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Indigenous Language
Indigenous Ways of Knowing & Being

Beginner Language

Acknowledgement Protocol

Please read this Acknowledgement before the start of this lesson to respect the knowledge that is being shared and the Land of the People where the knowledge originates:

Note: As long as the 'Acknowledgement Protocol' is followed to honour the Land and the People where a lesson plan originates, lesson plans appearing on NCCIE.CA may be adapted to different places and different ages of learners. What is the Land Acknowledgement where you live?   Read More


Name Role/Job Title Place
Joyce Healy
Beverly Hungry Wolf
Linda ManyGuns
Leah Bortolin

Learning Outcomes

Upon successful completion of this lesson plan, students will be able to:

1. Introduce themselves in Blackfoot.

2. Develop and/or maintain interpersonal relationships about themselves, their family and their community and respond to the talk of others by showing attention and interest. [A–4]

3. Become familiar and or reacquainted to the language: personal pronouns (singular): Niisto, kiisto, na • amo, amoi to distinguish and refer to a specific animate (NA) or to an inanimate (NI) noun • noun possession form for animate (NA) and inanimate (NI) singular nouns indicating "my" (1S). [LC–1]

4. Recognize and pronounce basic sounds consistently; recognize the effects of sounds.  Interpret and produce oral texts - understand short, simple oral text in guided situations.  Knowledge of past and present - explore kinship and community. [LC –1.1a and b; LC-2a; CM-3.2a]

Learning Plan

Title Type
Supplies: name tag materials, blank booklets Supplies and Equipment
Equipment: Each student needs a recording device, such as the recording app on their cell phone Supplies and Equipment
Blackfoot Manual File
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Step 8
Step 9
Step 10
10 minutes
15 minutes
15 minutes


Teachers' Guide

Is this a land-based course, held in the classroom, taken into the community, or a combination?: Is there an opportunity to invite other language speakers, including Elders, to teach part of the lesson?:
Title Type

Teacher Language for Reinforcing the Lesson

Here are some tips and reinforcing phrases to use in class, supporting students in learning the language:
  • Create an environment where it is safe to make mistakes
  • Create a routine built on repetition
  • Involve a fluent/proficient speaker in the classroom; they are 'living libraries'
  • Relate the language to land and philosophy; this is where identity flourishes
  • Flood the learner with vocabulary, images, and written language
  • What words/phrases of encouragement can you repeat regularly to positively engage students and reinforce learning? For example, how do you say "Well done" or "Excellent" in your language?

Below are some words in the language that are part of this lesson plan:

Holism and All Our Relations

This lesson plan has been developed with an Indigenous lens that is holistic in nature, a way of being and knowing that acknowledges our relationships with 'all our relations', including plants and animals, other human beings, the water, land, wind, sun, moon, stars, and more - everything seen and unseen. With 'all our relations' in mind, this lesson plan has been developed with a focus on:

Language and Culture
Intergenerational learning with Elders/Knowledge Holders
Ethics in the classroom: care, truthfulness and trust, respect, integrity
Relationship with family, ancestors
Different learning styles; attention given to mind, body, and spirit
Healthy relationships in school and community
Connections with everyday life
Participatory and experiential learning activities
Healthy relationship with self and identity
Personal reflection time (connecting with thoughts and feelings)

Lesson Plan Length

Estimated Length (hh:mm): 1:40
(includes time for instruction, in-class practice, and assessment, if applicable)

Other Details

Meets curriculum expectations or outcomes for: Alberta


Please contact Linda Many Guns  for more information.