Description
Note: This lesson plan requires a Blackfoot speaker to be involved in teaching this lesson.
In this lesson, students will learn “morning” words and phrases by identifying their own morning routines and tasks. They will practice verbally the needed and practical words and phrases that describe what they do in the morning when they wake up. Then, when students have gained enough proficiency, they will teach this ‘material’ to younger students.
This language lesson is part of a series of four lesson plans. One lesson introduces students/learners to Kainai land and culture (Kainai Land Learning). The other lesson plans focus on teaching the Blackfoot 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.
The original signatories for The Articles of Treaty 7 include the Blackfoot, Blood, Peigan, Sarcee, and Stoney nations as well as Her Majesty the Queen of England on behalf of Canada. Treaty 7 was signed on September 22, 1877. This document describes the expansive lands exchanged for benefits promised into perpetuity to the descendants of the signatories which include health care, schools and reserved land. The Treaty is a living document, all people living in Treaty 7 territory are treaty members bound with mutual responsibilities to support peaceful co-existence.
Contributors
| Name | Role / Job Title | Place |
|---|---|---|
| Joyce Healy | Community Member: Native Studies and Blackfoot Instructor | Kainai First Nation |
| Beverly Hungry Wolf | Community Member: Blackfoot Translator and Teacher | Kainai First Nation |
| Leah Bortolin | Curriculum Development | Calgary |
| Linda ManyGuns | NCCIE Regional Lead | Siksika First Nation |
Learning Outcomes
Upon successful completion of this lesson plan, students will be able to:
1. Share factual information by describing series or sequences of events or actions (in this case, his/her morning routine). [A-1, A-1.1]
2. Use the language creatively, for imaginative purposes and personal enjoyment and for creative/aesthetic purposes by creating a picture story with captions. [A-6, A-6.2]
3. Attend to the form of the language with simple sentences using I, you, he/she, and subjects and action words in declarative statements. [LC-1 [1S, 2S, 3S, VAI]]
4. Form positive relationships with others; e.g., peers, family, and Elders. [CM-2.1]
Learning Plan
Motivational/Anticipatory Set
Students warm up by discussing what they do each morning with their families. Students think of this individually and then share with a partner or in groups to establish a common routine. This routine can be represented with picture cards, ideally created by the students.
*The instructor/teacher must review the Blackfoot Language Manual prepared by Beverly Hungry Wolf and must be prepared to teach the Blackfoot Language using the International Phonetic Alphabet system with some modifications/adaptations. The Blackfoot Language key, section one addresses the modifications/adaptations.
The Blackfoot Language Manual is introduced as a key resource for all Blackfoot language lessons. Phonetics is used to teach the language. The rationale is that “if you speak English you already understand and use phonics in your daily speech. However, at the beginning of the manual a key for pronunciation has been developed and is essential to properly sounding out the Blackfoot word. This is important for pronouncing the Blackfoot words properly.
By using the manual, the learner/student will have background on the following:
- Vocabulary development - Refer to Blackfoot Language Manual, which provides the basics in beginning to speak and hear the Blackfoot language.
- Blackfoot language structure and grammar - Refer to Blackfoot Language Manual, which provides examples.
- Blackfoot culture and the words associated with the Blackfoot belief system, philosophy, can refer quote “language articulates the belief system…”.
- Listening (class and recording device), reading (Blft Language manual), writing (Blflt Language manual) and speaking (language lab and oral presentations)achieved through class activity and assignments.
Instruction Method
Teaching the Blackfoot language utilizes a combination of teaching methods. Total Physical Response is utilized when introducing the commands/verbs. Approximately fifty (50) commands are included in the manual (see page 9). Charades and basic sign language are used in most of the lessons. Instructor will introduce each of the commands/verbs by acting/charades.
Each lesson is also Task-based, as the follow-up to the lesson is an assignment which is the beginning of student/learner Blackfoot booklet. The student/learner is encouraged to share their booklets with family members.
Materials
| Title | Type |
|---|---|
| Supplies: Picture Cards Info Info | Supplies and Equipment |
| The teacher will need to find pictures of tasks done in the morning, for example: eating, drinking, dressing, waking up, brushing teeth, bathing, etc. | |
| Supplies: Blackfoot Language Booklets (one per student) Info Info | Supplies and Equipment |
| Each student writes and draws in these booklets in each lesson. | |
| Equipment: recording device - one per student (app on cell phone or digital recorder) Info Info | Supplies and Equipment |
| Each student will need a recording device (or app) to record the language so they can practice. | |
| Blackfoot Manual Info Info | File |
| This manual is used for the entire Blackfoot course. It includes language and cultural guidance. |
Steps in the Lesson
Step 1
Students start the lesson with their introductions (see lesson "Introductions in the Blackfoot Language").
Then, the teacher and students warm up by discussing what they do each morning with their families. Students think of this individually and then share with a partner or in groups to establish a common routine. This routine can be represented with picture cards, ideally created by the students.
Step 2
Students review the phrases that align with the routines established above. For example:
MORNING CONVERSATION
E DAAM MIXS GAH NAW DOON NEE Happy Morning
NEE DAWK GAH MAH DO SIM I will make incense (pray).
NEE BOO WATT Get up
ISS SIS GEAT TSIT TSAH DHOU MAH DWISS SEAST TSIT
Wash your face or go take a bath.
GHEE DAWK STAY SIMS BAH NEEAT DAP BEH SIXS KSEE GIM MEE
Will you drink Coffee
SIXS E GIM MEE
Tea
OON NEE GISS
Milk
GHEE DAWK STEAKS SKUN NOU SPAH
Will you eat breakfast.
NIT DOUGH YOUSE EH KSIN NOOSE SUCK GHEE GHEE OOH WEH
I am cooking Bacon and eggs
IST TOH SKEAT DANN
Pan cakes
BICK GHEE AWK SIN
Porridge
MAH GAH BICK KSIST TSEE MAAT
Make your bed.
NEE GAWE GOO DAAP BOOT DUCK
I am going to work.
GHEE DAWK GOO DWISS KSIN NIM MAAT TSWO GOOH
You are going to school.
NEE DAWK SEAST DUCK
I’m going to wash
Step 3
Students play charades in small groups. Pairs pick images or written sentences from the list of routine items and other pairs in the group need to guess which phrase should be used.
Step 4
Students identify which parts of the morning are their most favourite and least favourite part of the day. They share these with the group in Blackfoot and then discuss how this makes them feel and how it helps them or doesn't help them start their day.
Step 5
Students can create small booklets for teaching younger students in the school. In future lessons, the students can go to visit younger students and repeat the lesson with these students, acting as teachers.
Step 6
After the lessons visiting with younger children, students reflect on how teaching others supported their own language learning and how speaking Blackfoot with one another builds relationships in the school community.
Step 7
To continue, students can explore afternoon and evening routines.
Alternatives and Adaptations
Alternative Instuction Method
Teaching the Blackfoot language utilizes a combination of teaching methods. Total Physical Response is utilized when introducing the commands/verbs. Approximately fifty (50) commands are included in the manual. (Refer to page) Charades and basic sign language are used in most of the lessons. Instructor will introduce each of the commands/verbs by acting/charades.
Each lesson is also Task-based, as the follow-up to the lesson is an assignment which is the beginning of student/learner Blackfoot booklet. The student/learner is encouraged to share their booklets with family members.
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