Sample Plans

Extending and Specialized Phases

The following material is designed to assist the teacher with planning at the extending and specialized phases.

The plans include objectives, suggested activities, and evaluation strategies. The Common Essential Learnings are identified as they are reflected in the activities.

The plans include suggested activities and the evaluation strategies that may be used as outlined or as models to design other strategies or instruments to better suit the age and the needs of the students'.

With the evaluation and assessment strategies it may, in some instances (e.g., for special needs students'), be appropriate to use oral proficiency checklists rather than written work.

For evaluation purposes, teachers are encouraged to use rating scales as well as anecdotal records and observation checklists; to use teacher evaluations as well as peer and self evaluations; and to use criteria and instruments determined by the teacher in consultation with the students'. Teachers are further encouraged to base evaluations on not only test results but also on students' participation, performance and attitudes demonstrated on a daily basis.

Extending Phase

Content:	Dwellings/Grammar
Skills:	Appropriate use of terms when speaking or writing about different dwellings

Learning Objectives
students' will have opportunities to:

• compose their own responses - orally or written - to questions, statements and oral or written material.
• listen and observe attentively.
• utilize prior knowledge to express new ideas.
• listen to oral presentations given in various situations and select specific information from them.
• develop confidence in their verbal responses.
• use vocabulary correctly and in appropriate contexts.
• develop reading ability appropriate to their age and competency level.
• express themselves through writing using vocabulary learned in the oral and reading portion of the class.
• identify and use increasingly complex grammatical structures.
• follow instructions.
• learn how to communicate with Elders in a respectful and appropriate manner.
• work cooperatively in small and large groups.
• understand and value the traditional structures of Aboriginal peoples.

Activities and C.E.L.s

• Review vocabulary pertaining to house, tent, tepee. students' will know how to spell and say the words.
• Discuss the different types of traditional shelters of Indigenous peoples from various parts of the world. PSVS, C, TL
• students' will compare the shapes and building materials of the dwellings. (e.g., igloos, thatched huts, tepees, adobes, cave dwellings; arcs, cones, other geometrical shapes). The teacher-librarian, if available, may assist with reading material. CCT, TL, C, N
• Introduce terms for these dwellings. If there are no existing terms, have students' make up words or have students' consult fluent speakers in the community. Nouns, verb phrases, and adjective phrases are the grammatical structures that will be introduced. IL, C, CCT, N, PSVS
• Have students' review a picture of a traditional tepee which illustrates its structural elements. C, TL, PSVS
• Invite an Elder, if available, to discuss these structural elements and their significance (e.g., values represented by the 15 poles). PSVS, TL, N, C
• Discuss and prepare a list of questions that students' might want to ask the Elder. Explain the difference between didactic (polarity) and content questions. PSVS, CCT, C, IL
• Divide the class into groups of 4 or 5 and have them construct model tepees which, as much as possible, reflect traditional materials and elements (e.g., number of poles, pegs and pins). Encourage the use of correct terminology as construction is carried out. Have students' take turns videotaping parts of the process, capturing conversations in the language being taught. (Teachers may choose to make this a homework assignment.) IL, CCT, PSVS, TL, C, N

Suggested Evaluation and Assessment

• Have students' identify (or create) drawings of different shapes related to building structures (e.g., triangle, arc, etc.). Use examples in a matching quiz.
• Have students' prepare open-ended questions, requiring short answers, based on the Elder's presentation. Have students' compile 10 (?) of the best questions for a take home assignment. Establish marking criteria, date due, rating scale, etc., before the students' begin the assignment.
• Use a picture of the tepee and have students' write labels and other information (e.g., values of the 15 poles) in response to teacher direction.

Content:	Numbers
Skills:	Ability to explain cultural significance of various numbers

Learning Objectives
students' will have opportunities to:

• compose their own responses, orally or written, to questions, statements and oral or written material.
• listen and observe attentively.
• listen to oral presentations given in various situations and select specific information from them.
• read and recognize the written version of the oral vocabulary being learned.
• express themselves through writing, using vocabulary learned in the oral and reading portion of the class.
• learn to be sensitive to the ways in which each community uses the language.
• learn how to approach Elders in an appropriate manner.
• appreciate the traditional significance of certain numbers.

Activities and C.E.L.s

• Review numbers. Remind students', if applicable, of the importance of proper spelling and diacritical application. Minimal pairs and sets would be appropriate to use in the lesson. C, CCT
• Have students' read about and discuss numbers that have cultural significance not only in the Indian cultures but in others as well. The discussion should be conducted in the Indian language. Your teacher-librarian may help locate suitable material. IL, C, N, PSVS
• If applicable, invite an Elder from the community to explain the number 4. Have the class prepare appropriate questions. It may be necessary to discuss and screen questions. C, IL, PSVS

Note:

A preliminary meeting with the Elder to explain the level of comprehension of the majority of the class may be appropriate.

• Have the class as a whole summarize the information. Write major points on the chalkboard or, if the students' are able, have them work in groups of 4 or 5 to record the main points. Then have one student from each group leaders present the report. C, IL, PSVS
• Apart from the cultural aspect of certain numbers the students' may identify new vocabulary the Elder used. Have students' compose their own sentences using the new vocabulary. C, PSVS, CCT, IL
• Read legends or articles that refer to the relevant numbers. C, N, PSVS, CCT
• Use students' sentences to explain person (e.g., 1st person, 2nd person, etc.). C, IL
• Explain and use examples of simple sentences that contain only a verb (e.g., Go!) or a noun and verb (I'll walk). If applicable, show how a single verb in the Indian language may be a complete sentence. C, CCT
• Have students' compose sentences using one verb from their compositions, but with a noun in the 1st, 2nd, and 3rd person. (e.g., I ran to the store. You ran to the store. S/he ran to the store.) C, CCT, IL
• Have students' write some of their sentences on the chalkboard. Discuss and compare verb patterns. Have students' do the same comparison using other verbs. CCT, C, IL

Suggested Evaluation and Assessment

• Use cloze sentences for students' to fill in the correct vocabulary.
• Assess students' participation, performance and products in class assignments and activities using checklists and rating scales.
• Have students' prepare a report on numbers that have cultural significance. Have them also explore traditional and current relevance of the numbers. The report may be written, spoken, illustrated or videotaped. Before they begin, have them establish specific objectives (e.g., work cooperatively, finish on time, include 10 facts) and criteria for marking the report. Complete self or group evaluations.
• Have students' conjugate verbs in present, past and future tenses and translate them accordingly.

Content:	Numbers/ Grammar
Skill:	Understanding and using numbers

Learning Objectives
students' will have opportunities to:

• understand vocabulary used in different contexts.
• practice pronunciation, intonation, stress and volume to suit the situation.
• use vocabulary correctly and in appropriate contexts.
• read and recognize the written version of the oral vocabulary being learned.
• express themselves through writing, using vocabulary learned in the oral and reading portion of the class.
• follow instructions.
• compose their own responses - orally or written - to questions, statements and oral or written material.
• work effectively in group situations.

Activities and C.E.L.s

• Review vocabulary learned previously - numbers from 1 to 75, demonstrative pronouns in singular and plural forms, and interrogative pronouns. C, N, IL, CCT
• Give students' dictation or translation of above vocabulary. C, CCT
• Explain the difference between didactic/polarity and content questions when working with the words who, where, how and what. Have students' analyze the questions using singular and plural objects, paying special attention to plural endings. C, N, CCT
• Prepare worksheets for students', for example:
  There are ___________ students' in the class.
  There are ___________ boys and __________ girls here.
  There are ___________ teachers in our school.
  There are ___________ councillors on the band council.
  N, CCT, IL
• Using teacher-talk, conduct a discussion around numbers. (e.g., How many days in June? How many times has it rained this month? How many students', chairs, windows here?) C, CCT
• Divide students' into groups of 3 or 4. Assign groups to count various items. If possible, create an authentic task (e.g., take inventory of texts, count newsletters for various classes), or have them choose to count other things (e.g., books on the top shelf, windows on the west side of the school, doors on the first floor of the school). students' will write their answers in the language being learned. N, IL, C
• Information may be shared in writing, by reporting orally, or completing a graph. N, IL, C
• Adapt a Bingo game to be used in the language being learned. N, CCT, IL, C

Suggested Evaluation and Assessment

• Have students' write (or translate) phrases using selected numbers from 1 to 75 along with various nouns.
• In consultation with the students', list objectives for a task suggested in the above activities and use the objectives as a checklist for self or group assessment of performance in that task.
• Collect written work for the students' portfolios.

Content:	Grammar/Dwellings, measuring terms, numbers.
Skills:	To use terminology appropriately when speaking and writing about numbers and dwellings

Learning Objectives
students' will have opportunities to:

• comprehend vocabulary used in different contexts.
• master the intonation, rhythm, patterns and stress points of the language.
• use vocabulary at their level of instruction to express themselves.
• read and recognize the written version of the oral vocabulary being learned.
• extract meaning from written material using context and picture clues.
• identify and use increasingly complex grammatical structures.
• express themselves through writing, using vocabulary learned in the oral and reading portion of the class.
• appreciate the cultural significance of traditional homes of Indian peoples.

Activities and C.E.L.s

• Review vocabulary learned previously. Concentrate on numbers and dwellings. Practice the pronunciation and spelling of terms. C, N
• Explain locative endings/suffixes, if applicable. Tack pictures of various buildings and the names of nearby towns or cities on the walls. Give students' commands to:
  "Go to the tepee."
  "Let's go to the city."
• Draw students' attention to the verb form. Have students' give each other similar commands but to go to the pictures or names posted. C, CCT
• Have students' analyze the verb forms when asking/telling one person to "go" to a picture, telling two or more to go to another location, and the form when one says: Let's go to ___. CCT, PSVS, C
• Plan a trip to the Royal Canadian Museum in Regina or to Wanuskewin in Saskatoon to view the tepees and other displays. Discuss current and past significance of the traditional dwellings. If possible, have some students' photograph or videotape experiences. IL, N, PSVS, TL
• Emphasize measuring terms and numbers. Have students' note such things as distance travelled, fuel consumed, money spent, size of park, etc. IL, N, CCT
• Have the class report on their trip. Individually or in small groups have students' write or prepare to speak about the trip including both cultural perspectives as well as numerical and measuring information. IL, TL, PSVS, CCT, C, N

Note:

Explain that the Indian languages have incorporated many European terms such as those for days of the week, measuring, gas/fuel.

• If students' choose to write a report, use computers, if possible, to produce their finished product. The written materials may be compiled into booklets and oral reports may be recorded. These may be placed in the library for other students' to access. IL, C, TL, CCT
• Have students' prepare a glossary of terms for future use. The terms would be identified under the headings of verbs and nouns. IL, C, PSVS, CCT
• Illustrate (use original drawings, photographs or computer images) the booklets or tape jackets. Some students' may edit the videotape to make it suitable for other students' or parents to view. C, TL, CCT

Suggested Evaluation and Assessment

• Use a checklist or rating scale to assess students' vocabulary, participation, and products in the daily activities.
• Have students' do a written assignment to give commands to one person, more than one person, or to say "Let's ___."
• Use a transformational drill.
• Have students' working with partners to prepare "matching" exercises using their glossaries. With the students', determine the minimum number of questions required. Exchange exercises with another pair of students' and hand them back to be corrected. Have both pair of students' write their names on the papers before they hand them in. The teacher may use a checklist or rating scale to assess both the questions and answers.
• Do a self-assessment consultation with individual students' on a rotation basis to assess notebooks.
• Have students' each hand in one item to be placed in the portfolios.

Content:	Meal for Elder Grammar/Nouns, verbs in the Indicative, Preterite moods
Skill:	Learn proper protocol and behaviour at social functions

Learning Objectives
students' will have opportunities to:

• compose their own responses orally or in writing to questions, statements and/or written material.
• listen to oral presentations given in various situations and select specific information from them.
• express themselves in a formal cultural setting.
• develop reading ability appropriate to their age and competency level.
• learn to be sensitive to the ways in which each community uses the language.

Activities and C.E.L.s

• Introduce vocabulary to be used during the meal. Practice conversing in the language being learned. C
• Invite an Elder to explain the significance and procedures of a meal for Elders. Be aware that male and female roles differ in various cultural settings. C, PSVS
• Invite people from the community to assist students' in meal preparation. C, PSVS, IL
• If appropriate, students' may prepare invitations written in Standard Roman Orthography to be given to Elders and guests . (C, PSVS)

Note:

According to some customs, invitation to a feast is given verbally.

• students' will measure ingredients and prepare needed foods. N, CCT, PSVS
• Use numbers vocabulary as much as possible. N, CCT, IL, PSVS
• Have students' work in groups of 3 or 4 to role-play behaviour showing respect and appreciation for Elders. C, PSVS, IL

Note:

Consult Elders in regards to using tape recorder and video camera.

• During the meal, each Elder may be asked to say a few words to the class. C, PSVS, IL
• If a video camera is used, the class may review the video, turn down the volume and write commentaries for the video. C, PSVS, TL, IL

Suggested Evaluation and Assessment

• Use rating scales, checklists or anecdotal records to assess students' attitudes, participation and achievements in the class activities.
• Use matching and multiple choice quizzes to check on vocabulary regarding protocol, measuring utensils, measurements of weight and time.

Content:	Foods
Skill:	Know vocabulary pertaining to foods

Learning Objectives
students' will have opportunities to:

• listen to oral presentations given in various situations and select specific information.
• use vocabulary correctly and in appropriate contexts.
• use vocabulary at their level of instruction to express themselves.
• read and recognize the written version of the oral vocabulary being learned.
• develop reading ability appropriate to their age and competency levels.
• identify and use increasingly complex grammatical structures.

Activities and C.E.L.s

• Review food terms. C
• Identify the ingredients required to make pizzas. Write the recipe in the Indian language. C, IL, CCT
• Have students' calculate the quantities of various ingredients needed to make enough pizzas for the class. CCT, IL
• If possible make arrangements with the manager of a nearby grocery store for the class to shop for the ingredients for pizza (or other food). Arrange to have a consultant who speaks the language prepare the manager and at least one cashier regarding certain terms (foods and currency). C, PSVS, IL
• In preparation for the shopping trip, students', in their groups, will discuss preferences (e.g., I like the taste of cheese. I dislike the taste of tomato sauce.), and make a shopping list (or a list of ingredients to bring from home). C, PSVS, CCT, IL
• Have students' observe subject/verb agreement and the verb/object agreement as they write out the recipes they plan to use. C, CCT
• students' will learn necessary vocabulary for questions such as: How much does this cost? Where is the cheese? C, CCT, IL, N, PSVS
• students', working in their groups, will make pizza using their ingredients and following the recipes written in the Indian language. N, C, CCT, PSVS
• The recipes may be written in Standard Roman Orthography and may be compiled into a booklet for other classes to use or perhaps have copies made for Mother's Day or for Christmas presents. C, CCT, IL, PSVS, TL
• Videotape the pizza making. The students' may watch the video and count the number of different Indian language words they used in their conversations. C, PSVS, TL
• students' may write a commentary for the video in the Indian language. CCT, IL, TL

Suggested Evaluation and Assessment

• Make a pizza collage using pictures of different vegetables, cheese, etc. students' will discuss their collages in class in the Indian language as part of an oral competency test.
• Use an observation checklist and do a group assessment when students' are shopping for, planning for, and making the pizza.
• Write a recipe, such as for lasagna, which uses nearly the same ingredients as pizza using the Indian language. Have students' translate this into English. They should know verbs and nouns pertaining to cooking.
• Use a checklist to observe student interaction, input and attitude.
• Give students' homework to conjugate imperatives, immediate and delayed.
• Use "teacher-talk" to discuss with students' their meals or grocery shopping in the past and future tenses. Observe their ability to respond.

Content:	Kinship terms Grammar
Skill:	Learn to use kinship terms, orally and in writing, to address relatives

Learning Objectives
students' will have opportunities to:

• utilize prior knowledge to express new ideas.
• practice their pronunciation, intonation, stress and volume to suit the situation.
• express their opinions on a variety of topics and with a variety of audiences.
• develop confidence in their verbal responses.
• read and recognize the written version of the oral vocabulary being learned.
• participate, with greater insight, in increasingly complex discourse.
• learn the importance of proper sequencing of events in their own or other writing.
• practice appropriate protocol when conversing with family members and strangers.

Activities and C.E.L.s

• Have the class brainstorm a list of familiar kinship terms. Write the terms in a web or family tree diagram. C, PSVS
• Introduce additional terms and explain the meanings of terms such as maternal and paternal aunts and uncles, etc. (Be sensitive to the fact that in some families a "father" or "sister" may fill the role but may not necessarily fit the traditional definition.) Have students' role-play greetings and conversations. C, CCT, PSVS
• Have students' working with partners to make a list of events designed to involve or honour certain members of the family (e.g., Mother's Day, Father/Son competition, family reunion). C, CCT, PSVS, IL
• students' may organize a special event (e.g., tea, volleyball game) where each student may invite a special adult. students' will do this speaking the Indian language as much as possible. C, CCT, PSVS, IL
• Plans, invitations and programs may be written in the Indian language in Standard Roman Orthography, or syllabics (if applicable) using the computer. C, CCT, PSVS, IL, TL
• If the event is a more formal program, the Master or Mistress of Ceremonies will greet the guests and conduct the program in the Indian language. C, PSVS, CCT
• Involve parents/caregivers in games that are also conducted in the Indian language. C, CCT, PSVS
• students' may compose and recite poems and/or songs in the Indian language. C, CCT, IL
• students' may do short skits using the Indian language. C, PSVS, CCT
• Choral speaking may be used to convey a message to the special adults. C, CCT, IL
• Have students' use a talking circle to reflect on the event, what went well, and what they might do differently next time. students' may use English if they do not know terms to express themselves. The teacher might jot down the words to be taught at another time. students' may also recall certain protocol in addressing strangers and family members. PSVS, C, IL, CCT
• The grammar will depend on the poems, songs and choral recitations, games and greetings. C, CCT
• Have students' fill in a kinship diagram of a real or imaginary family.

Suggested Evaluation and Assessment

• Give students' a blank kinship chart to fill in. Use an imaginary family.
• Use a checklist or anecdotal records to assess students' progress in the activities listed above.
• Use matching or multiple choice sheets for the kinship terms.
• Have students' listen to a taped recording of kinship terms said in English. students' will write translations in the Standard Roman Orthography and syllabics (if applicable).

---

Specialized Phase

Content:	Foods - grits, fried chokecherries
Skill:	Use appropriate language for making grits with crushed chokecherries

Learning Objectives
students' will have opportunities to:

• listen to oral presentations given in various situations and select specific information from them.
• identify the main idea of spoken or written material.
• use vocabulary correctly and in appropriate contexts.
• participate with greater insight, in increasingly complex discourse.
• comprehend increasingly complex vocabulary and structure.
• 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.

  Activities and C.E.L.s

• Review familiar food terms. C, IL
• Compare modern food preservation to methods of long ago such as air drying of berries and edible roots or the storing of foods in special containers made of birchbark and deer skins. Modern methods would be canning in glass jars or tin cans, drying and freezing. Compare procedures, considering efficiency, convenience, environmental impact, etc. C, CCT, TL, PSVS
• If appropriate, invite a person from the community to explain in the language being learned and to demonstrate the process of crushing and then frying chokecherries (or other appropriate activity). C, TL, PSVS

Note:

For crushing berries, a large flat stone was needed for the base and a smaller stone was used to crush the berries. Only a few berries were crushed at a time.

• students' will watch and participate in the activity. C, PSVS
• students' may record information using a computer. C, CCT, IL, PSVS, TL
• In groups of four or five, students' may practice making grits. C, PSVS, TL
• students' may videotape the activity. C, PSVS, TL

Suggested Evaluation and Assessment

• Using rating scales or checklists, assess students' progress as demonstrated during classroom activities.
• Prepare open-ended, short answer quizzes or tests.
• Assign homework.
• Have students' review the video and write their own commentary.

Content:	Foods - Berries Grammar/Numbers
Skill:	Listening, Speaking, Reading and Writing students' will utilize appropriate language in making chokecherry jelly.

Learning Objectives
students' will have opportunities to:

• master the intonation, rhythm, patterns and stress points of the language.
• listen to oral presentations given in various situations and select specific information from them.
• develop confidence in their verbal responses.
• use vocabulary correctly and in appropriate contexts.
• convey, through composition, ideas, emotions and reactions to experiences.
• learn the importance of proper sequencing of events in their own or other's compositions or writing.
• identify and use increasingly complex grammatical structures.
• learn about the origin and significance of some of the vocabulary.

Activities and C.E.L.s

• Introduce berries grown in the community. Practice the vocabulary. C

Note:

Because most berries ripen during the summer arrange for senior students' to produce a video of picking, cleaning and preserving berries. Senior students' may write, in the Indian language, a commentary to accompany the video. C, CCT, PSVS, IL, TL

• Show and discuss the above video. C, CCT, PSVS, TL
• Invite an older person, who can speak the language, to assist in preserving fruits and explaining procedures. C, IL, PSVS
• The instructor may identify the nutrients provided by the different berries. C, CCT, PSVS, IL
• students' will be organized into groups of four to make chokecherry jelly. C, PSVS, IL
• Write recipes in the Indian language. C, CCT, IL, N
• Write about the berry picking excursion: What I saw while berry picking (type of trees, kinds of birds and animals, etc.). students' may use computers. C, CCT, IL, N, TL
• students' may brainstorm different ways of eating berries. (e.g., fruit flan, saskatoon pie, blueberry muffins, etc.) C, CCT, TL, PSVS
• Have students' design a restaurant menu with a berry dish included in each course. Menus may be done in syllabics. C, CCT, IL, N, TL, PSVS

Suggested Evaluation and Assessment

• Use rating scales or checklists to assess the students' class work.
• Use a quiz to assess vocabulary retention.
• Have students' use webs, concept maps, lists of phrases, or paragraphs to compare past and present preserving practices. Decide with the students' the areas to be dealt with (e.g., necessity, effectiveness of techniques, amount of food preserved, environmental effects, roles of family members). Decide with the students' ahead of time how many different points they might be able to make. The assignment will then be assessed on that basis. That is, if the students' are expected to say at least 12 different things about the topic, then the assignment should be worth 12 (or 2 marks each for 24) marks.

Content:	Fishing/Hunting Grammar
Skill:	Ability to organize fishing or hunting trip while speaking the Indian language

Learning Objectives
students' will have opportunities to:

• compose their own responses orally or in writing to questions, statements and/or oral or written material.
• use prior knowledge to express new ideas.
• master the intonation, rhythm, patterns and stress points of the language.
• develop confidence in their verbal responses.
• use vocabulary correctly and in appropriate contexts.
• participate with greater insight, in increasingly complex discourse.
• read and recognize the written version of the oral vocabulary being learned.
• organize, participate in, and evaluate a field trip.

Activities and C.E.L.s

• Review familiar vocabulary and concepts. C
• Enlist the help and advice of people in the community in planning and conducting the field trip. C, IL, PSVS
• Discuss the trip with the students' and have them prepare a timetable of events including daytime and evening activities (e.g., songs and music, crafts, dances, art, hiking, bird watching, study of the constellations). C, CCT, IL, PSVS
• If the trip includes more than one meal, have students' plan in small groups what they will eat, the equipment and groceries they will need, and who will be responsible for what. C, CCT, IL, PSVS
• students' may need to plan a fund raising activity for the trip. C, CCT, IL, PSVS
• Request the help of volunteers from the community to explain necessary skills needed and safety procedures for

outdoors survival, building camp fires, cooking, creating shelters, etc. C, CCT, PSVS, TL, IL

Note:

This activity will require different skills, vocabulary and equipment depending on the season, the objectives of the trip, and the length of the trip.

• Practice relevant vocabulary. C
• Have students' open a bank account, with at least 2 students' to attend to bookkeeping. The entire class will learn about the banking process (i.e., deposits, withdrawals, instant teller). C, CCT, PSVS, N, TL, IL
• Have students' do research (in groups of 3 or 4) on plants, animals and geography prior to the trip. Everything is to be written in the language being learned. C, CCT, PSVS, TL
• Have students' decide on who is to be in charge of video equipment and what is to be videotaped (e.g., departure, activities and arrival back home). Be sure these students' know how to use the equipment. C, TL, PSVS
• Each student will keep a detailed journal using the Standard Roman Orthography and syllabics (if applicable). Upon return, have students' enter their journals using the computer. C, IL, TL
• students' may read their journals to the class or to other classes. Some students' may prefer that only the teacher read their journals. C, PSVS, IL
• Display pictures/photos, crafts, or art from the excursion. C, PSVS

Suggested Evaluation and Assessment

• Anecdotal records, rating scales, or group assessments may be used for most of the above activities.
• Make contracts with students' in regard to research of flora and fauna and also writing their journals.
• Have students' write a paragraph to demonstrate appreciation of Indian language equivalents for contemporary concepts, objects and procedures.

Content:	Menu and meal preparation
Skill:	Learning language and behaviour appropriate to cater and organize

Learning Objectives
students' will have opportunities to:

• use prior knowledge to express new ideas.
• listen to oral presentations given in various situations and select specific information from them.
• develop confidence in their verbal responses.
• express their opinions on a variety of topics and with a variety of audiences.
• use vocabulary correctly and in appropriate contexts.
• participate, with greater insight, in increasingly complex discourse.
• identify and use increasingly complex grammatical structures.
• follow instructions.
• learn vocabulary related to preparing some foods.
• work cooperatively with both students' and adults.

Activities and C.E.L.s

Note:

The following activity assumes that Grade 11 and 12 students' are involved in the preparation for graduation.

• Review vocabulary that will be used in the meeting with Grade 12 students' in regard to their graduation banquet or informal buffet. C, CCT, PSVS
• Both Grade 12 and 11 students' will make themselves available for an information session to discuss plans (e.g., menu, seating arrangement, colour theme, guests to be invited, theme song, music, guest speakers). C, CCT, PSVS, IL
• Grade 12 students' may present their choices of foods for the menu. Grade 11 students' will then implement the catering plans. The meeting will be conducted in the Indian language. C, N, PSVS
• Have students' approach guest speakers for permission to record their speeches. students' will transcribe some or all to be included in the yearbook. C, CCT, PSVS
• Have the class select two students', one male and one female, to invite Elders. students' may discuss why, customarily, one does not send written invitations to Elders. C, PSVS
• students' will organize themselves into crews for catering, decorating and clean-up. C, N, CCT, PSVS
• Have students' translate or interpret the theme of the graduating class in the Indian language. The theme may be in English and the Indian language. C, CCT, PSVS
• Parents or other family members may be approached to volunteer their help in cooking, decorating or clean-up. C, PSVS
• Have class approach the graduating students' families for photographs or negatives of themselves as youngsters. The class may prepare a surprise slide presentation of students' called, "Who is this?" C, CCT, PSVS, TL
• students' may wish to write a commentary in the Indian language for the slide presentation. C, PSVS

Suggested Evaluation and Assessment

• Use observation checklists and anecdotal records to assess students' attitudes and proficiency in the activities described above.
• Use a rating scale and spelling assessment to grade transcriptions and journal entries.

Content:	Food vocabulary Grammar
Skill:	Learn vocabulary related to organizing a bake sale

Learning Objectives
students' will have opportunities to:

• participate, with greater insight in increasingly complex discourse.
• develop reading ability appropriate to their age and competency levels.
• identify and use increasingly complex grammatical structures.
• learn vocabulary related to organizing a bake sale.

Activities and C.E.L.s

• students' will brainstorm ideas for a fund raising event. (Assume it to be a bake sale.) C, CCT
• Discuss items to be sold at the bake sale. This will be done as much as possible in the language being learned. C, N, PSVS
• Review food vocabulary and add new words if necessary. C, IL, PSVS
• Grammar and vocabulary pertaining to cooking and baking will be introduced and practiced. CCT, C, IL
• students' will use the computer to design ads and signs for the bake sale. Send an ad to the local newspaper. Ads may be written in the Standard Roman Orthography and syllabics (if applicable). TL, C, IL, PSVS
• Practice counting money and making change in the language being learned. N, CCT, IL
• The bake sale will be conducted in the Indian language. C, PSVS, N, IL, CCT
• Give daily dictation to increase spelling proficiency. Begin with words only and proceed to sentences when the students' are ready. For variation, have students' pair up to give each other dictation. C, IL, CCT

Suggested Evaluation and Assessment

• Assess above assignments and activities by using rating scales or checklists.
• Prepare transparencies of various foods. Write names of foods on other transparencies. Using an overhead projector show pictures along with words as a multiple choice quiz.
• Have students' working in pairs to test each other on their knowledge of currency. Use play money.
• Assess notebooks on a weekly basis for such items as spelling and syllabics, and whether assignments are up to date.
• Use an oral proficiency checklist to test proper usage of vocabulary.

Content:	Interviews with Community People/Grammar
Skill:	Conduct and transcribe interview

Learning Objectives
students' will have opportunities to:

• compose open-ended questions.
• understand the meaning of situations through gestures, tones, emotions and expressions.
• understand vocabulary used in different contexts.
• participate, with greater insight, in increasingly complex discourse.
• learn vocabulary related to various occupations.
• identify and use increasingly complex grammatical structures.
• learn the importance of proper sequencing of events in their own or other writing.
• learn how to approach and interview a person.

Activities and C.E.L.s

• Review vocabulary pertaining to occupations. C, CCT, IL, PSVS
• Review previous grammatical structures that were learned in other grades (e.g., singular and plural). C, IL
• Compose sentences using proper form of a verb. IL, CCT
• students' will use verb conjugation charts for the different types of verbs. C, CCT, IL
• Brainstorm a list of the various aspects of an occupation that students' would like to find out about (e.g., training required, daily routine, challenges). C, CCT, PSVS
• Have students' organized in groups of two or three. Have each group prepare a list of open-ended questions to ask that pertain to various aspects of an occupation. C, CCT, IL, PSVS
• If students' are inexperienced in interviewing skills, have them role-play in pairs, concentrating especially on how to listen to replies and deviate from the prepared questions.
• Have students' conduct interviews with people in the school, community, or outside the community by telephone or modem. students' may record interviews in order to critique and transcribe them. C, TL, CCT, IL, PSVS
• Review and share information obtained from the interviews. C, CCT, IL
• Have students' working with partners to prepare a chart showing the pros and cons of various occupations. Display and compare the information shown. C, CCT, PSVS, IL
• Have students' prepare a glossary including new terms that they have encountered. C, CCT, IL

Suggested Evaluation and Assessment

• Have students' use rating scales or checklists to assess their own interviews, charts and glossaries on the basis of predetermined criteria (e.g., interviews: relevant topics addressed, effective questioning; glossaries: number of new words, spelling).
• Prepare cue cards on occupations then use didactic/polarity or content questions for students' to answer. This may be either on an individual basis or for all students'.
• Assess transcriptions of taped interviews.

Content:	Conducting a job interview
Skill:	Composing ads and conducting job interviews

Learning Objectives
students' will have opportunities to:

• compose their own responses - orally or written - to questions, statements and oral or written material.
• listen and observe attentively.
• use prior knowledge to express new ideas.
• develop confidence in their language proficiency.
• express their opinions on a variety of topics and with a variety of audiences.
• express themselves through writing, using new vocabulary.
• identify and use increasingly complex grammatical structures.
• learn to identify and value their own skills and qualities.

Activities and C.E.L.s

• Review relevant vocabulary regarding occupations. Use glossary that was compiled in the lesson on interviews. C
• Organize students' into groups of 3 or 4 to review job ads in the local (or other) paper and have them translate one ad. C, IL, CCT, PSVS
• Have students' prepare to role-play an interview situation using the ad that they chose to translate. students' may take turns playing the role of the employer and prospective employee. C, IL, CCT, PSVS
• Have one group compose an ad and have other students' apply for the job. Every aspect of this activity should be conducted in the language being taught. C, IL, PSVS
• Invite prospective employers in the community to write their ads in the Indian language, especially if they intend to hire students' for the summer. The students' may apply for the jobs as desired. C, IL, TL, PSVS
• Have the students' prepare personal resumes, highlighting their work experiences as well as their skills and personal strengths. C, IL, CCT, PSVS

Suggested Evaluation and Assessment

• Use polarity and content questions, written or oral, in regards to occupations and occupational skills.
• Use a video camera to assess students' role-playing an interview situation.
• Check notebooks to assess spelling.
• Make contracts with students' regarding possible summer job applications.