Local Tree Unit 5 hours Students will learn and identify trees, name parts Direct Instruction: Posters Oral and written C, TL, IL, of the tree and research uses. Structured overview quizzes CCT Demonstration Samples Sample projects: miniature cabins, paddles, Class birchbark canoes, snowshoes, etc. Experiential Learning: Resource Person assignments Field trip (if necessary) Students will develop a follow-up activity: i.e. Field observation Projects poster, book, flashcards, video.

Survival Unit 10 hours – Students will learn bush survival skills through Experiential Learning: Resource Person Participation C, PSSV, CCT Survival Skills observation and experience. Field trip (if necessary) Unit Field observation Anecdotal  Identify and name all forms of wildlife, Culture Camp Video records edible and domestic plants in their region and some species will include special terms Direct Instruction: Observation for animals according to age, sex, type. Demonstration Checklist  Demonstrate ability to call different forms Explicit teaching of wildlife – ducks, moose, etc….  Demonstrate and explain different methods Interactive Instruction: to hunt, trap, snare, fish, or gather edible Cooperative Learning plants – medicines.  To prepare – gut, clean, or preserve animals/plants they harvest.  Identify and name the anatomy of animals and plants.  Describe and demonstrate the various uses and preparation methods of fish, game and plant parts.  Optional – Students will describe, demonstrate ways to trap different wildlife.  Demonstrate the skills of how to make a fire during the winter.  Identify and learn the winter survival skills such as: ice safety, shelter Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Theme: Freeze-up Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Language Arts 10 hours Students will select a topic from one area of study Direct Instruction: Resource Books: Oral and C, PSSV, TL, IL, Project and develop a Denesuline Language Arts Project. Demonstration Indian Languages written quizzes CCT Explicit teaching Resource Books, Students will be required to present a project from ESL/ESD (Sask. Group or previous units of study. i.e. poem, short story, Interactive Instruction: Ed) individual song, drama or another activity. Cooperative Learning assessment Byron Story Book Series: Presentations Byron Through The Seasons Class Byron And His assignments Balloons

Dene Children’s Songs: Anne Toutsaint-Gordon and Elaine Hay

Leonard Adam’s Traditional Songs

Buffalo River Dene Drummers Review and 2 hours Teachers will review and organize the assessment  Evaluation should imply Student Oral and C, PSSV, TL, IL, assessment process according to the instructional approaches not only the testing of Evaluation: A written quizzes CCT, N used and objective requirements. the students but also Teacher projects assessment of the Handbook language/culture (Sask. Ed) program. Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Theme: Winter Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Daily routine and 10 minutes per Students will review daily routine and be Direct Instruction: Calendar On-going C, IL,CCT, journal writing day - Daily encouraged to write complex sentences on a daily Drill & Practice Word anecdotal notes PSSV routine basis. Demonstration List/Bank Posters: Oral and written 20 minutes per Teacher initiated mini lesson on grammar. Interactive Instruction: Seasons, quizzes day - Journal Continue with grammar from Fall theme. Cooperative Learning weather writing Circle of knowledge

Local Fish Unit 10 hours Students will learn the names of local fish and Direct Instruction: Local Resource Participation C, PSSV, IL, internal organs. Demonstration Person/teacher CCT, N Structured overview to teach the Anecdotal Students will participate in a discussion with a terminology of records conservation officer on fish conservation, Interactive Instruction: local fish and preservation and environment. Cooperative Learning preparation. Observation Circle of knowledge Checklist Prepare and plan a local fish feast. Encourage Invite resource participants to use oral language. Experiential Learning: officer to talk Oral and written Field trip about quizzes Students will participate and learn how to set a net Field observation conservation. using a jigger, chisel, line, etc. Culture Camp Posters: fish Students will learn how to make and use the available at proper knots used when fishing. SERM

Conversational 5 hours Students will expand on their knowledge on basic Direct Instruction: Dene Story Participation C, PSSV, IL, Dialogue Unit conversational dialogue. Demonstration Books CCT, N Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Structured overview Class Students will develop and expand on language- Dene Legends assignment: story home-school relationship by participating in an Interactive Instruction: Videos: telling and oral oral interview with a family/or community Cooperative Learning Aboriginal interview member. Role Playing Drama Discussion Presentations participation Students will interview family/or community checklist member in terms of lifestyle changes throughout generations.

Students will participate in oral story telling. Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Theme: Winter Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Drama Unit 10 hours Students will learn to use the oral and written Direct Instruction: Byron Story Participation C, PSSV, IL, language through role play. Demonstration Books Series Checklist CCT, N Structured overview Students will learn common terminology and Dene Lengends Class gestures used on a daily basis. Interactive Instruction: assignment Cooperative Learning Video: Students will be able to present their drama/play to Circle of knowledge Denesuline an audience i.e. Christmas concert and/or Language Denesuline Language Festival. Experiential Learning: Festival or Field trip Aboriginal Sample activities: Song, cultural presentation and/or Field observation Drama poetry, dialogue. Presentations

Final Review and 5 hours Teachers will review and organize the assessment  Evaluation should imply Student Oral and C, PSSV, IL, evaluation process according to the instructional approaches not only the testing of Evaluation: A written quizzes CCT, N used and objective requirements. the students but also Teacher assessment of the Handbook (Sask. language/culture Ed) program. Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Denesuline 30B 100 hours = 1 credit Instructional Approaches: Common Essential Learnings:

Months: January to May/or June Time allocation: Direct Instruction C – Communication Indirect Instruction N – Numeracy Themes: Winter, Spring, Break-up and Winter – 30 hours Independent Study PSSV – Personal Social Skills and Values Summer Spring – 30 hours Experiential Learning TL – Technological Literacy Break-up and Summer – 40 hours Interactive Instruction IL – Independent Learning CCT – Critical and Creative Learning

Theme: Winter Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Rationale and 5 hours Students will review the objectives of Brainstorm Video: Hawaiian Written C, IL, CCT, Introduction the Denesuline Language and Culture Immersion assignment PSSV Program. Structured Overview (SICC), Dene Language Students will examine the status of Festival (SIFC Aboriginal languages in Canada. Library) Daily Routine 10 minutes per day – Students will review daily routine and Direct Instruction: Calendar On-going C, IL, PSSV oral activity be encouraged to write complex Drill & Practice Word List/Bank anecdotal notes sentences on a daily basis. Demonstration Posters: Seasons, 20 minutes - Journal weather Oral and written Writing Teacher initiated mini lesson on Interactive Instruction: quizzes grammar. Example: prepositions, Cooperative Learning nouns, pronouns, verbs, adverbs, Circle of knowledge demonstrative/interrogative, animate/inanimate nouns/verbs, verb classification, future tenses, modes perfective/imperfective/optative . Dialects 5 hours Students will review the three dialects Direct Instruction: Standard Roman Oral and written C, IL Sound System and the major linguistic families. Drill & Practice Orthography quizzes Teacher Talk Syllabic Chart Students will the Standard Roman Classroom Orthography utilizing the Dene font on Independent Study: assignment the computer. Homework

Students will practice and develop the syllabic writing system by writing paragraphs, short stories, poetry, etc. Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Theme: Winter Concepts/Topics Length Objectives Instructional Approaches Resources Evaluation CEL’s Research Skills Unit 5 hours Students will continue to develop Direct Instruction: Computers and Classroom research skills on documentation Drill & Practice related material assignment through use of technology i.e. Demonstration and equipment photography equipment, audio/video recording, printing and research Interactive Instruction: Audio visual equipment. Cooperative Learning equipment

Independent Study: Library Computer Assisted Resources Instruction Resource People: Curriculum Material Developers

Elders Protocol 3 hours Students will review proper protocol Discussion Resource People Student C, PSSV, CCT upon invitation to an Elder/Resource Feedback person. They will participate in Role Play planning an Elders visit. On-going anecdotal notes Students will appreciate that the teachings of the Elders are valued and important. Local History and 10 hours Students will interview an Elder or local Interactive instruction Cassette and/or Elder traditional life styles. historian in pairs or independently. Peer practice video recorder Bibliography Interviewing Students will develop a bibliography of Cooperative Learning Audio visual an Elder. equipment

Students will develop a questionnaire to Independent be used for interviews. Stud Students will be required to present Denesuline Language – A Locally Developed Program Level 10, 20, and 30

information collected to peers, and staff. y Assigned questions

Review and assessment 2 hours Teachers will review and organize the  Evaluation should imply Student Oral and written C, PSSV, IL, assessment process according to the not only the testing of Evaluation: A quizzes CCT, N instructional approaches used and the students but also Teacher objective requirements. assessment of the Handbook (Sask. language/culture Ed) program. Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Theme: Spring Daily Routine and Daily routine 30 Students will review daily routine and Direct Instruction: Calendar On-going C, PSSV, CCT, Journal Writing minutes per day be encouraged to write complex Drill & Practice Word List/Bank anecdotal notes N sentences on a daily basis. Interactive Instruction: Posters: Seasons, Cooperative Learning Weather Teacher initiated mini lesson on grammar. Continue with grammar from the Winter theme Winter Festival Unit 10 hours Students will learn about the events that Interactive instruction Equipment Participation C PSSV, CCT, take place during a local winter festival. Peer practice necessary for and observation N Emphasis will be on Denesuline Cooperative Learning each event. checklists terminology and practical methods of events. Experiential Students will participate in planning an in-school winter festival. Lear Sample activities: log sawing, bannock ning making, tea boiling, nail pounding, portage event, snowshoe, hand games, flour packing, dog races etc. Direct Instr uctio n Demonstration

Kinship Unit 10 hours Students will review and expand their Interactive instruction Family Student C PSSV, CCT knowledge of the kinship terminology Peer practice photographs, Feedback and extended family relationships. Cooperative Learning Elders knowledgeable On-going Students will identify and produce their about local anecdotal notes personal family tree and extended Direct family relations, family in other communities. Instr Family Tree uctio Denesuline Language – A Locally Developed Program Level 10, 20, and 30

n Demonstration Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Birchbark Unit 5 hours Students will review the proper Direct Instruction: Human resources Participation C, PSSV, IL, harvesting, conservation techniques and Structured Overview Elders Anecdotal CCT.N storage of the bark. Demonstration The Elder’s Kit Records Interactive Instruction: Resource books Observation Students will participate in a project. Cooperative Learning Checklists Sample activities: collecting birch sap, Experiential Learning: making birch syrup, birch bark biting, Field Trip birch bark baskets, Culture camp

Review and assessment 2 hours Teachers will review and organize the  Evaluation should imply Student Oral and written C, PSSV, TL, assessment process according to the not only the testing of Evaluation: A quizzes IL, instructional approaches used and the students but also Teacher CCT, N objective requirements. assessment of the Handbook language/culture (Sask. Ed) program. Theme: Break-up/Summer Daily Routine and Daily routine 30 Students will review daily routine and Direct Instruction: Calendar On-going C, PSSV, CCT Journal Writing minutes per day be encouraged to write complex Drill & Practice Word List/Bank anecdotal sentences on a daily basis. Demonstration Posters: Seasons, records Weather Teacher initiated mini lesson on Interactive Instruction: grammar. Continue with grammar from Cooperative Learning the Winter theme. Circle of knowledge

Traditional Food Unit: 10 hours Students will continue to practice and Direct Instruction: Northern and Participation C, PSSV, CCT Caribou promote healthy lifestyles and good Demonstration traditional food and observation Moose conservation practices. Structured overview guide checklists Deer Duck Students will learn the terminology of Interactive Instruction: Resource people Goose traditional foods. Cooperative Learning Health resource Chickens people Rabbit Students will learn safe use and proper Experiential Learning: Muskrat handling of traditional foods. Field trip Traditional Food Beaver Culture Camp Recipes Students will participate in traditional methods of cooking. Camping Unit 10 hours Students will plan outdoor skills and Direct Instruction: Resource People: Checklists on C, CCT, PSSV other related tasks i.e. how to set up Structured overview Conservation skills required camp, kinds of wood to burn, fire Demonstration officer Observation and Denesuline Language – A Locally Developed Program Level 10, 20, and 30

safety, how to dress properly, how to Experiential Learning: Participation make a campfire, how to cook over a Field trip Checklists campfire, and review natural Field observation environment preservation.

Review bush survival skills. (see 30A) Historical Perspective on 10 hours Students will participate in a discussion Interactive Instruction: Resource people Checklists on C, PSSV, TL, Northern Economy on northern economy and the Cooperative Learning Elders skills required IL, infrastructure i.e. fishing, wildrice CCT, N harvesting, trapping, gathering of food, Experiential Learning: Book: A Observation and and other economic development. Field trip Transformation participation Culture Camp published by checklists Use of oral Dene is strongly encouraged Northern Affairs in all presentations and discussions. Oral Presentation: choice of one of the northern economy

Final review and 5 hours Teachers will review and organize the  Evaluation should imply Student Oral and written C, PSSV, TL, evaluation assessment process according to the not only the testing of Evaluation: quizzes IL, instructional approaches used and the students but also A Teacher CCT, N objective requirements. assessment of the Handbook language/culture (Sask. Ed) program. Denesuline Language – A Locally Developed Program Level 10, 20, and 30

References and Resources

Aboriginal Languages Resources

Pattern Books: (repetitive, predictable, sing along, counting, etc…)

1. Senses – Taste 2. Senses – Touch 3. Senses – Smell 4. Senses – Sight 5. Senses – Hear

6. The beaver is eating, What about the squirrel?

7. Counting Book – Book 1 8. Counting Book – Book 2

9. These are my clothes 10. (Repetitive/Winter/Summer Clothing)

11. My eyes, My Mouth, My nose

12. Grandma, What Do You Use When You Do Beadwork

13. Kinship Terms – (Repetitive)

14. Winter Clothes – (Sing along to the tune: “The Farmer in The Dell

15. I Am Grateful To You My Relatives – Kinship terms: (Sing along to the tune “The More We Get Together”) 16. Seasons – Autumn 17. Seasons – Winter 18. Seasons – Spring 19. Seasons – Summer

Resource Books (vocabulary books, units & supplementary books, sentence patterns, teacher’s visual resources)

1. Classroom Objects – Interrogatives 2. Classroom Objects – Demonstrative Pronoun 3. Household Objects – Possessives

4. A Unit On Clothing – Color 5. A Unit On Transportation Denesuline Language – A Locally Developed Program Level 10, 20, and 30

6. Vocabulary Resource Book 7. Animal – Visual Resource 8. Classroom Objects – Visual Resource 9. Clothing – Visual Resource 10. Household Objects – Visual Resource 11. Outdoor Equipment – Visual Resource 12. Transportation – Visual Resource

Visual Aides (Illustration with Cree & Dene Terminology and/or Sentences)

1. Alphabet Frieze In Color 2. Animal Flash Cards 3. Animal Terms 4. Animal Puzzles 5. Animal Puzzles – Cassette Tape 6. Berries – Flash Cards in Color 7. Calendar Months/Terms only in Color 8. Classroom Objects Flash Cards 9. Clothing Flash Cards 10. Colorful Illustrations & Sentences – (Animals & Birds) 11. Color Terms 12. Commands/Imperatives in Color 13. Household Objects Flash Cards 14. Inanimate Color Flash Cards 15. Northern Fish Flash Cards

16. Money Booklet – Penny to $1000 17. Penny Booklet – 1 to 10 18. Money Terminology 19. Outdoor Equipment Flash Cards 20. Transportation Flash Cards

Songbooks

1. Songs and Poems – Woodland Cree and Dene

Storybooks

1. It Was a Perfect Christmas 2. The Hunter/Omaciw 3. Sihkos Wants To Go Netfishing 4. Where is My Gum? 5. Grandma, Lets Make Bannock 6. I Went Up North 7. We Stayed At Clearwater 8. Rabbit Soup and Isaac School Denesuline Language – A Locally Developed Program Level 10, 20, and 30

9. Feelings 10. Let’s Set A Net 11. The Toothless Beaver

Cultural Reference Books

1. Survival Camp 2. In The Bush 3. Where Do Berries Grow?

Wall Charts and Posters

1. Calendar Package 2. Cree/Dene Numbers – 8 ½ x 14 3. Traditional Calendar

1. Indian Languages: A Curriculum Guide for Kindergarten to Grade 12 by Saskatchewan Education, Training and Employment – August 1994 2. Dene Zhatie – Education: A Dene Perspective by Northwest Territories Education Culture and Employment. 1993 3. The Common Curriculum Framework for Aboriginal Language and Culture Programs. Kindergarten to Grade 12