Poonataak! Michif Language Lesson #3

Description

Origin

Subject: Indigenous Language

Also: Indigenous Language, Indigenous Ways of Knowing & Being, Science

Learning Level/Grade:
7, 10, Beginner Language, 12, 9, 8, 11

Related Resources

Por chi-kiyokeehk o bor li feu dahor: Minihkweehk li tii eekwa piikishkweehk la famii oschi - Michif Lesson #4

Oshtaataak li tii! - Michif Lesson #2

Por chi-kiyokeehk o bor li feu dahor: Minihkweehk li tii eekwa piikishkweehk la famii oschi - Michif Lesson #4

Ma Famii - Michif Language Lesson #1

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:

The following members of the Manitoba Michif Speech Community: Elvis Demontigny, Verna Demontigny, Terri Dixon, Laura Forsythe, Connie Henry, Vivian Smith and Heather Souter (in alphabetical order) and Prairies to Woodlands Indigenous Language Revitalization Circle. Our work took place on the homelands of the Métis Nation and the original lands of Anishinaabeg, Cree, Oji-Cree, Dakota, and Dene peoples.

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

Contributors

Name	Role/Job Title	Place
Verna Demontigny	Knowledge Holder	Manitoba Metis Federation/Brandon
Elvis Demontigny	Community Member	Manitoba Metis Federation/Brandon
Vivian Smith	Knowledge Holder	Manitoba Metis Federation/Brandon
Connie Henry	Community Member	Manitoba Metis Federation/Brandon
Terri Dixon	Community Member	Manitoba Metis Federation/Brandon
Heather Souter	Curriculum Developer and community member	Canada/Manitoba Metis Federation/ Camperville
Laura Forsythe	NCCIE Regional Co-Lead, Manitoba	Winnipeg, MB

Learning Outcomes

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

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.

Learning Plan

Motivational/Anticipatory Set

Instruction Method

A useful document for the instructor to read and gain an overview of the entire unit, "Towards Visiting Around the Campfire: Family, Tea and Talk," is the document, Michif Integrated Lesson/Unit Plan.

Even if you, the teacher, do not speak the language, you are still able to deliver these lessons as all the resources you need are provided: 1) audio recordings to hear the language, 2) written scripts that correspond to the audio recordings, and 3) any additional materials needed for each step. If you know a language speaker and would like them to come teach with you, please continue reading this section and familiarize yourself and the language speaker with the unit as a whole and the Instructional Approach ('Stepping Stones Framework). Again, the two documents, Overview Document: Michif Integrated Lesson/Unit Plan.

Lesson Three concentrates listening comprehension using a physical demonstration of how to make a “pretend campfire". This demonstration is what ensures that the content is comprehensible. This lesson, again, follows a structured framework that ensures copious repetition of the key target expressions. Literacy is used as an affordance to create opportunities for oral repetition by the educator and also allows students to have the opportunity to see and notice grammar patterns in the language through the written word. The focus is first and foremost on oral communication. At the same time, students should not be asked to repeat after the educator. A flood of aural input will eventually result in a trickle of oral output, but this takes time. And, it is important NOT to put anyone on the spot when learning as this heightens the affective filter unnecessarily.

I. The Stepping Stones Lesson Plan Framework

The Stepping Stones Lesson Plan Framework was created by Tina Hargaden and, with her permission, has been adapted to the Michif cultural context. Tina Hargaden is a teacher trainer who, until last year, was also a classroom world language (e.g., French and Spanish) teacher. She has been using a proficiency-based comprehensible input (CI) approach in her classes for many years now. What is different about Tina is that she also has taught English to students of other languages (ESOL), English language arts (ELA)and social studies. Tina has taken additional strategies from those fields, blended them with CI and brought the resulting product into world language classrooms to great success.

Note that this lesson plan framework is just one small part of an integrated, flexible, culturally responsive and socially just approach to multi-year program and curriculum creation that spans the needs of educators of all levels and ages.

Once you become familiar with the Stepping Stones Lesson Plan Framework and would like to see how, specifically, it has been adapted to the Michif Cultural Context, please read the 'Additional Information' section in the Teachers' Guide.

The strategies selected focus on whole class and group work in order to create an effective filter for language acquisition. The focus is on providing as much oral input as possible and do so as slowly and clearly as possible. Learners are not expected to produce more than hand signals—thumbs up for 'yes', thumbs down for 'no' and maybe a few other gestures and perhaps single words in response to questions. Responding in English is even acceptable in the first few classes because this use of English (“translanguaging”) allows them to express their understanding of the materials when they cannot yet do so in the target language. However, as much as possible, slowly and gently model the Michif words or phrases for them after they answer in English.

II. The Steps of the Modified Stepping Stones Framework for Michif and Related Indigenous Languages

The overall layout of the Stepping Stone Framework is illustrated in 'Let's Make Tea' - Sample Instructional Framework.' Written below is some useful information for the instructor for each of the different steps in the Stepping Stone Framework; it is used in the first three lessons of this Unit.

A number of resources are provided for each 'Step.' Each material includes clear notations so you understand which resource corresponds to which 'Step.' Many of these resources are part of the other lesson plans as well. Lessons #1, #2, and #3 use the same framework but the CONTENT differs. There are MANY different strategies that could be used to deliver Guided Oral Input, Scaffolded Oral Review, Shared Writing, and Task-based Learning. Only the most basic are used in these lessons. Please see the reference list for further ideas (attached).

Note: Times are approximate and can be adjusted for shorter and longer classes. There is an example of how to split the lesson over two classes in the 'Michif Integrated Lesson/Unit Plan.'

Norming the Class. During the two minutes of the class, students are greeted in Michif using the simple language found in the Resource Section. There is written text for creating a poster and an audio file for teachers to learn the pronunciation of the words. Next, the teacher settles the class and offers the simple opening prayer. This takes approximately a minute. Following this, in one to two minutes, the teacher tells students what the day’s objectives are in English. (Example: “Okay class, today I’m going to tell you a little about my family while drawing a chart for you. After we read and write about it together, I will ask you some questions about it to make sure you understand it”). The total allotted time for this activity is 5 minutes.
Reading Workshop. Students silently read texts that they have co-created as a class or those supplied by the teacher to match their level of proficiency. As students progress, they transition to Free Voluntary Reading from the class library of texts for this purpose. In this iteration of the framework, three minutes is allotted.
Guided Oral Input (GOI). This is the longest part of the lesson (10 minutes) because learners require comprehensible input (CI) more than anything else to acquire language. CI strategies that are familiar to many Indigenous language instructors are Total Physical Response and the Accelerated Second Language Acquisition. However, there are many, many others that could be effectively used in our classrooms. Just a few developed by practicing World Language teachers are Storylistening (Mason, n.d), Teaching Proficiency through Reading and Storytelling (Rowan, 2017) (often mistakenly called Total Physical Response Storytelling) (Link #2 for TPR-S)(Cantoni, 1999), Storyasking (Bex, 2018), Movie Talk (Bex, n.d.) Picture Talk (Stoltz, 2018), One Word Images (Slavic, n.d.) or Special Person Interviews (Special Person Interview, 2019). These resources are listed in the Reference section More comprehensible input is also provided in the activities below. A video model of Guided Oral Input in Michif is given in the Resources.
Scaffolded Oral Review. This section is about seven minutes long, during which the instructor goes over what was covered in GOI (Step 3). For this and other lessons in the four-lesson unit, a quick whole-class question and answer game is used. Using any visual created or realia (i.e., everyday items, props) used during the GOI to review the content is highly recommended. A video model of this is given in the Resources.
Shared Writing. On a flip chart, the instructor, together with the class, writes out what they talked about and reviewed during Scaffolded Oral Review (Step 4) and then review one sentence at a time. This section should be kept to about five minutes.This technique is sometimes also called “Write and Discuss.” It can be as simple as starting to write a sentence in the target language, in our case Michif, with one or two words while saying them out and having the class finish it for you. If learners don’t offer a correct answer, the instructor can orally scaffold them by giving them a choice of two, saying “Is it______ or is it______?” A video model of this is given in the resources.
Shared Reading.The teacher slowly reads the text created in the Shared Writing out loud sentence by sentence. The class is instructed to “decode” (translate) the sentence into English chunk by chunk in the order it appears in Michif. This should take about five minutes. If a new vocabulary item (a term for a family member, for example) has been added, underline or circle the word and give its translation. Be prepared for someone in the class to give you additional words from their own knowledge or the poster of the expanded list of family members you have created and put up in the class. As you go along, ask the class if they noticed anything different between Michif and English—particularly in the word order or what constitutes a “word.” You can ask, “Does anyone have something they noticed about Michif that is different than English?” Word order in Michif can be the opposite of or more flexible than English. Also, one word in Michif often needs two or more words in English and single verb in Michif can be used to express a whole sentence in English. If you want a framework for “helping” learners to notice things about the language a technique called pop-up grammar may be of interest. A model video of this is given in the resources section.
Brain Break. This is an active part of the class when you get the students up and out of their seats to expend some pent-up energy. Here we use a tried and true technique called Total Physical Response (TPR). There are many others you can find if you search on the Internet. Five minutes is allotted for this. A video model of this is given in Resources.
Student Application. During this time students are invited to use what they remember, the charts created, the shared writing and posters in the classroom to do a learning task, in this case create a “family chart” that will be used later on in the Unit to share with invited guests in small groups. Ten minutes of time is allocated for this. The teacher is encouraged to circulate among the students as they create their charts or do the other application activities in the other lessons. Although teachers are encouraged to use the model video and audio resources to master the words and phrases being used in each lesson, the wall charts and posters are for your use as well.
Student Reflection. Five minutes has been allocated for this activity. Students are asked to write a paragraph about what they learned in a journal that is to remain in the classroom. Illustrations are also allowed to demonstrate learning. The writing can be in English, but students should be encouraged to use as much Michif as they can. They may use any of the charts, posters and diagrams to scaffold their writing. Having access to the journals, gives teachers a way to assess learning in a private manner.
Assessment. In this set of lessons, a “Quick Quiz”(CI Liftoff, 2017) of five yes/no questions is suggested for either an informal oral or more formal written assessment. What you choose to do will depend on your style and the requirements of your administration for grades in your gradebook. This should take about three minutes.
Closing Routine. Two minutes is allotted to this.The teacher settles the class and says the closing prayer. Then everyone is encouraged to say “Ka-waapamitin” (“see you again’) as their parting words to you and to each other.

Materials

Title	Type
Michif Integrated Lesson/Unit Plan	File
This document is key to gaining an overview and understanding of all four lesson plans in this unit.
Details of Lesson Plan - Building a Campfire	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: Props (or 'realia') needed for the lesson Introduction to the lesson Scripts for 'Inputs' 1 to 4 Scripts for Comprehension Check
Daily Instructional Framework Lesson Planning Document	File
Daily Instructional Framework Lesson Planning Document
Language for Greetings and Leave-Taking Poster - script	File
For Lessons 1-4 - Language for Greetings and Leave Taking Poster PDF
Language for Greetings and Leave-Taking - audio	File
For Lessons 1-4.
Simple Opening Prayer for Class - script	File
For Lessons 1-4. You can use this or another opening prayer that you may know to begin class.
Simple Opening Prayer - audio	File
This is the audio that corresponds to the script for a 'simple opening prayer.'
STEP 3-VIDEO-Building a Campfire	Link
Watch this video as a class to hear the vocabulary associated with building a fire.
STEP 3-Making a Campfire-Key Vocabulary in the Video	File
This list can be made into a poster and/or a handout for students
STEP 3-Building a Campfire-Introduction-1st AUDIO RECORDING	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."
STEP 3-Building a Campfire-Inputs 1-3 - 2nd AUDIO RECORDING	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."
STEP 3-Building a Campfire-Input 4 - 3rd AUDIO RECORDING	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."
STEP 3-Building a Campfire-Comprehension Check - 4th AUDIO RECORDING	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.
Teacher Language for the Classroom - script	File
This document provides supportive phrases, questions, and other words for Comprehensible Input (CI) in the classroom.
Teacher Language for the Classroom - audio	File
This is the audio recording corresponding to the script for the 'Comprehensible Input' (CI) work of STEP 4.
Huge Question Mark	File
This huge question mark can be used for all lessons in this unit.
Learner Language Survival Phrases - script	File

Learner Language Survival Phrases - audio	File
This is the audio recording that accompanies the script/poster for Learner Language Survival Phrases.
STEP 7-Total Physical Response Verbs List - script	File
For Lessons 1-4, this is the same Total Physical Response Verbs List from the previous two lessons.
STEP 7-Total Physical Response-Model Video	Link
Model Video for the teacher to watch to learn about TPR and how to do it.
STEP 8-'Student Application' Worksheet-Building a Campfire	File
This can be completed during Step 8, 'Student Application.'
Simple Closing Prayer for Class - script	File
For Lessons 1-4. Simple Closing Prayer for class. Feel free to use a prayer that you know.
Simple Closing Prayer for Class - audio	File
This is the audio that corresponds to the script for a 'simple closing prayer.'

Steps in the Lesson

Step 1

Norming the Class: Greetings, Prayer, "Can Do's"

Time: 5 min.

Note 1: Times are approximate and can be adjusted for shorter and longer classes. For instance, there is an example of how to split the lesson over two classes in the 'Michif Integrated Lesson/Unit Plan' (first attachment in the 'Materials' section).

Note 2: In preparation for this and the other three lessons, the teacher is encouraged to read the attached document (in the 'Materials' section), 'Michif Integrated Lesson/Unit Plan,' for an overview of all four lessons, additional detailed instructions, and how they fit together in the unit, "Towards Visiting Around the Campfire: Family, Tea and Talk. You can use the "Daily Instructional Framework Lesson Planning Document" to plan out some of the details of your lesson. The following steps on this webpage follows the format of this document.

Activity Instructions:

The teacher will first greet students as they enter class using gestures to support their understanding. Then, the teacher will settle the class and recite the opening prayer in Michif and give the English meaning afterward. Finally, the teacher will explain the goals which are to:

start using and responding to greetings
use food and drink vocabulary and related verbs in interpersonal exchanges
use food and drink vocabulary and related verbs to create a short written text
follow directions
respond to some commands

Materials and Resources for this Activity:

1) Michif Integrated Lesson/Unit Plan' (in the 'Materials' section)

2) Daily Instructional Framework Lesson Planning Document (in the 'Materials' section)

3) Details of Lesson Plan - Building a Campfire (in the 'Materials' section)

4) Language for Greetings and Leave-Takings Poster (see PDF file in 'Materials' section)

5) Audio recording of the poster, 'Language for Greetings and Leave-Takings' (see audio file in 'Materials' section)

6) Simple Opening Prayer (see PDF script in 'Materials' section for 'STEP 1 - Simple Opening Prayer)

7) Audio recording of 'Simple Opening Prayer' (see audio file in 'Materials' section)

Step 2

Step 3

Step 4

Step 5

Shared Writing

Time: 5 min.

Purpose of this Activity: This activity helps students reinforce their understanding of the vocabulary associated with building a campfire. It also allows the teacher to provide more repetitions of oral comprehensible input and do a formative assessment of the class.

Students will be asked to do the following:

Together with the students, the teacher will write out what has been discussed and reviewed. For this lesson, it will be a summary text about building a campfire. Here we recycle the language that has been used thus far. The teacher may refer to the script included in resources as necessary.
It is suggested to make intentional mistakes and ask the students for help and/or pretend you forgot and then correct yourself.
Teachers can also start writing a sentence in the target language while saying it out loud and then have the class finish it. If learners don’t offer a correct answer, the teacher can orally scaffold them by giving them a choice of two, saying “Is it______ or is it______?”
Students will engage with the teacher as a group by giving hand signals: Thumbs up for “yes” and/or say “Wii!” and thumbs down for “no” or “Noo!”
If the class answers with the correct word, teachers should be especially encouraging. A list of basic words of encouragement is included in the teacher language list and the associated audio file in Resources.

Materials for this Activity

1) A flip chart and markers are required. Painter’s tape is also required to put up the charts/writing created in class.

2) Huge Question Mark (see 'Materials' section)

3) As an example of 'Scaffolded Oral Review', the teacher can watch this video (an example in French): https://www.youtube.com/watch?v=Y6To5Tu-LM4 (source: Garner, M. (2019, August 22). Shared Writing + Shared Reading with middle school French - day 3)

4) Learner Language Survival Phrases - script

5) Learner Language Survival Phrases - audio

6) Teacher Language for the Classroom - script

7) Teacher Language for the Classroom - audio

Step 6

Shared Reading

Time: 5 min.

Purpose of this Activity: This activity again allows the teacher to provide oral input for the students. This activity gets the students started with oral output in a scaffolded manner. It also helps them notice the differences in words and sentence structure between Michif and English. Again, this activity helps students reinforce their understanding of family vocabulary in full sentences.

Students will be asked to do the following:

The teacher slowly reads the text created in the Shared Writing out loud sentence by sentence.
The class is instructed to “decode” (translate) the sentence into English chunk by chunk in the order it appears in Michif. If a new vocabulary item has been added, underline or circle the word and give its translation.
As you go along, ask the class if they noticed anything different between Michif and English—particular in the word order or what constitutes a “word”. You can ask, “Does anyone have something they noticed about Michif that is different than English?” Word order in Michif can be the opposite of or more flexible than English. Also, one word in Michif often needs two or more words in English and single verb in Michif can be used to express a whole sentence in English.
Students will engage with the teacher as a group by giving hand signals: Thumbs up for “yes” and/or say “Wii!” and thumbs down for “no” or “Noo!”. If the class answers with the correct word, teachers should be especially encouraging.
A list of basic words of encouragement are included in the teacher language list and the associated audio file in Resources. A video model of this activity also found in the resources.

Materials for this Activity

1) A flip chart and markers are required. Painter’s tape is also required to put up the charts/writing created in class.

2) The flip charts created in 'Shared Writing' are also needed. Other flip charts completed and posted on the wall from other steps can also supplement the lesson.

3) 'Teacher Language for the Classroom' PDF (in the 'Materials' section)

4) 'Teacher Language for the Classroom' Audio File (in the 'Materials' section)

5) Other videos and websites illustrating the practice of Shared Writing and Shared Reading:

https://www.youtube.com/watch?v=Y6To5Tu-LM4;

https://teachingcomprehensibly.com/pop-up-grammar/

Step 7

Brain Break

Time: 5 min.

Purpose of this Activity: This activity allows the teacher to provide oral input for the students focused on verbs. It uses a combined oral and body-based approach to learning. It also allows students to release pent-up energy so they can focus better on learning afterward.

Students will be asked to do the following:

This is an active part of the class when you get the students up and out of their seats to expend some pent-up energy. Here we use a tried and true technique called Total Physical Response (TPR).
In this technique, the teacher starts by modeling the action while saying a command slowly in the target language multiple times. (Three is a good start.) The students simply observe and listen at the beginning.
Next, the teacher asks the student to do the action along with them as s/he says the command three times in turn. No more than six or seven commands should be done in one set. Actually, it be getter to start with three commands and have the students master them and then do three more.
Once you think the majority of the students have mastered the commands, tell the students that you will be giving them commands and they have to try to do the actions. Make sure you do them in the same order but without the actions. Encourage the students who get it right and demonstrate the action yourself. The other students will soon be following along. This activity is usually well-loved by students no matter what age. There is a model video for this activity.
The teacher can choose to do TPR for 'building a campfire' or repeat the TPR as shown in the video: 'STEP 7-Total Physical Response-Verbs - Model Video' (see the video and vocabulary for TPR provided in Lessons 1 and 2).

Materials and Resources for this Activity:

1) Watch the video 'STEP 7-Total Physical Response-Verbs - Model Video' prior to class (in 'Materials' section)

2) 'Total Physical Response Verbs List' PDF (in 'Materials' section)

3) Any props (i.e., objects and materials from everyday life) as required for the actions demonstrated in the TPR exercise.

4) 'Teacher Language for the Classroom' PDF (in the 'Materials' section)

5) 'Teacher Language for the Classroom' Audio File (in the 'Materials' section)

6) 'Learner Language Survival Phrases' PDF (in 'Materials' section)

7) Audio recording of 'Learner Language Survival Phrases' (in 'Materials' section)

Step 8

Step 9

Step 10

Step 11

Alternatives and Adaptations

Adaptations to Consider for Different Learner Levels/Different Learning Styles

Closing the Lesson

Gaining Practice

On one's own Recommended practice time: 10 minutes

In a group Recommended practice time: 10 minutes

At home with family/relatives Recommended practice time: 10 minutes

Assessment

Assessment for Learning Assessment of Learning

Teachers' Guide

People and Place

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?:

Additional Information

Please read the 'Description' and 'Instruction Method' sections. Also, for a good overview of the Unit and each of the four Lesson Plans, in the 'Materials' section please read through the document entitled: 1) "Background/Overview Document: Michif Integrated Lesson/Unit Plan." The document "Let's Make Tea-Sample Instructional Framework" is also useful in providing helpful details for this specific lesson.

The early use of literacy as an affordance to developing oral language may be surprising to some. However, its inclusion allows for additional input of oral language in a way that is aligned with how we acquire languages and also with the American Council on the Teaching of Foreign Languages and other similar bodies. Still many, including some of our knowledge holders, counter that ours was a completely oral language and, therefore, literacy should have no place in the Michif language classroom or learning activities.  The reality, however, is that literacy is a key skill in ANY language today. So many modes of everyday, academic, and professional communication require its use.  Thus, if we don’t develop literacy in addition to aural/oral competence, our language will become irrelevant and be rejected by our youth and others who rely on both orality and written text to communicate in the digital world.

References

Information on Second Language Acquisition

Hargaden, C. (2019, September 5). SLA lesson. Retrieved from: https://www.youtube.com/watch?v=fp6axLqFhoc

Hargaden, C. (2019). Lessons on second language acquisition. Retrieved from:  https://drive.google.com/file/d/1RnfdnYtDt7SOcj32i75l4gmrLf1BzzIz/view

A General Introduction to the Comprehensible Input Approach

Uyaguari, A. (2018, October 23). Inspired proficiency: What is CI with Tina Hargaden?  Retrieved from: https://inspiredproficiency.libsyn.com/what-is-ci-with-tina-hargaden

Information on the “Non-Targeted” Comprehensible Input Approach

Bailey, J. S. (2017, February). Non-targeted comprehensible input: How it works for my students and me. Retrieved from: http://ijflt.com/images/ijflt/articles-spring-2017/Non-Targeted-Comprehensible-Input.pdf

Bailey, J. S. (2017, August 5). A new, gentle intro to "non-targeted CI". Retrieved from: https://indwellinglanguage.com/a-new-gentle-intro-to-non-targeted-ci/

Videos and Texts of a Variety of Strategies for CI

Bex, M. (2018, January 8). How to "ask" a story. Retrieved from https://comprehensibleclassroom.com/2013/01/28/how-to-ask-a-story/

Bex, M. (n.d.). MovieTalk. Retrieved from https://comprehensibleclassroom.com/teacher-training/movietalk/

Cantoni, G. (1999). Using TPR-Storytelling to teach Indigenous languages.  Retrieved from: https://jan.ucc.nau.edu/~jar/RIL_5.html

Garner, M. (2019, August 22). Shared Writing + Shared Reading with middle school French – day 3. Retrieved from: https://www.youtube.com/watch?v=Y6To5Tu-LM4

Hargaden, C. (2019, May 19). Quick Quiz. Retrieved from: https://www.youtube.com/watch?v=ED9RX0d9wrM

Hedstrom, B. (n.d.). Seven levels of questioning to build student confidence in speaking. Retrieved from: Seven-Levels-of-Questioning-to-Build-Student-Confidence-in-Speaking.pdf

Krashen, S. (2003). Explorations in Language Acquisition and Use. Portsmouth, NH: Heinemann.

Mason, B. (n.d.). Self-selected pleasure reading and story listening for foreign language classrooms. Retrieved from: http://www.benikomason.net/content/articles/ibukiyomarch2014.pdf

Rowan, K. (2017, May 23). What is TPRS? Retrieved from: https://tprstories.com/what-is-tprs/

Slavic, B. (n.d.). One Word Images. Retrieved from: http://www.benslavic.com/Posters/one-word-image-instructions.pdf

Special Person Interviews. (2019, April 30). Retrieved from: https://sraarch.wordpress.com/2018/09/23/special-person-interviews/

Stoltz, C. (2018, July 24). How do I do PictureTalk? Retrieved from: https://tprsquestionsandanswers.wordpress.com/2015/08/07/how-to-do-picturetalk/

Storiesfirst.org. (n.d.). Story listening. Retrieved from https://storiesfirst.org/index.php/knowledge-base/what-is-story-listening/

Some Theoretical Underpinings

Hedstrom, B. (2011, September). The new Bloom's taxonomy & foreign language instruction. Retrieved from: https://www.brycehedstrom.com/wp-content/uploads/2011/09/The-New-Blooms-Taxonomy-and-FL-Teaching.pdf

Krashen, S. (2017, July). The case for Comprehensible Input. Retrieved from: http://www.sdkrashen.com/content/articles/case_for_comprehensible_input.pdf

Netten, J., & Germain, C. (2012, December). A new paradigm for the learning of a second or foreign language: The neurolinguistic approach. Retrieved from: http://www.francaisintensif.ca/media/acc-01a-a-new-paradigm-2012.pdf

Standards Used

Manitoba Education, Citizenship and Youth. (2007). Kindergarten to grade 12 Aboriginal languages and cultures : Manitoba curriculum framework of outcomes. Retrieved from: https://www.edu.gov.mb.ca/k12/abedu/framework/k-12_ab_lang.pdf

*Storiesfirst.org. (n.d.). Story listening. Retrieved from https://storiesfirst.org/index.php/knowledge-base/what-is-story-listening/

*The World Language Proficiency Project. (2019). Stepping stones: Year one and beyond. Portland, OR: The World Language Proficiency Project

How does this lesson plan relate to learners with diverse learning styles?

Spiritual Learners Emotional Learners Physical Learners Intellectual Learners

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:

A list of basic words of encouragement are included in the teacher language list and the associated audio file in Resources.

Here are a few of the phrases to be found in additional materials:

Pee-piitikwee Come inside!
Pee-piitikweek Come inside you guys!
Api Sit down!
Apik Sit down you guys!
Pashikoo! Get up!
Pashikook! Get up you guys!
Ayamihatak! Let’s pray.
Kwayesh! Good! Correct!
Mitoni kwayesh! Very good! Excellent!
Ki-nipwaahkaan! You are smart!
Ki-nipwaahkaanawaaw! You guys are smart!
Aeñ smart kiiya! You are smart!
Lii smart kiiyawaaw! You guys are smart!
Wahwaa! Wow!
Maamaskach! Amazing! Awesome!
En bon job anima! That's good work!
Kiiyaam. Don’t worry! Never mind! Oh well!
Kwayesh natohta Listen carefully!
Kwayesh natohtak Listen carefully you guys!
Yaeñk natohta Only listen!
Yaeñk natohtak Only listen you guys!
Kaaya piikishkwee Don't talk!
Kaaya piikishkweek Don’t talk you guys!
Kaaya toota Don't do it!
Kaaya tootak Don’t do it you guys!
Kiiyamapi Settle down! Be quiet!
Kiiyamapik Settle down you guys! Be quiet you guys!
Oshipeehikeetaak! Let's write!
Amishchikeetaak! Let's read!
Haam maaka Come on.
Eekwaa And, now…
Kiiya eekwaa Your turn
Kiiyawaaw eekwaa Your guys turn
Kahkiyaw la klas The whole class.
Eekoshi. That’s it; it’s over; it’s done

Building on the Lesson: Language Structure and Vocabulary

Related resources on NCCIE.ca

Title	Type
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.
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.
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.
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.

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:

On-the-land/outdoor learning experiences
Language and Culture

Different learning styles; attention given to mind, body, and spirit
Participatory and experiential learning activities

Lesson Plan Length

Estimated Length (hh:mm): 1:00
(includes time for instruction, in-class practice, and assessment, if applicable)

Other Details

Unit Plan Title:	Por chi-kiyokeehk o bor li feu dahor: Minihkweehk li tii eekwa piikishkweehk la famii oschi “Towards Visiting Around the Campfire: Family, Tea and Talk”
Stream:	General, Academic
Meets curriculum expectations or outcomes for: Manitoba	Yes Standards: 1.1.1: A-8 listen and respond to a variety of short, simple sentences in guided and unguided situations 1.3.1: A-8 comprehend and identify the main point and supporting details of short texts on familiar topics in guided situations 1.4.1: A-8 produce short, simple texts in guided and unguided situations Standards Used Manitoba Education, Citizenship and Youth. (2007). Kindergarten to grade 12 Aboriginal languages and cultures: Manitoba curriculum framework of outcomes. Retrieved from https://www.edu.gov.mb.ca/k12/abedu/framework/k-12_ab_lang.pdf

Questions?

Please contact Heather Souter for more information.

Poonataak! Michif Language Lesson #3 (Michif ) Let's build a fire

Acknowledgement Protocol

Contributors

Learning Outcomes

Learning Plan

Assessment

Teachers' Guide

Teacher Language for Reinforcing the Lesson

Building on the Lesson: Language Structure and Vocabulary

Related resources on NCCIE.ca

Language

Holism and All Our Relations

Lesson Plan Length

Other Details

Questions?

Poonataak! Michif Language Lesson #3
(Michif ) Let's build a fire