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 |
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Verna Demontigny | ||
Elvis Demontigny | ||
Vivian Smith | ||
Connie Henry | ||
Terri Dixon | ||
Heather Souter | ||
Laura Forsythe |
1. Use language related to building a fire in shared writing; |
2. Collaboratively build a (real or simulated) fire and assess the group’s performance and comprehension; |
3. Understand language regarding fire building. |
Title | Type |
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Michif Integrated Lesson/Unit Plan
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File |
This document is key to gaining an overview and understanding of all four lesson plans in this unit. |
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Details of Lesson Plan - Building a Campfire
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File |
This resource provides in-depth details for delivering this lesson plan about building a 'pretend fire.' This document is useful for both lessons #3 and #4 and includes details regarding:
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Daily Instructional Framework Lesson Planning Document
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File |
Daily Instructional Framework Lesson Planning Document | |
Language for Greetings and Leave-Taking Poster - script
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File |
For Lessons 1-4 - Language for Greetings and Leave Taking Poster PDF |
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Language for Greetings and Leave-Taking - audio
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File |
For Lessons 1-4. |
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Simple Opening Prayer for Class - script
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File |
For Lessons 1-4. You can use this or another opening prayer that you may know to begin class. |
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Simple Opening Prayer - audio
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File |
This is the audio that corresponds to the script for a 'simple opening prayer.' |
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STEP 3-VIDEO-Building a Campfire |
Link |
Watch this video as a class to hear the vocabulary associated with building a fire. |
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STEP 3-Making a Campfire-Key Vocabulary in the Video
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File |
This list can be made into a poster and/or a handout for students |
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STEP 3-Building a Campfire-Introduction-1st AUDIO RECORDING
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File |
This audio recording corresponds to the words written in the 'Introduction' section (pages 1-2) in the document "Details of Lesson Plan-Building a Campfire-for Lessons 3 and 4." |
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STEP 3-Building a Campfire-Inputs 1-3 - 2nd AUDIO RECORDING
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File |
This audio recording corresponds to the words written in the sections Input 1, Input 2, and Input 3 (on page 2) in the document "Details of Lesson Plan-Building a Campfire-for Lessons 3 and 4." |
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STEP 3-Building a Campfire-Input 4 - 3rd AUDIO RECORDING
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File |
This audio recording corresponds to the words written in the section Input 4 (on pages 3-4) in the document "Details of Lesson Plan-Building a Campfire-for Lessons 3 and 4." |
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STEP 3-Building a Campfire-Comprehension Check - 4th AUDIO RECORDING
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File |
This audio recording corresponds to the words written in the section, 'Comprehension Check' (on page 3) in the document "Details of Lesson Plan-Building a Campfire-for Lessons 3 and 4." The Comprehension Check can be done before Input 4, which is going through the whole lesson and building a real or pretend fire. |
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Teacher Language for the Classroom - script
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File |
This document provides supportive phrases, questions, and other words for Comprehensible Input (CI) in the classroom. |
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Teacher Language for the Classroom - audio
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File |
This is the audio recording corresponding to the script for the 'Comprehensible Input' (CI) work of STEP 4. |
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Huge Question Mark
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File |
This huge question mark can be used for all lessons in this unit. |
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Learner Language Survival Phrases - script | File |
Learner Language Survival Phrases - audio
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File |
This is the audio recording that accompanies the script/poster for Learner Language Survival Phrases. |
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STEP 7-Total Physical Response Verbs List - script
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File |
For Lessons 1-4, this is the same Total Physical Response Verbs List from the previous two lessons. |
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STEP 7-Total Physical Response-Model Video |
Link |
Model Video for the teacher to watch to learn about TPR and how to do it. |
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STEP 8-'Student Application' Worksheet-Building a Campfire
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File |
This can be completed during Step 8, 'Student Application.' |
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Simple Closing Prayer for Class - script
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File |
For Lessons 1-4. Simple Closing Prayer for class. Feel free to use a prayer that you know. |
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Simple Closing Prayer for Class - audio
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File |
This is the audio that corresponds to the script for a 'simple closing prayer.' |
Below are some words in the language that are part of this lesson plan:
Title | Type |
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Aakoota-kaawaapaamittin: The Michif Language |
Link |
The Master-Apprentice Program for Michif at Prairies to Woodlands Indigenous Language Revitalization Circle uses one-on-one home and community-based immersion techniques to teach Michif language and Métis culture. The Program pairs speakers and learners. Apprentices in the program go grocery shopping with master language-keepers and, in time, use Michif in every day life. |
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Little Métis Sing With Me |
Link |
Little Métis Sing With Me program is an exciting program with lots of wonderful resources for facilitators to share with parents and children: songs, rhymes, dance, Michif language, take home books, crafts, and guests. Little Métis Sing With Me program is a parent-child program with three strands: Family literacy Essential skills Métis culture and history. |
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Master-Apprentice Indigenous language revitalization in Michif and Other Indigenous Languages |
Link |
Prairies to Woodlands Indigenous Language Revitalization Circle Master-Apprentice Indigenous language revitalization aims to build the capacity of fluent-speaking Elders and others (“masters”) and committed learners (“apprentices”) to work as language learning teams in hopes of keeping their endangered ancestral languages alive. |
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Manitoba Metis Federation Minister of Michif |
Link |
Andrew Carrier Minister of Michif for the Manitoba Metis Federation speaks to the importance of language, his own personal journey with Michif and the next steps needed to save Michif for future generations. |