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

(Michif ) Towards Visiting Around the Campfire: Family, Tea and Talk

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

Time:  5 min.    

Purpose of this Activity: This activity teaches the use of greetings and protocols around welcoming others in a good way.  See the 'Preparatory Notes' provided in the "Motivational/Anticipatory Set."

The students will be asked to do the following: 

• The teacher will greet guests as local protocol dictates. The teacher also welcomes students in Michif as they enter class using gestures to support their understanding.
• Then, the teacher will settle the class and ask a Michif speaker, if present, to give an opening prayer. If not, the teacher will recite the opening prayer and give the English meaning afterward for the guests. 
• The teacher will review "Can Do's" and special procedures for an outdoor lesson.
• Finally, the teacher will explain the goals which are:

• using and responding to greetings
• introduce others
• understand and express simple likes and desires
• present family charts to family, friends and community members
• show respect to and learn from Elders, knowledge holders, family, friends and community members
• work with others (e.g., peers, teachers) to monitor own language learning

While norming the class is going on, have volunteers prepare a fire to be lit.  Any special procedures regarding the fire or other matters should be explained at this time as well.

NOTE: If the weather is inclement, the activities can be moved inside. The process of building a fire can be demonstrated with the exception of lighting it.

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)

8) materials for building a fire.

Reading Workshop/Guided Oral Input

Time:  20 min.    

Purpose of this Activity: This activity is a review of the vocabulary of the lesson and in the order in which the actual processes take place. The use of a real campfire outside makes the activity engaging and memorable.

The students will be asked to do the following: 

• As the fire is lit, the learners read the “Shared Writing” on building a fire from Lesson 3. 
• Next, with the help of the teacher, the students chorally read the text from the making tea "Shared Writing" as the teacher demonstrates the process step by step using realia (i.e., props/objects for making tea).  
• Next, the students offer tea to guests using the poster with the following language in Michif and English:  “Do you want…?”“Yes/ No” “Here you go” “Thank you” “OK”. For the chart, it helps if a picture of bannock (“la galet")  is placed next to the appropriate “like” and “want” and the tea making condiments and butter and jam are placed by the other one.

Note: If a speaker is present, ask them to model and repeat what is said (and make sure you have explained the CI approach and the purpose behind the repetition).  It is best if you have prepared the speaker in advance if possible.

Materials and Resources for this Activity:

1) fire-building materials for one central fire; fire suppression equipment; cleaning up supplies (i.e., garbage bags, etc.)

2) tea and bannock/cookie supplies, including butter, jam, milk, sugar, cups/mugs, napkins

3) small gifts (based on protocols) for Elders/Knowledge Holders

4) Printed texts of "Shared Writing" from Lessons 2 and 3.

5) Language for “Do you want this_?, Yes/No, Here you go, Thank-you" - script for poster

6) “Do you want this_?, Yes/No, Here you go, Thank-you" - audio

7) If you do not have language speakers to model building a fire (real or pretend), several resources have been included (all of these resources are also available in Michif Lesson #3):

1. Building a Campfire - VIDEO
2. Building a Campfire - Audio Part 1
3. Building a Campfire - Audio Part 2
4. Building a Campfire - Audio Part 3
5. Building a Campfire - Audio Part 4

Scaffolded Oral Review

Time:  5 min.

Purpose of this Activity: This activity helps students practice asking and being asked the two ways of saying “Do you like X?” and “Do you want X?” Thus, enabling them to talk about likes and desires with others such as the guests at their special event in terms of tea and refreshments.

 The students will be asked to do the following:

• The students will be listening to the teacher as s/he asks yes/no questions based on the comprehensible oral input given. Using a teacher-created chart of drinks and simple foods to help students will help scaffold understanding.
• Students will be asked listen without anything in their hands or talking to each other.  They 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 and Resources for Activity:

1) Language for "Do you like this?" - script for poster

2) Language for "Do you like this?" - audio

3) Teacher Language for the Classroom - script

4) Teacher Language for the Classroom - audio

5) Huge Question Mark

Shared Reading/ Student Application

Time:  15 min.

Purpose of this Activity: This activity allows the students to present their prior learning to their family and friends. They will also be presenting and introducing the guests to each other and learning how to respectfully interact with Elders and knowledge holders.

Students will be asked to do the following: 

• Students form groups (including any invited Elders or caregivers from their own family) and present their family charts from Lesson 1.
• They introduce their guests “This is my (X). He/she is called.” Students can use the chart if they need a word for a family member they do not know yet.
• If there is a Michif speaker in the group, students may ask the speaker to tell them about their family while drawing a family chart.  Thus, students may have an authentic communicative exchange with a Michif speaker.
• Speakers will need prior coaching and to bring a photo of their family if possible. 

Materials and Resources for this Activity:

1) Family Charts from Lesson One

2) More Family and Friends Vocabulary - script for poster (from Lesson One)

3) More Family and Friends Vocabulary - audio (from Lesson One)

4) Learner Language Survival Phrases - script for poster

5) Learner Language Survival Phrases - audio