April 2003
Developed by the Northern Region Dene Working Committee based on
Saskatchewan Indian Languages: Curriculum Guide for
Kindergarten to Grade Twelve and Common Curriculum
Framework for Aboriginal Language and Culture Programs –
Kindergarten to Grade Twelve

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Acknowledgements
This locally developed Dene 10, 20 and 30 course outline has been initiated by the comprised of the following: Alice Magee, Elaine Hay, Walter Park, Ann Toutsaint-
Gordon, Julius Park, Joyce Mercredi, Rosalie Tsannie, Brittany Probert, and Chris Todd.
It is also important to acknowledge that the primary work was originally by the writers of
Saskatchewan Indian Languages: Curriculum Guide for Kindergarten to Grade Twelve and the authors of the Common Curriculum Framework for Aboriginal Language and
Culture Programs – Kindergarten to Grade Twelve.
It is felt by the committee that the following is a beginning statement that will require ongoing revision and renewal by people dedicated to the respect of the Dene Language and its place in schools.
Aim
The Denesuline language defines the Denesuline language and culture. The curriculum for 10, 20 and 30 is an integrated model to help maintain and retain the development of students’ communication skills in the Denesuline Language and thereby enhancing the
Denesuline Culture. Eventually students will use the Denesuline Language to communicate with their peers, parents, caregivers and Elders. Further more, students including non-speakers from other linguistic groups who study the Denesuline language will develop and understanding and appreciation of the Denesuline culture. They will strive to attain a level of linguistic competence.
The format of these curricula provides the opportunity to instruct language development using seasonal environments as the communicative backdrop. The provided outline articulates two credits at each level. It is assumed that a student would be required to have successfully completed at least one credit in a level before proceeding to a higher level.
The assumption of the provided curricula is that students have a prior relationship with the Dene language and culture. It is also understood that since the Dene language is, primarily an oral language that oral language development and enhancement would be a preoccupation over the written and reading components normally found in the English
Language Arts curricula.
Goals
The major goals of this curriculum are:

To promote student participation in varied situations and activities that will assist them in acquiring listening, speaking, and, potentially, reading and writing skills in the Denesuline language.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30

To develop an understanding and an appreciation of Denesuline culture through language usage.

To develop students listening skills which will assist them in learning the Denesuline in various social settings and situations.

To encourage enjoyment of learning to communicate in the Denesuline Language.

To promote positive social and personal growth through use of the Denesuline language for cultural survival.

To encourage students, parents, caregivers and educators to continue to acquire fluency through independent study with Elders and fluent speakers
Rationale and Philosophy
The Northwest has within its boundary a “T” linguistic dialect that is similar to the
Northern Saskatchewan dialect. The Denesuline language component represents the
Athabaska Language phylum, it includes the Northwest and Northern Saskatchewan,
Northwest Territories, Northern British Columbia, Alberta and Manitoba. The Navajo and the Apache of the United States of America also fall under this phylum.
Therefore we would have the following:
Athabaskan Language Family
NWT
BC
Alberta Sask.
Southwest USA
Manitoba
Historically, Denesuline languages were not written. Upon introduction of written
English, Denesuline people continued their traditions but there has been a drastic decline in the number of people who speak the Denesuline languages. Data from the Socio-
Linguistic Survey of Indigineous Languages in Saskatchewan: On the Critical List (1991) suggests that the Denesuline languages are in danger of extinction.
In view of this and other facts presented in the document, the Denesuline Nations recognize that curriculum must promote speaking, reading and writing skills, not only as tools for communication, however also as a means of language and culture preservation.
A great need exists for more printed materials, but also for qualified Denesuline language educators, teaching guides and other related resources.
Teaching aids and printed materials are presently being developed, however, it remains at a stand still process due to lack of funding.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Principles of the Curriculum for K to 12
The philosophy of this curriculum is represented in the following principles:
Second Language acquisition must occur as holistically as possible.
Language acquisition is the main goal in this curriculum. The whole meaning of a conversation rather than the meaning of separate words is the focus for students. The curriculum encourages the practice of introducing vocabulary from other subject areas to make the class interesting and relevant for the students.
Language is used for meaningful purposes.
This curriculum promotes a collaborative effort between teachers and students to identify opportunities for meaningful use of the target language. Frequent interaction provides occasion for increased communication. The curriculum guide also encourages utilizing variety of teaching techniques to accommodate individual learning and communication styles.
The tenets of language acquisition are represented in the communicative approach and thematic base.
This curriculum recognizes the communicative competence may be expanded and refined through meaningful and relevant activities. The thematic component and communicative approach provides an opportunity for students to learn language that is relevant and interesting to them. Frequent exposure to and use of language in authentic situations allows students to develop an understanding of rules, structures ands meanings of words.
The curriculum is resource-based.
Resource-based learning provides an opportunity to use a wide variety of resources. It accommodates a diversity of interests, needs and talents of students, teachers and the community. This diversity adds to the students’ second language vocabulary and enhances enjoyment of language learning. Resource-based learning is a strong component in teaching the Denesuline language. Communities are rich in local resource.
Teacher-librarians if available can help locate materials such as slides and photographs, videotapes and storybooks. Student or teacher made materials can also support resourcebased learning. Storyteller, artisans, Elders, caregivers, and parents are invaluable resources as are administrators, community leaders and professionals.
An anxiety-free environment supports language acquisition and communicative competence.
The curriculum guide recognizes that learning a language must be a positive experience.
For some students this will be an introduction to their ancestral language and the cultural identity that is defined through the language. Personal growth, positive self-image and
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30 social confidence are increased through communicative competence. Students are encouraged to express their ideas, opinions, desires, emotions and feelings in an anxietyfree environment. A comfortable setting encourages students to approach secondlanguage learning with confidence ands increases curiosity and interest.
Note: the teacher’s strategy section includes suggestions on establishing and enhancing a positive and exciting environment.
The teacher’s role is one of observer, adapter, coordinator, facilitator and motivator.
Teachers use their knowledge of language and their sensitivity to individual learning styles as tools to determine effective teaching strategies and activities. Relevant adaptations or modifications to teaching methods or teaching aids are made to suit the students learning styles. Any techniques, adaptation or adjustment, which helps the teacher and motivates the learner, is encouraged. Factors such as dialects with their regional vocabulary and colloquialisms, individual student needs and interests, availability of resources and vocabulary in other subjects are all considered and integrated.
Assessment and evaluation strategies and techniques take into account the gradual and on-going nature of language acquisition: communicative competence and linguistic competence.
The curriculum recognizes that communicative and linguistic competence will be a gradual but continuous process. Daily classroom activities and experiences provide opportunity to monitor listening skills, language usage and comprehension. Consult monitoring and observing of students’ progress, strengths and difficulties provide a base for both student and teacher to decide on a plan of action to attain mutual goals. Teachers are encouraged to use appropriate testing techniques to accommodate individual learning styles at each level of oral and linguistic competence.
Adaptive Dimension
The adaptive dimension is an essential part of all educational programs. Like the
Common Essential Learning, The Adaptive Dimension is a component of Core
Curriculum and is reflected in all curricula.
The Adaptive Dimension in Core Curriculum (1992) provides teachers with a vehicle to accommodate individual needs of students by:

Adapting teaching approaches

Adapting curriculum topics and materials

Adapting assessment techniques

Adapting classroom organization
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
The curriculum encourages teachers to make adjustments to the environment to meet individual needs and to identify meaningful objectives that will promote success for each student. Learning can be made more accessible by modifying the setting, the teaching method or the material. The Adaptive Dimension allows students to participate in the learning process by offering them alternative access to and expression of knowledge.
This concept is used to:

Increase relevant curriculum content for students

Provide a wide range of learning materials including community resources

Maximize students potential for learning

Facilitate integration of resources for enrichment and extension

Provide opportunity for personal growth and self esteem

Reduce discrepancies between achievement and ability

Include traditional customs of the language group

Accommodate community needs and involvement

Provide background knowledge or experience
The Adaptive Dimension allows teachers to help students develop their potential as independent learners. Adaptation should, however, be consistent with the objectives and spirit of the curriculum.
When making adaptations, teachers might consider the following:

Create a classroom environment conducive to language acquisition. A friendly atmosphere among students and between students and teacher will lower the anxiety level.

Promote mutual respect among students in regards to background, culture, interest, language competency and learning style.

Provide opportunities for students to identify and choose resources that suit their interests and needs.

Follow-up on students suggestions and queries.

Encourage student participation in planning, instruction and evaluation.

Vary the pace of the lessons to give to students time to grasp the concepts presented before proceeding to more advanced material.

Monitor the use of vocabulary. Advanced and simple forms of vocabulary can be incorporated into the same lesson. Using the different moods of verbs, for example, accommodates students individual pace of language acquisition promotes natural speech and introduces the students to some unique features of the Denesuline language.

Maintain a low anxiety level through flexibility, not only with class routine, but also by altering the physical setting. Learning centres for example, allow students time for independent learning, peer tutoring and creativity.

Introduce new material only when students are comfortable wit basics.

Utilize cultural and community resources.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Provide a variety of options when planning activities.

Facilitate a maximum output from each student through appropriate assessment and evaluation procedures.

Change materials to enhance learning.

Encourage students to take active interest in community activities.
The Adaptive Dimension empowers the teacher and students to use available resources and various teaching/learning strategies to plan a meaningful and appropriate language acquisition program for every student. The practice of adapting curriculum content to student needs requires teachers to make decisions about the necessary changes that will include relevant meaningful input to achieve maximum achievement by students. This curriculum guide allows for such flexibility and decision making.
Teacher’s Note
Customs vary form one community to another. To request guidance and/or assistance from an Elder, one must follow customary protocol. Some general guidelines include:

Send a letter to the local band council or education committee stating the nature of your request and the Elder’s role within the program.

Request assistance regarding protocol.

If your school normally offers honoraria and/or expense reimbursement to guests, offer the same to a visiting Elder.

Consult with the Elder to determine learning outcomes.
Common Essential Learning
Six Common Essential Learnings have been identified:
C Communication
N Numeracy
CCT Critical and Creative Thinking
TL Technological Literacy
PSVS Personal and Social Values and Skills
IL Independent Learning
NEL Northern Essential Learning
Understanding the Common Essential Learnings (1988)
The Denesuline language curriculum offers many opportunities for incorporating the
Common Essential Learnings (C.E.L.s) into instruction. Integrated the C.E.L.s into the course of language acquisition will prepare students for their learning throughout and beyond the kindergarten to grade twelve education system. The decision to focus on particular C.E.L.s within a lesson is guided by the needs and abilities of individual students and by the particular demands of the curriculum.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
It is important to incorporate the C.E.L.s in a natural manner. For example, some units may offer many opportunities to develop all of the Common Essential Learnings, others will not. It should be noted that developing a particular C.E.L.s may also lead to the development of other C.E.L.s. This is to be expected as the Common Essential Learnings are interrelated.
It is intended that the Common Essential Learnings be developed and evaluated within subject areas. Therefore, foundational objectives for C.E.L.s are included in the guide.
Because the Common Essential Learnings are not necessarily separate and discrete categories, it is anticipated that working toward the achievement of one foundational objective may contribute to the development of others. For example, many skills, understandings and abilities required for developing Communication, Numeracy, and
Critical Thinking are also needed for the development of Technological Literacy.
Incorporating the Common Essential Learnings into instruction has implications for the assessment of student learning. A unit, which has focused on developing particular
C.E.L.s, should also reflect this focus when assessing student learning. If student are encouraged to think critically and creatively throughout the unit which requires students to demonstrate their critical and creative thinking abilities. The Common Essential
Learnings are to be integrated, accommodated and incorporated within the evaluation of each content area.
It is anticipated that teachers will build from the suggestions in this guide and from their personal reflections in order to incorporate the Common Essential Learnings into
Denesuline language instruction.
Locally Determined Options
To meet community and students needs at the local level, provision is made within Core
Curriculum for locally determined options.
At the elementary level and middle levels, time for locally determined options may be gained by reducing the time spent in one or more of the Required Areas of Study up to a maximum of 20%.
Dene Language as a Second Language
The number of Denesuline students who are fluent in their mother tongue has declined to the extent which teachers of Denesuline language now use second language teaching strategies. However, although there has been this loss, some of the students may have been exposed in varying degrees to this language. The challenge to teachers is to determine and meet the individual needs of these students.
In accordance with the communicative approach, students’ abilities, weaknesses and strengths in both English and Denesuline must be assessed. Appropriate teaching
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30 approaches should be utilized to maintain a balance in students’ understanding of language processes. Sound pedagogical development in one language will enable students to appreciate and acquire skills in the other language.
Language acquisition can occur through first or second language learning. In first language acquisition, the student does not consciously study how to speak in a particular language. Rather the information is learned naturally. An infant is surrounded by many teachers – parents, siblings, grandparents, family friends, and other children and extended family members – who provide a vast range of language experiences and information. In addition, media reinforce first language acquisition. As the child grows older, teaching aids in various forms widens the circle of “teachers”. The techniques also change as parents and others sing or read to the child, enriching the child’s vocabulary.
Krashen and Terrell (1983) refer to the last language acquisition as the Natural Way .
Historically, second language teaching methods have not reflected this natural process, but rather use grammar-translation (the most common method of instruction), Audio-
Lingual and the situational methods. Teachers usually use one or a combination of these three methods. Students are generally introduces to the language by one teacher who spends only a specified amount of time with the students each week. At the end of the class students may return to classrooms where they are taught in another language. In some cases, there is limited contact with other speakers of the language being learned. A recent trend in teaching methods is to try to simulate as natural an environment as possible. The Communicative Approach represents an attempt to simulate a situation for natural first language acquisition.
The sample units and suggested activities, which form the second half of this curriculum guide, may help the teacher structure learning situations that reflect the communicative approach.
Second Language Acquisition
Attaining fluency in a second language requires competence in discourse, linguistics and sociolinguistics. There may be some students whose Dene language fluency is insufficient to be considered a first language. This implies learning the proper use of language as dictated by the social protocol inherent within the language. It is socialization to the culture of a particular language. Consider the following brief explanation of each of these areas.

Discourse proficiency is knowing appropriate use of the language.

Linguistic competence is knowing the possibility and impossible sentence structures of a language.

Sociolinguistic proficiency is knowing and acknowledging the inherent cultural aspects of language usage.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
This curriculum promotes active bilingualism rather than passive bilingualism. Passivity may occur in the early stages of second language learning when a student is beginning to learn the new sounds and vocabulary or may occur in an environment that is not conducive to daily use the Denesuline Language. People are either active or passive in their ability to speak a second language. When a person is fluent in a language and speaks that language without error he or she is considered actively bilingual and “monitor-free”.
This person speaks spontaneously and although he or she may be aware of grammar, does not worry about grammar rules before speaking. While this person may not be consciously concerned with the linguistic analysis of the language, he or she is aware of the ‘body language’ involved as part of discourse and interaction within a particular community. This is known as sociolinguistic awareness. Some sociolinguistic awareness and social protocol situations can be difficult to simulate in the classroom but students can be informed about appropriate responses and behaviour before attending cultural and community events. With assistance from community members, other social events may be simulated or actually performed in the classroom. Vocabulary may be introduced and discussed beforehand.
A person who is passively bilingual has limited understanding and use of the language.
Communication will probably be a mixture of body language, facial expressions, actions and words. Generally, there has been limited contact with other speakers of the language.
A teacher’s plans will be guided by a number of considerations including:
 Initial diagnostic assessment of the students’ fluency level.

The stages of second language proficiency
 Students’ interests

Community needs

Ages of students

Evaluation

Language proficiency in first language

Time allotment for the class
Once an assessment has been completed and the interests and community needs have been determined, a review of the stages of second language acquisition may indicate the direction of a plan. The following outline of these stages, as explained by Stephen D.
Krashen and Tracy D. Terrell (1983), is based on the
“Natural Way”
of acquiring a first language.
Stages in Second Language Acquisition
Stage 1: Comprehension
This stage is characterized by a period of silence or incubation. Students are not required to respond orally. Rather they are given information that is relevant and interesting to them. This information is referred to as input. Eventually students will understand and feel comfortable enough to respond top commands and questions through actions or in
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30 their first language. This is output, the result of listening and observing skills that the students acquire. In this natural way they retain and use the new sounds and vocabulary of the second language.
Stage 2: Early Production
As the students begin to master pronunciation, they also begin to build a key list of personal vocabulary. Their responses may be a combination of words in their first language plus words of simple sentences in the second language or the response may be action. Although the combination, word order or choice of words may not be entirely correct, students are able to make themselves understood. They are recalling retained input. At this stage they will begin to recognize written words and associate them with concrete objects and actions.
Stage 3: Speech Emergence
The ultimate goal is for students to achieve discourse proficiency, sociolinguistic and linguistic competence. This level of achievement is reflected through longer responses, more complex discourse and the ability to converse with a variety of audiences in different situations. Students show interest in and are motivated to pursue independent study of the language. At this point student have developed listening, speaking, reading and writing skills. The degree of fluency is dependent on factors such as a positive learning environment, relevancy of the vocabulary introduced, community involvement and encouragement form everyone.
Instructional Methods
The Learning Environment
This curriculum encourages teachers to utilize the input of students, parents, teacherlibrarians and Elders in the language program. Students may help with planning and setting goals. Teamwork and communication among these groups establishes a sound basis for a positive environment, good rapport and a mutual respect. Inclusion of the community, students, parents and Elders ensures that language acquisition takes place in the social context of the community, generates a feeling of ownership and fosters a holistic learning environment.
In addition to the planning of the course, establishing the physical setting is of equal importance. The classroom should be organized with several areas where students have access to materials such as paints, storybooks, construction paper and an audio station where students may listen to or record songs, conversations and stories. Although the appearance of these workstations will change over the year the well-planned classroom setting will help pupils adjust to the daily routine and encourage independent learning and self-reliance.
Traditional Indian Teaching Methods
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Many North American Indian societies had no writing system aside from petroglyphs and pictographs o animal hides. Yet people managed to impart language, life skills, attitudes, values and customs to their descendants. In her paper in the book Teaching the Indian
Child (p.163), Sandra A. Rietz (1988) explains oral literature in this way, “It teaches (by introduction) what a people knows about itself and the universe, both through the story content and through structural device – the organizational and linguistic properties of the story.” She also states that, “ An oral literature, ‘language of the mind’ (Frost, 1980), structures the collective memory of a people.” Storytellers were given the responsibility of committing to memory the worldview of a particular group. This may be the reason oral literature is characterized by repetition of certain structures or phrases. For example, number sets such as four occur in Indian stories and the number three in Russian stories.
The numbers occur in ceremonies too. Traditional Denesuline teaching through storytelling, legends or ordinary stories can enhance contemporary educational methods, not only in the teaching of Denesuline languages, but also to preserve the encoded “cultural memory” within the stories. Today’s cultures, European and
Denesuline are a reflection of this tradition. Even though European oral literature was considered by some as insignificant and of little value, the Denesuline perspective considers the tradition as the lifeline to culture. Reitz (1988) explains that the intention or purpose of storytelling was culturally “utilitarian” and was intended “to tell people how to behave, to bind people together in a common cultural community, and to teach and reinforce models which belongs to the cultural cosmology” in other words, legends or ordinary stories and recollections of events served to transmit history and customs, information on tribal taboos, examples of rewards or punishments, and models of behaviour. Stories served as a form of social control, developing attitudes and interpersonal skills. Some stories had a moral. Storytellers did not explain the moral as that was considered insulting. Listeners reflected on the story and came to their own conclusions.
Another method was modeling or experiential learning where children watched how a certain task was done but were not pressured to do the task immediately afterwards.
There were no written instructions so children had to remember the how, why and when to do the tasks.
Name giving coincided with a person’s social and personal growth. Relatives chose names that reflected traits they hoped a newborn child would possess. Then as a child reached adolescence, an outstanding feat of bravery of the demonstration of leadership qualities often warranted a name change. The new name symbolizes the person’s qualities or the feat achieved. It was an honour to be chosen for a name change.
Receiving the name of a well-respected individual whose name was inherited was foremost in the mind of the receiver but it was also a responsibility to uphold the person’s reputation. People’s names might be changed a number of times during a lifetime but always for good reasons.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
These samples of traditional Indian teaching methods reflect a holistic approach to human development. In the process, the individual makes choices and decisions wit the guidance of immediate and extended family members.
Incorporating legends, stories, recollections and information about customs such as name giving not only helps teach the language but also serves to revive customs.
Teachers should provide students with opportunities to interact with peers and adults in a traditional fashion. Community celebrations or activities may be structured or attended. If the class is in an urban centre, the teacher may consider inviting male and female Elders to explain or to tell stories.
This is consistent with the communicative approach to language instruction and the philosophy and principles of Core Curricula.
The diagram following this section explains the cyclical progression of the
Communicative Approach to Resource-based Learning to the Adaptive Dimension and back to the use of the language through communication. Each component enhances the environment by giving students opportunities to gain practical experience in speaking the Denesuline Language being taught. The Communicative Approach can be described as an umbrella encompassing a number of teaching methods/approaches that encourage the use of a second language.
Resource-based Learning, the next step in the process, is where the teacher, teacherlibrarian, students identify resources and others involved in the teacher’s plans. The resources are not confined to printed materials but can include involvement of community people, attendance at local events, visiting historical sites in the vicinity and generally utilizing appropriate ands relevant materials and activities to give students an opportunity to use the Denesuline language.
The Adaptive Dimension provides teachers with a vehicle to accommodate individual needs of the students by adapting:

Curriculum topics

Instructional materials

Teaching approaches

Assessment techniques

Classroom organization
Total Physical Response
Dr. James J. Asher (1988) researched a method now known as Total Physical Responses
(TPR). It is based on the natural way that children acquire language through listening and responding physically to requests, invitations and commands from family members.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Asher’s method is based on the premises that understanding the spoken language should be developed far in advance of speaking, that comprehension can be learned through physical movement, that speech will emerge naturally and that students should not be rushed into reading and writing before they have had ample listening and speaking experience. Students in a second or foreign language class begin by listening to commands, watching the teacher role-play and by internalizing and responding to the vocabulary.
Organic Vocabulary, Reading and Writing
In her book Teacher, Sylvia Ashton-Warner (1963) describes how she introduces reading and writing English to Maori children in New Zealand using the Organic Reading and
Writing method.
Ashton-Warner attempted to bridge the gap between the two cultures by having the children read and write using vocabulary that had emotional significance to them. She had the young children begin with single words written on cardboard. Each student took that word home and brought it back to school the next day. If the word held great significance for the student, he or she remembered it without difficulty. Gradually each child built a key vocabulary, which formed the basis for reading and writing sentences and paragraphs.
A similar approach may be used with any second language class. The teacher may write what the child says about some activity or event, in or out of school, which is important to the child. Recording regularly in the second language, by the teacher or older students, these “stories” may form a booklet to be used by the child as a personal reader or be left in the library as a useful resource for others to read. In teaching a second language it is important to use a wide variety of instructional approaches and learning situations.
The Language of Instruction
The communicative approach and the objectives support the idea that the language of instruction should, as much as possible, be the language being learned. That is, if the general language of the school is English and the language being learned is Denesuline, the second language classes would be conducted primarily in Denesuline. English would then be used as sparingly as possible.
Instructional Approaches
The document Instructional Approaches: A close Framework for Professional Practice
(Saskatchewan Education, 1991) identifies five categories of instructional approaches, along with lists of more specific teaching strategies. These are meant to imply to all disciplines and the full range of in-school language teaching. Most of the strategies are consistent with the communicative approach for second language teaching. The strategies appear below, followed by a number of more specific methods or comments about the approach.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Direct Instruction:

Structured Overview

Explicit Teaching

Mastery Lecture

Drill and Practice

Teacher-talk

Total Physical Response

Polarity questions

Compare and Contrast

Didactic Questions

Demonstrations

Guides for Reading, Listening, Viewing

Storytelling
Generally speaking, direct instructional methods:

Are teacher directed

Include lecture, didactic questioning, explicit teaching, practice and drill and demonstrations

May be effective in providing information or developing step by step skills

Work well for introducing other teaching methods or actively involving students

Are usually deductive

Have limitations in the area of developing abilities, processes and attitudes required for critical thinking and for interpersonal or group learning
Indirect Instruction:

Problem Solving

Case Studies

Guided Inquiry

Reading for Meaning

Reflective Discussion

Concept Formation

Concept Mapping

Concept Attainment

Cloze Procedure
Generally speaking, indirect instructional methods:

Are student centred encouraging students to observe, investigate, infer from data or form hypotheses

Free student to explore diverse possibilities

Foster creativity and develop interpersonal skills and abilities

Allow teachers to be facilitators, supporters and resource persons

Rely on use of print, non-print and human resources

Foster cooperation among teachers or other staff members
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30

May be time consuming

May require teachers to relinquish some control, resulting in outcomes that may be unpredictable and less safe

May be inappropriate for memorization and when immediate recall is desired
Independent Study:

Essays

Computer Assisted Instruction

Reports

Learning Activity Package

Correspondence Lessons

Learning Contracts

Homework

Research Projects

Assigned Questions

Learning Centres
Generally speaking, independent study:

Is initiated by the teacher or student

Fosters the development of knowledge, abilities, attitudes and processes required to become self-sufficient and responsible citizens through planned independent study

Is survived or guided by the teacher

May be used with other instructional strategies or may be used by itself depending on the unit topic
Experiential Learning:

Field Trips

Experiments

Simulations

Games

Total Physical Response

Focused Imaging

Field Observations

Organic Vocabulary/Writing/Reading

Role Playing

Synectics

Model Building

Surveys

Summer/Winter Camps

Cultural Camps
Generally speaking, experiential learning:

Is inductive, student centred and activity oriented

Consists of five phases-experiencing, sharing, analyzing, inferring and applying
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Emphasizes learning rather than product

May be in or out of the classroom

Uses a variety of resources

Is limited by kinds of experiences that can be utilized, student safety, time and finances

Includes simulated experiences

Increases understanding and retention of information

Is motivational for students
Interactive Instruction:

Debates

Role Playing

Panels

Brainstorming

Peer Practice

Total Physical Response

Discussion

Teacher Talk

Laboratory Groups

Problem Solving

Circle of Knowledge

Tutorial Groups

Interviewing
Generally speaking, interactive instruction:

Relies on discussion and sharing

Allows students to learn from peers and teachers to develop social skills and abilities, to organize their thoughts and to develop their rational arguments

Requires student and teacher observation, listening and interpersonal skills and abilities
Rather that using primarily one teaching approach, a variety of strategies used during the course of the year as well as in each class period will serve to the advantage of both the teacher and students

Interest, for both the teacher and students, will be stimulated
 The students’ different learning styles are more likely to be accommodated

Teaching is more likely to be effective

Teaching and learning will be more enjoyable
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Resource-based Learning is the next step in the process where resources are identifies by the teacher, students and others involved in the yearly plans. The resources are not confined to printed materials but can include involvement of community people, attending local events, visiting historical sites in the vicinity, using computer assisted learning and generally utilizing appropriate and relevant materials and activities to give students an opportunity to use the Indian language being taught.
The adaptive Dimension provides teachers with a vehicle to accommodate individual needs of the students through adapting:

Curriculum topics

Instructional materials

Teaching approaches

Assessment techniques

Classroom organization
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Language and Culture Program Aim
Language and culture programs will have the aim of providing students with Aboriginal perspectives and skills (including language) that will help them to:

Find balance within themselves to live peacefully and respectively with themselves, one another and the land.

Play a role in revitalizing Aboriginal languages and cultures.
Cultural Program Goals
Students will demonstrate the ability to:

Participate in the practices and the use of the products of their Aboriginal culture

Understand the perspectives and underlying knowledge of their aboriginal culture

Willingly reflect on their relationships with themselves, one another and the natural world.
Second Language Program Goals
Student will demonstrate the ability:

Use language in community and school situations requiring interaction, production or interpretation of language

Use strategies for learning language

Communicate with degrees of precision, coherency and fluency

Use language to give and get information, socialize and celebrate, interpret and produce talk and research culture.
The outcomes for the Aboriginal language as a Second Language are based on the assumption that language will be taught and used while teaching cultural content, just as with the First Aboriginal Language.
Aboriginal Language as a Second Language
The number of Denesuline students who are fluent in their mother tongue has declined to the extent that teachers of the Denesuline Language now use second language teaching strategies. However, although there has been this loss, some of the students may have been exposed in varying degrees to these languages. The challenge to teachers is to determine and meet the individual needs of these students.
In accordance with the communicative approach, student abilities, weaknesses and strengths in both English and Denesuline must be assessed. Appropriate teaching approaches should be utilized to maintain a balance in students’ understandings of language processes. Sound pedagogical development in one language will enable students to appreciate and acquire skills in the other language.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
In first language acquisition, the student does not consciously study how to speak in a particular language. Rather the information is learned naturally. An infant is surrounded by teachers – parents, siblings, grandparents, family friends, other children and extended family members. These people provide a vast range of language experiences and information. In addition, media reinforce first language acquisition. As the child grows older, teaching aids in various forms widens the circle of “teachers”. The techniques also change as parents and others sing or read to the child, enriching the child’s vocabulary.
Krashen and Terrell (1983) refer to first language acquisition as the Natural Way.
The Communicative Approach represents an attempt to simulate a situation for natural first language acquisition.
Second Language Acquisition
Attaining fluency in a second language requires competence in discourse, linguistics and sociolinguistics. This implies learning the proper use of the language as dictated by the social protocol inherent within the language. It is a socialization to the culture of a particular language. Consider the following brief explanation of each of these areas:

Discourse proficiency is knowing appropriate use of the language.

Linguistic competence is knowing the possible and impossible sentence structures of a language.

Sociolinguistic proficiency is knowing and acknowledging the inherent cultural aspects of language usage.
This curriculum promotes active bilingualism rather than passive bilingualism. Passivity may occur in the early stages of second language learning when a student is beginning to learn the new sounds and vocabulary or may occur in an environment that is not conducive to daily use of the Denesuline Language. People are either active or passive in their ability to speak a second language. When a person is fluent in a language and speaks that language without error he or she is considered actively bilingual and “monitor-free”.
This person speaks spontaneously and although he or she may be aware of grammar, does not worry about grammar rules before speaking. While this person may not be consciously concerned with the linguistic analysis of the language, he or she is aware of the “body language” involved as part of discourse and interaction within a particular community. This is known as sociolinguistic awareness. Some sociolinguistic awareness and social protocol situations can be difficult to simulate in the classroom but students can be informed about appropriate responses and behaviour before attending cultural and community events. With assistance from community members, other social events may be simulated or actually performed in the classroom. Vocabulary may be introduced and discussed beforehand.
A person who is passively bilingual has limited understanding and use of the language.
Communication will probably be a mixture of body language, facial expressions, actions and words. Generally, there has been limited contact with other speakers of the language.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
A teacher’s plans will be guided by a number of considerations including:
 Initial diagnostic assessment of the students’ fluency level

The stages of second language proficiency
 Students’ interests

Community needs

Ages of students

Evaluation

Language proficiency in first language

Time allotment for the class
Stages in Second Language Acquisition
Stage 1: Comprehension
This stage is characterized by a period of silence or incubation. Students are not required to respond orally. Rather, they are given information that is relevant and interesting to them. This information is referred to as input . Eventually students will understand and feel comfortable enough to respond to commands and questions given through actions or in their first language. This is output, the result of listening and observing skills that the students acquire. In this natural way they retain and use the new sounds and vocabulary of the second language.
Stage 2: Early Production
As the students begin to master pronunciation, they also begin to build a key of personal vocabulary. Their response can be a combination of their first language plus words or simple sentences in the second language, or the response may be action. Although the combination, word order or simple choice of words may not be entirely correct, students are able to make themselves understood. They are recalling retained input . At this stage they will begin to recognize written words and associate them with concrete objects and actions.
Stage 3: Speech Emergence
The ultimate goal is for students to achieve discourse proficiency, sociolinguistic and linguistic competence. This level of achievement is reflected through longer responses, more complex discourse and the ability to converse with a variety of audiences in different situations. Students show interest in and are motivated to pursue independent study of the language. At this point, students have developed listening, speaking, reading and writing skills. The degree of fluency is dependent on factors such as a positive learning environment, relevancy of the vocabulary introduced, community involvement and encouragement form everyone.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Proficiency-Based Outcomes
Communicative proficiency is the goal of Aboriginal Second Language programs.
Communicative proficiency is the ability to use a language to function in a variety of basic language to use contexts and situations offered by a culture. Levels of communicative proficiency can be described in terms of such characteristics as the degree of accuracy in the communication of meaning, the variety of topics that can be dealt with and the amount of spontaneity and abstraction involved in various language use situations
Second Language Outcomes
At a particular level of proficiency, students will:
In these contexts, Language Use Contexts
Strategies for Language Learning Using these specific strategies,
With his/her quality of language, Language Quality
Be able to perform these functions. Language Functions
Areas of Language Outcomes
Language Use Contexts
At each level, three kinds of language use contexts in which students are expected to perform are identified below:
Interaction: involves face-to-face communication and the sociocultural rules for such interaction.
Interpretation:
Production: requires students to understand and interpret discourse or a connected set of sentences or ideas. requires students to produce discourse that is understandable to others.
Strategies for Language Learning
Skills that pertain to becoming more effective as learners are identified.
Language Quality
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Language quality as a measure of communicative proficiency is not synonymous with meaningful communication. It is possible to communicate meaning with relative degrees of quality. Quality is defined using three criteria:
Accuracy:
Fluency: primarily involves the grammatical system of a language. involves the ease with which communication is expressed or
Coherency: received. relates to the connectness of information, thoughts and ideas within discourse.
While the communicative approach to teaching second languages emphasizes the primacy of function over form, the qualitative features of language use must be dismissed nor delayed during instruction. Ignoring skills in these areas tends to lead to a fossilization of language development regardless of continued instruction or language use. Individuals are able to function relatively well in the second language, understanding and being understood, but are viewed by the language community as having a “broken” language or “pidgin” language.
Language Functions
Language functions are those, which students are expected to be able to perform in the language use contexts. They include:

Giving and Getting Information

Socializing and Celebrating

Interpreting Discourse

Researching

Producing Discourse
Instructional Focus
Level 1 (K – Gr.1)
In the first level of second language development, students learn that the Aboriginal language is being utilized. The teacher uses pre-talk, concrete and visual aids, gestures and actions to help students understand what is being said. Students find language learning much easier when the activities are action oriented, predictable, repetitious or familiar and relevant to their interests.
Level 2 (Gr. 2 – 3)
Students at this level are surrounded with familiar and basic situations in terms of language used and they continue to interact with phrases and memorized expressions.
The teacher continues to teach the cultural understandings and skills with active and
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30 concrete learning activities. Students continue to learn the language they need to operate in this context. They learn to respond to many more complex commands and concepts, but their spoken language lags behind as they lay the foundations for understanding. They use and rely on their listening skills.
Level 3 (Gr. 4 – 6)
At this level, the students begin to rely less on memorized expressions and one word answers. They begin to produce sentences appropriate to particular situations. They move into learning more directly from oral tradition.
Level 4 (Gr. 7 – 8)
At this level, the focus is on using the Aboriginal language as the medium of instruction in learning cultural skills from members of the community. The students make many errors as they push themselves to create more complex sentences. It is important in terms of their confidence that the contact they have with the community at this time is supportive and encouraging. The teacher uses language to provide constructive feedback and error correction to ensure that the students continue to develop accuracy.
Level 5 (Gr. 9-10)
At this stage, the students are introduced to learning directly form the oral tradition and the Elders of the community, in a less sheltered way. Language skills focus on strategies for accessing and interpreting the oral tradition.
Level 6 (Gr. 11 – 12)
In this final stage of learning before leaving school, students are given opportunities to explore language and culture as career choices. They continue in their study of cultural content but integrate it into projects that they can undertake in cooperation with individuals, businesses and institutions involved in the communication, research and translation of language and culture.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
The following guiding principles of student evaluation appear on page 1 in Student
Evaluation: A Teacher Handbook (Saskatchewan Education, 1991).

Evaluation should be an integral part of the teaching-learning process.

Evaluation should be a planned, continuous activity.

Evaluation should reflect the intending outcomes of the curriculum.

Evaluation should assist teachers in meeting individual needs and providing appropriate programs for students.

Evaluation should include not only measurement but also interpretation and judgement.

Evaluation should be sensitive to sociodemographic differences such as culture, gender and geographic location.

Evaluation should be based on a variety of indicators that may be norm-referenced, criterion-referenced or self-referenced.

Evaluation should use assessment techniques for formative, diagnostic and summative purposes.

Evaluation should provide information within the cognitive, affective and psychomotor domains.

Evaluation should respect and safeguard confidentiality of student information.

Evaluation should be fair and equitable, giving all students opportunities to demonstrate the extent of their knowledge, skill and abilities.

Evaluation should provide positive, supportive feedback to students.

Evaluation should foster students’ abilities to transfer knowledge into life experiences.

Evaluation should encourage active participation and student self-appraisal to foster lifelong learning.

Evaluation should provide opportunities for student development and improvement.

Evaluation should include the communication of a teacher’s overall evaluation plan to students in advance. Student should be made aware of the objectives of the program and the procedures to be used in assessing performance relative to the objectives.

Evaluation should be regularly communicated to parents/guardians and students in a meaningful manner.
These guidelines are meant to assist the teacher to identify areas of the program that need change, to assess progress, to identify student needs and to help the teacher plan future lessons. The teacher may choose alternate approaches to assessment.
Evaluation implies not only to the testing of the students but also an assessment of the program.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Core curricula gives students the opportunity to make some decisions about the curriculum and also gives them some of the responsibility for assessment.
Samples of assessment instruments, which are adapted for second language testing and may be further adapted to suit individual circumstances, are in Appendix A. the placement checklist is designed for first language testing but may be adapted for second language testing.
The Student Evaluation: A Teacher Handbook (p.28) identifies ways a teacher may organize the assessment process. Suggestions include the following:

Assessment stations

Individual assessments

Group assessments

Contracts

Self and peer assessments

Portfolios
Depending on the technique used, records may be kept using one or more of the following:

Anecdotal records

Observations checklists

Computer programs

Rating scales

Files for portfolios
Some activities may be observed and assessed on an ongoing basis:

Class assignments

Presentations

Homework

Class participation
The foundational objectives reflect the aim and the goals of the curriculum guide. They guide the teachers in their yearly plans and unit plans. Usually the foundational objectives state intended levels of achievement/learning at a specific grade. However, in second language teaching the situation may be that some students have varying degrees of fluency or even varying degrees of exposure to the language. Therefore, the objectives are divided into phases. The teacher should keep in mind, however, that a student may be in the emerging phase in second language acquisition and be in the developing phase or the extended phase in other areas of language learning.
Foundational objectives should serve as the basis for establishing intended learning outcomes, unit planning and student evaluation.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Emerging Phase
Students will demonstrate emerging :

Ability to listen politely according to cultural norms.

Ability to use oral Denesuline language to being meaning to what they observe, feel and hear through questions and discussion.

Awareness that the print and symbols of Aboriginal Languages convey meaning.

Curiosity about the patterns, sounds and intonations of the Denesuline Language by listening, speaking and participating in shared reading and writing activities.

Desire to participate in discussions of ideas and illustration in a variety of resources either in English or Denesuline language.

Awareness of the contemporary and the historical or traditional lifestyles and cultural protocol of the Denesuline people.

Ability to participate in small or large groups for various purposes.
Developing Phase
Students will demonstrate developing :

Ability to use listening to understand the meaning of the Denesuline language.

Ability to convey meaning orally and with confidence in the Denesuline language to adults. Elders and peers in various situations.

Interest in interpreting symbols and print in their environment.

Awareness of the relationship between the letters, symbols and sounds of the
Denesuline language.

Curiosity about and interest in print by participating in independent and shared reading and writing activities.

Recognition that writing is a process focused upon conveying meaning to self and others.

Desire to independently initiate reading and writing activities for various purposes.

Interest and ability to read orally and silently for enjoyment and information.

Ability to discuss a limited number of topics using the Denesuline language.

Awareness of and respect for cultural protocol.
 Respect for one’s own culture and other cultures, lifestyles and experiences of others.

Respect for the ideas, language, dialect and communication styles of others and the ability to respond sensitively and thoughtfully.

Ability to participate in small or large groups for conversation and other purposes.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Extended Phase
Students will demonstrate increasing :

Ability to use oral Denesuline language to generate, clarify and extend their personal understanding of what they observe, feel, hear and read through interaction with others.

Ability to convey meaning with confidence to adults and peers in various settings and situations.

Ability to interpret symbols, sounds and intonation of words through reading and conversing.

Ability to read for meaning by integrating all cueing systems.

Interest and ability to express ideas, thoughts and feelings in writing for self and others.

Ability to discuss a variety of topics.

Respect for the ideas, language, dialect and communication styles of others.

Confidence and ability to respond in culturally appropriate ways to various audiences and situations.

Awareness of and respect for the range of cultures, human behaviours, experiences, emotions and ideas conveyed through oral communication.

Ability to participate cooperatively in large and small groups.
Specialized Phase
Students will demonstrate increasing :

Ability to use oral Denesuline language to generate, clarify and extend their understandings of what they observe, feel, hear and read through personal reflection and interaction with others.

Interest and ability to use oral and written language in various settings, activities, purposes and to respond to the needs of an audience.

Interest and ability to read and respond to what others have written and to collaborate with them in the stages of the writing process.

Ability to monitor for meaning during oral and silent reading.

Interest and ability to express increasingly more advanced ideas, thoughts and feelings for self and others through writing.

Ability to discuss, in depth, more complex topics.

Ability to interpret and respond to ideas conveyed through various media.

Respect for the ideas, language, dialect and communication styles of others and awareness of the need for sensitive and thoughtful response.

Maturity of thought in cultural protocol and responding appropriately to various audiences in different situations.

Awareness of and respect for the range of cultures, human behaviours, experiences, emotions and ideas conveyed through speech, interaction, literature and various media.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Ability to play a leadership role in a small group.
Learning objectives affect several aspects of a curriculum:

The direction of the unit plans

Lesson plans

The mode of evaluation

Teaching strategies

Selection of resources
Learning objectives are determined by factors such as:

Ages of students

Level of fluency of each student in the class

Whether the class is to be taught as the first and/or second language acquisition situation

Language proficiency in the first language
This curriculum uses a spiral model for determining and organizing its learning objectives. Using this developmental model, teachers introduce students to various content, specific skills and important attitudes at an early stage. The content, skills and attitudes are revisiting periodically throughout the year and in years to come in order to review, strengthen and build on them, at levels that are appropriate for the age and proficiency of the students. For example, kindergarten students might learn various basic greetings. During that same year and in subsequent years, the students will review the greetings they learned, learn additional ways to greet people, and learn protocol related to certain situations. Learn about the cultural significance of certain greetings, demonstrate an appropriate attitude and perhaps learn greetings that were used in the past. In this expanded spiral fashion, what students learn at an early stage they encounter again and again, each time within a border context or with increasing complexity.
Some general and some specific learning objectives are listed below. Although the objectives are arranged under specific headings, the categories are not discrete. That is, usually more than one skill is developed in any given activity. For example, when students learn to speak, they also strengthen their abilities to listen and comprehend.
Listening and Comprehension
Students will have opportunities to:

Compose their own responses – oral or written – to questions, statements and oral or written material.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Listen and observe attentively.

Follow instructions.

Utilize prior knowledge to express new ideas.

Interpret meanings of gestures, tones, emotions and expressions.

Master the intonation, rhythm, patterns and stress points of the language.

Listen to oral presentations given in various situations and select specific information form them.

Understand vocabulary used in different contexts.

Identify the main idea of spoken or written material.
Speaking
Students will have opportunities to:

Develop confidence in their verbal responses.

Perfect their pronunciation, intonation, stress and volume to suit the situation.

Use vocabulary at their level of instruction to express themselves.

Express opinions on a variety of topics and with a variety of audiences.

Express themselves in a formal cultural setting.

Use vocabulary correctly and in appropriate contexts.

Speak to different kinds of audiences in various situations.

Participate, with greater insight, in increasingly complex discourse.
Reading
Students will have opportunities to:

Read and recognize the written version of the oral vocabulary being learned.

Extract meaning from written material using context and picture clues.

Develop reading ability appropriate to their age and competency levels.

Read about topics of interest.

Read materials that contain increasingly complex vocabulary and structure.
Writing
Students will have opportunities to:

Communicate through writing about their ideas, experiences and emotions.

Express themselves through writing, using vocabulary learned in the oral and reading portion of the class.

Learn the importance of proper sequencing of events in their own or other writing.

Learn to be sensitive to the ways in which each community uses the language.

Learn to use increasingly complex grammatical structures.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Cultural Considerations
Students will have opportunities to:

Learn about the origin and significance of some of the vocabulary.

Learn vocabulary related to making some crafts.

Learn how to communicate with Elders in a respectful and appropriate manner.

Listen to and recognize the vocabulary related to activities such as dances, feasts and winter festivals.

Participate appropriately in traditional ceremonies (e.g. feasts, sweat lodge).

Listen to and read stories that reflect various aspects of culture in the language being learned.

Learn about historical and current experiences of the people of the languages group.

Learn to appreciate and value the language and the culture it reflects.
The following chart is a general guideline for teachers. It includes some of the topics outlined in the scope and sequence document written by the Saskatchewan Indian
Cultural Centre for Saskatchewan Education, Training and Employment.
An asterisk beside each topic indicates the suggested level at which the concepts and vocabulary of specific topics may be introduced. Because this curriculum is based on a spiral model, it is assumed that the concepts and vocabulary will be reviewed and expanded on in subsequent years.
The chart is intended to be a guide and teachers are encouraged to make adjustments to suit the needs of their students and communities. Teachers may use the column on the right to indicate any modifications they have made. For example, teachers might use colored asterisks to show that the topics were moved to a more appropriate level. Using the chart as a record may be useful form one year/semester to the next as teachers design a language program for a particular schools or community.
This chart may also serve as a guide for placement of incoming students.
Suggested Yearly Overview
Although it is important for the teacher to have a general plan for the year, flexibility is imperative in order to accommodate the changes that will occur as teachers and students collaboratively determine the direction and content of each unit. Some factors to consider when developing a yearly plan are: time allotted to the Denesuline language teaching, students’ interests and abilities and the length of each unit.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
The English Language Arts, A Curriculum Guide for the Elementary Level
(Saskatchewan Education, 1992, p.69) offers an example of a Case Study which shows how a yearly plan can change as the year progresses.
A placement test administered at the beginning of the school year would assist the teacher in determining a starting point in regards to content, approach and depth of the course. A sample placement test is included in Appendix A.
Teachers may consider the following components when planning a unit.
Theme: the Scope and Sequence chart outlines suggested themes that may be developed at different grade levels and at different levels of language acquisition.
Focus/Direction: the teacher along with students may establish a specific focus for the unit. For example, the class may wish to develop vocabulary in preparation for a special event (e.g. feast, guest speaker, and assembly performance).
Foundational Objectives : the foundational objectives for the unit are determined by the phase the students have attained: emerging, developing, extending or specialized.
The teacher may select foundational objectives on the basis of the students’ age, grade level and the extent of second language instruction received to date. For example, the teacher may decide that a class of grade 5 students is in the emerging phase because they have had no previous second language instruction.
Learning Objectives : these are specific skills, knowledge and attitudes that the teacher would like the students to master.
Student Involvement : collaborative decisions made by teacher and students can give direction to the course. The students’ interests and enthusiasm are critical factors, which can determine the length of the unit and the number of lessons to be planned on a topic.
Students’ interests and abilities as well as availability of resources, print and non-print will establish the direction and focus of the unit. Teacher-student approaches to planning include:

Brainstorming matters like favorite things or the direction of a unit.

Categorizing or webbing extensions of a topic.

Planning group activities and/or projects.

Developing questions that can be asked in the Denesuline language.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Student Evaluation : the teacher along with the students any determine the evaluation criteria and instruments.

The instruments may include checklists, conferences, portfolios, student assessments or teacher prepared tests.

The criteria should reflect the foundational and skills objectives and may range from fluency in speaking to working cooperatively in a group.

The types of assessments may include evaluations done by the teacher, by peers or by the students assessing their own progress.

Evaluation should include both formative and summative assessments.

Refer to the Student Evaluation: A Teacher Handbook (Saskatchewan Education,
1991) and to the Appendix A of this curriculum for additional material.
It is important that evaluation be an ongoing process, with the students getting frequent feedback as to “how they are doing”. Again, there should be no surprises when it comes to student evaluation.
Cultural Component : language is an important part of a culture. When learning a second language, students should learn information about the cultural group’s past and present as well as develop an appreciation for the values and beliefs of that culture.
Whenever possible, students should have the opportunity to experience traditional or cultural events, discuss traditional and current values and beliefs, and be exposed to relevant stories, artifacts, music and dance of the people. It is important that the students learn a language within the context of a culture.
Teachers need to be sensitive to cultural values and accepted protocols. For example, certain manners may be associated with some greetings, a feast may require specific procedures or a community may have regional customs related to a variety of situations.
For guidance in these matters, community Elders should be consulted.
Resources : these may include print (e.g. videos, software, games, songs) resources, as well as people (e.g. guests, teacher-librarian, experts) and events (e.g. pow-wow, setting nets).
If the language is being taught in a community where it is spoken or where various related traditional or cultural events occur, events and members of the community may well become an important part of the instructional program.
C.E.L.s, gender equity, adaptive dimension : the teacher should be aware of the requirements of these various department initiatives and incorporate them appropriately and consistently.
Time Frame : the teacher should establish the approximate duration of the unit. Although flexibility here is important, it is also essential that a variety of themes are dealt with and that not too much time is spent on one topic.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Integration : teachers are encouraged to incorporate vocabulary and activities form various subject areas. As well, other teachers on staff may be encouraged to use second language vocabulary when teaching their subjects. Whenever possible, utilize community and seasonal events.
Activities : these should be varied and interesting always promoting some aspect of language acquisition or understanding. Activities should be designed to review, teach, practice and extend knowledge and skills. As much as possible, these activities should be designed to take advantage of natural contexts and reflect the communicative approach to language instruction

Have you reviewed curriculum expectations?

Have you considered student needs, interests and abilities and incorporated students’ input?

Have you considered the relevance of this unit to:
 Students’ lives outside the school context?
 Students’ language and learning experiences in other subjects?
 Students’ language proficiency?

Have you selected appropriate Denesuline language learning objectives?

Have you identified the major language skills and main content or concepts students will attain?

Can you provide rationale for this unit?

Are there sufficient interesting, useful and varied resources available to accompany the unit?

Is there an adequate supply of relevant literature?

Have you checked the Indian and Metis Resource List for K-12 , Saskatchewan
Education, Training and Employment (1994) for interesting and relevant resources?

If literature is not available, are there alternate plans to invite storytellers and/or other community resource people to come to the classroom?

Have you considered using relevant computer programs?

Have you included a variety of instructional strategies, language experiences and activities?

Do unit plans incorporate the daily language routines advocated in this curriculum?

Have you provided opportunities for students to use listening, speaking, reading and writing for various purposes?

Have you included Elders, parents, caregivers and other community resource people?

Does the unit plan allow for flexibility and adaptation?

Have you provided opportunities for student input and collaborative decision making?

Is your time frame realistic?

Have you determined appropriate assessment and evaluation strategies?

Have you considered incorporating the unit, or parts of it, with other subject areas?

Have you considered possible unit extensions and applications?
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
The Daily Routine:
Remember that some of the allotted time will be used for the daily routine of your class.
This may include practicing greetings, introducing new students or recording the date and weather conditions. This will be the time to use the teacher-talk approach to review previous information and to practice informal dialogue.
Specific Resources:
Teachers should consult the Indian Languages List of Resources, Saskatchewan
Education, Training and Employment (1994). The information contained in that document and the annotated bibliography will assist in the selection of relevant resources.
Emerging and Developing Phases
Two sample units included here illustrate how a teacher might proceed with the topic of
“food” at the emerging and developing phases. The units should not be regarded as being prescriptive, but rather as providing suggestions for teachers who may be unsure as to how to begin.
The teacher should keep in mind that every class is different. Some classes will not be able to cope with all the content and activities suggested, some classes might require more independent activities, while others may respond well to additional group activities and field experiences.
Some classes may be unfamiliar with peer and self-assessment strategies or with being involved in establishing evaluation instruments and criteria. These students will have to be taught specific skills and as they develop competence, the teacher may ease into these practices gradually.
Lesson 1
Learning Objectives
Students will:

Listen and observe attentively. (IL, PSVS)

Follow instructions. (C, CCT)
Engaging Activity
 Begin the lesson by writing the word “food” in both languages.

Display flashcards of various food items.

Discuss with the students how the foods might be grouped.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Write the categories and names of these foods in webs. Webs may be written in the first or second language or a combination of both.

Brainstorm for other foods that can be included in the groups.

The students may choose which group of foods they want to study.
The resulting sample web might resemble the following:
Wild Fruit
Raspberries
Blueberries
Cranberries
Fruit
Apples
Oranges
Bananas
Grapes
Drinks
Tea
Pop
Coffee
Juice
Meat
Caribou
Moose
Deer
Fish
Wild Meat
Dried Fish
Pemmican
Dried Meat
Duck
Rabbit
Vegetables
Carrots
Potatoes
Onions
Baked Goods
Bannock
Other
Salt
Pepper
Lard
Butter
Sugar
Soup
Bread
Cookies
Cake
Pie
The web may be expanded to include other items such as cooking terms and prices of food, according to the students’ choices. The teacher will proceed depending on the progress and enthusiasm of the students. An occasional review of this web may be in order.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Rating Scale for Student Self-Assessment in Cooperative Work Situations
Student name:
Date or Time Period of Assessment:
Directions:
Read each question. Circle the phrase that best describes how you feel about each statement.
1.
How do you feel about choosing the members of your group on a project?
I really like it. It’s okay. I don’t like it.
2.
How do you feel about having your teacher choose the members of your groups on a project?
I really like it.
It’s okay. I don’t like it.
3.
How do you feel about deciding in your group how you are going to work together to do a project?
I really like it.
It’s okay. I don’t like it.
4.
How do you feel about taking a leadership role in your group when you are deciding how to do a project?
I really like it.
It’s okay. I don’t like it.
5.
How do you feel about someone else taking a leadership role in your group when you are deciding how to do a project?
I really like it.
It’s okay. I don’t like it.
6.
How do you feel about working together to finish a project in class?
I really like it. It’s okay. I don’t like it.
7.
How do you feel about being a part of a group that works together to complete a project for your school work?
I really like it.
It’s okay. I don’t like it.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
The above rating scale may be adapted for ILSL classes.
From Student Evaluation: A Teacher Handbook . Saskatchewan Education. (1991)
Observation Checklist for the Assessment and Evaluation of Affective Aspects
Evaluation Criteria
A.
Task Attitude

Shows enthusiasm


Cooperates with others works hard at improving
 can work with others on a team
 shows consideration for the safety and well-being of others
B.
Motivation

Can work by him/herself

Is able to predict/understand the tasks to be done and completes them without being told
C.
Reliability

Can be trusted

Is able to follow oral and written directions

Is on time with tasks

Attends class regularly

Meets responsibilities
D.
Flexibility

Is able to learn new methods of doing things easily

Can adapt to new assignments easily

Follows detailed directions well
In Evidence Not in Evidence
The above checklist may be adapted to be used by the teacher or the students (for peer or self-evaluations).
From Student Evaluation: A Teacher Handbook . Saskatchewan Education. (1991)
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Student Name:
Date or Time Period of Assessment:
Never Seldom Often Always
1.
The student works with a wide range of peers, not just with close friends.
2 3 4
2.
The student willingly shares materials and ideas with others.
3.
The student shows respect for others by listening and considering other points of view with group work.
4.
The student follows group work rules as established for the activity.
1
1
1
2
2
2
3
3
3
4
4
4
5.
The student fulfils his/her work responsibilities in the group.
6.
The student exhibits appropriate work behaviours during time set aside for group work.
7.
The student participates in discussions during the time sets aside for group work.
1
1
1
2
2
2
3
3
3
4
4
4
8.
The student contributes ideas to the group efforts during the discussions in the time set aside for group work.
1 2 3 4
The above sample rating scale may be adapted to be used by teacher or students (for group or self-evaluation).
From Student Evaluation: A Teacher Handbook (p.85), 1991, Saskatchewan Education.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Students Name:
Date or Time Period of Assessment:
Scale:
3 = Words are clear.
Voice is well modulated.
Speech is well paced.
Pause and/or stress is appropriate.
Voice is loud enough to be heard easily.
Vocabulary used is appropriate.
2 = Some words are not clear.
Voice has some modulation.
Rate of speech is at times too quick for the listener to catch the full meaning.
Voice dropping in volume
At times makes it difficult to get the full import of the presentation.
1 = Many words are not clearly spoken.
Rate of speech is either too fast or too slow.
Pauses or emphases for effect are not in evidence.
Voice is too soft, making it difficult to hear.
Comments
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
The previous rating scale may be used as a model. The teacher in consultation with the students may develop a similar or more appropriate one. The rating scale may be used by the teacher or by the students (for peer or self-evaluation).
Adapted from Student Evaluation: A Teacher Handbook , December 1991,
Saskatchewan Education.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Progress Report for Language Classes
Student: Grade:
School:
1.
Emerging Phase
2.
Developing Phase
3.
Extending Phase
4.
Specialized Phase
U = Usually
O = Occasionally
S = Seldom
Teacher:
Date:
(1) Very Good
(2) Satisfactory
(3) Is Improving
(4) Needs Improvement
N/A Not Applicable
Social and Personal Growth:
Accepts responsibility.
Pays attention in class.
Demonstrates independence.
Follows directions.
Completes assignments.
Demonstrates ability to self-correct.
Displays a positive attitude.
Cultural Awareness:
Is becoming aware of cultural significance of vocabulary.
Is beginning to learn how to approach Elders in a respectful manner.
Is beginning to listen and recognize vocabulary related to cultural activities.
Is beginning to appreciate and understand the importance of one’s culture.
Is beginning to use vocabulary in different contexts.
Comments
Comments
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Listening:
Understands oral communication.
Follows directions.
Listens for enjoyment.
Speaking:
Participates in conversations.
Pronounces correctly.
Uses accurate sentence patterns.
Retains more vocabulary.
Writing:
Copies diacritics correctly.
Uses accurate sentence patterns.
Spells appropriately.
Reading:
Understands what is being read.
Recognizes vocabulary.
Applies word attack skills.
Reads fluently.
Adapted from English as a second Language: An Introductory Handbook for Teachers Kindergarten to
Grade 8 (Draft 1993), Saskatchewan Education.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Portfolio:
This is a collection of student’s work which may be used for teacher evaluations, by students to self-evaluate their progress, or to show to parents as examples of the student’s work. The student and/or teacher decide on what to include and whether there will be a limit to the amount of material to be kept in the portfolio. The portfolio might be a large envelope or a file folder stapled to make a container. Each item included should be dated and may include a comment or mark achieved. These collections are a convenient tool to report student progress to parents/guardians or caregivers.

Assessment station:
This is a designated area where students may perform tasks for evaluation purposes.
Students are evaluated in groups or individually. For the language classes this may be a listening centre where students practice speaking into a tape recorder or listen to tapes and practice specific vocabulary. This assessment can be administered during classroom time. Another example of an assessment station for languages would be the use of computer games and drills for vocabulary enhancement and grammar study. Whether the assessment station is in or outside the classroom, clear instructions outlining where to go, how much time to be spent at each station or for each task, should be established. Assign work for students to do upon their return to the classroom. The instructions may be written on the chalkboard and/or a card or paper. Prepare a timetable indicating ten or fifteen minute interval. Students may choose the time they want to go for their assessment. Use rating scales or checklists indicating specific points that are being assessed.

Group Assessments:
Learning and using language involves social activities. An observation checklist rating scale or anecdotal record may be used to describe how well students function in group situations. The comments made, items checked or marked assigned may be done by the teacher or the students, assessing themselves or their peers in their groups. Participation, willingness to work cooperatively, willingness to respect the views of others are some of the areas that may be assessed.

Checklists:
These help to check that each student is listening, participating and speaking during the day to day lessons. Checklists may be planned in cooperation with the students and completed by the teacher or by the students. The items to be checked will generally reflect the objectives of a lesson are: to pronounce certain words correctly, to use them in sentences while conversing with a partner and for partners to help each other, then those items would form at least part of the checklist. The items may be checked by the teacher or by the students.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30

Rating Scales
These may be used to rate students’ progress. The criteria as well as the marks assigned may be determined in consultation with the students and should reflect the objectives of a lesson, project or unit. For example, if the objectives include working cooperatively in a group situation, listing 6 open-ended questions for an interview and be completing the assignment on time, then those are the items to be rated. The teacher and/or students may determine the scale (1-5, marks out of 10, etc.) to be used.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Sample Letters to Parents/Guardians and Caregivers
The following is a sample letter to parent/guardians and caregivers that might be sent at the beginning of the year to explain the evaluation strategies to be used. Please adapt the letter to suit your situation.
Date
Dear Parent/Guardian or Caregiver:
This letter is to inform you about (name of class). Your son’s/daughter’s performance and progress in the class will be assessed on an ongoing basis using different methods. This letter includes information on how your child’s mark/grade in (name of class) will be given. As you read on, you might think of some questions to ask your child or me to explain that would help you to understand how a student’s progress is determined.
Our curriculum recognizes and puts emphasis on various components of the learning process. Firstly, there is a certain amount of content/knowledge that students need to grasp. To be successful with the content, students need to develop certain skills. Specific processes and opportunities are necessary to develop use of those skills. Lastly, the attitudes that are necessary and essential to encourage the development of young people who can work with others in a positive and constructive way are emphasized. These are considerations when students are assessed for skills in listening and comprehension, speaking, reading and writing.
Rating scales or checklists will be used during class to record students’ progress while working in groups or while working alone. They will also be used during the fluency testing. The cassette tape will be used during “choice time” and during the fluency test.
The information plus work samples will be kept in a file folder for each student.
Your son/daughter can explain to you in more detail how he/she will be evaluated because the class as a whole discussed and determined the schedule and criteria of some of the testing.
If you have questions, you may contact me at (phone number).
I am looking forward to communicating with you about your son’s/daughter’s progress in
(name of class).
Sincerely,
(teacher’s name)
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
The following is a sample letter to parents explaining a special project at school and requesting specific items needed. Please adapt it to suit your situation.
Dear Parents/Guardians or Caregivers,
On
, we will be making “ “ (soup) in our language class. If you are able, kindly send with your child one of the following “ “
(vegetables). We’ll be cutting them at school as part of our project.
One potato
One carrot
One tomato
One onion
Celery
Thank you very much, (Marsi Chogh)
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Sincerely,
The following is a sample letter to parents requesting various items that will be used during the course of the year. Please adapt it to suit your situation.
Dear Parents/Guardians or Caregivers,
Throughout the year our class will need a variety of items. If it is convenient for you, we would appreciate you saving some of the following items and sending them to school with your child.

Magazines, catalogues (especially those with a lot of pictures)

Puppets

Writing supplies - envelopes, paper, wallpaper, note cards (new or used)

Paper – a variety of sizes, colour and textures (including computer paper)

Fabric, yarn, felt and large needles for sewing

Dress-up clothes, clothes pegs

Games and puzzles

Pictures, large or small, especially of people involved in various everyday activities, also of animals, plants, fish, weather, foods, buildings and furniture

Local field trip suggestions (perhaps where you have a personal connection or interest).
Thank you kindly.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
The following is a sample letter to parents requesting volunteers to assist in and out of the school. Please adapt it to suit your situation.
Dear Parents/Guardians or Caregivers,
We plan to have a variety of activities in our Language class during the school year. In order to carry these out, we will need help from adult volunteers from time to time. If adults in your home are willing to help, please indicate their names and what they might be prepared to do.
Assistance in class:
Work with small groups of children.
Help with speaking, reading or writing (language).
Help with special projects (e.g., cooking, making puppets, field trips).
Take pictures of help with videotaping class events and activities.
Share a hobby or tell about your job.
Other (please include your suggestions):
Assistance from home:
Act as a volunteer contact person. We would like one or two adults who would be willing to work with the teacher to telephone volunteer when they are needed.
Bake or cook for class celebrations.
Use your computer to create books of stories the children have written. We will photocopy them for each child.
Name(s):
Mend torn dress-up clothes.
Make a puppet theatre.
Other (please include your suggestions):
Days of the week most likely available:
Thank you in advance for volunteering your time and talents. With your help, our class will have a great year!
Sincerely,
Page 50

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
A Sample of ‘Teacher Talk’
The following is a sample of ‘teacher talk’ which is one of the many suggested strategies for teaching a second language. Although it is written in English, the conversation would, of course, occur in the language being taught.
Teacher Talk
By Jean L. Bellegarde and Terry J. Klokeid
Teacher talk occurs when the instructor, who is a fluent speaker of the target language, uses a simplified version of the language to converse with the students. It is structured to elicit short answers from the students and can be structured to move into new and longer sentences. The instructor must plan carefully because although a simplified language is being used it must be authentic. The objectives must be clear so that only specific information is given to the students to master. The instructor will probably use this technique after the students have acquired some vocabulary. The strategy is also useful for introducing new vocabulary. In the process of using teacher talk the instructor will use exaggerated actions so that the students can grasp what is being said without necessary understanding every word that is being said.
As an example, consider the following session where the teacher has already introduced the terms for weather conditions and verbs such as: to be tired; to read; to sleep; to jog; to work and to go outdoors. The students have also had a class where a dialogue including questions about past and present weather conditions.
It is raining, cold and there are strong winds on this particular day. The objective is to reinforce this knowledge and to give the students a chance to use the language to talk about present and past weather conditions. The following dialogue with the students would take place.
The people involved are: T = Teacher; Bill, Cam, Sam, Quinn, Lori, Kelly = students .
T
Bill
T
Bill
T
Lori
T
Lori
Hello Bill! How are you?
I am fine today.
What is the weather like today?
(Bill has a puzzled look on his face. So the teacher turns to Lori.)
Lori, what is the weather like today?
(Here the teacher looks towards the window using exaggerated motions in an attempt to give a hint as to what she is talking about.)
What?
What is the weather like today?
It is a nice day? (weather)
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
T
Sam
T
Sam
T
T
Quinn
T
T
T
Cam
T
Cam
Ahh, Sam, is it a nice day? (weather)
No.
Well, what is the weather like?
It is raining today.
Yes it is raining today.
(Here the teacher could nod yes and make motions with her hands to imitate rainfall.)
Quinn, is it just raining?
(Again the teacher looks toward the window.)
No, it is windy also. yes, it is windy and it is raining.
(at this point, the teacher is giving everyone the chance to volunteer the answer. Several hands are raised.)
Is it just windy and raining?
The teacher with a questioning look just nods directly at Cam who has not yet been addressed.
It is raining and windy and it is also cold.
(Still keeping eye contact with Cam) And last night, did it rain?
I did not go outside last night.
(Cam has changed the direction of the conversation and the teacher will have to decide whether to guide him back to the original topic or to pursue
T
Sam
T
Sam
T this new direction. The topic has changed.)
Ahh, you did not go outside last night. Sam, did you go outside last night?
Yes.
Did it rain last night?
No, it was moonlight.
(The teacher should gesture indicating that she agrees wit Sam at the same time she would look at the rest of the class. Sam has introduced yet another topic.)
Ahh, it was moonlight.
What did you do last night? T
Sam
T
Kelly
T
Kelly
(Sam has that quizzical look so the teacher turns to another student with the same question.)
Kelly, what did you do last night?
I did not go outside either. I sleep.
Ahh, you slept. Were you tired?
Yes, I was tired
(Sam has now understood the question and is raising his hand to answer
T
Sam
T the question.)
Okay, Sam, What did you do last night?
I jogged.
Ahh, you went jogging.
This conversation may continue for as long as the students are interested. However teacher talk should not be used until the teacher is assured that all or most students are at the same level of speaking and comprehension. There is the danger of confusing those
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30 students who are not ready to review specific verbs. There will probably be questions about certain aspects of the vocabulary. In that case, the teacher should use his/her own judgement as to how much explanation is required at this particular time. Or he/she can take note of students’ concerns and create a lesson plan to address their interests and concerns or give additional examples to explain concepts.
The words that are in capital letters and bold letters indicate the proper tense that the student should have used or words that are needed to represent an authentic Dene sentence. The teacher can emphasize their pronunciation to bring them to the students’ attention.
From linguistics 327 notes by Jean L. Bellegarde and Terry J. Klokeid with permission of the authors.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
The wisdom of the Elders is central to cultural learning according to the Denesuline perspective. Elders are the “keepers of knowledge” and it is their guidance that
Denesuline people seek as they strive for balance in their relationships with the Creator, the natural work, other people and themselves.
It is to the Elders and the Denesuline Curriculum Development Committee and the
Western Canadian Protocol Working Group turned for guidance on issues of language and cultural learning. The following Elders’ comments are excerpted from the many oral and written sources that informed the development of the Framework and the development of the Denesuline Curriculum.
Note: Denesuline Elders perspective will be referred to in the near future.
“We use the circle as the means of teaching. It is not a straight line type of teaching that we use. With us, everything is connected and interconnected.”
Parent Council member Joe Duquette High School, Saskatoon (Haig-Brown et al., 1997, p.96)
“ The time the White man first came to this country, he saw there was a lot of land…It was a beautiful land, a land that was here in order for us to make our living from it. This land provided us with things, gave us a good life and we were able to survive by all the resources available to us….The Creator had placed them on the land for our use and though they were taken, continues to protect us…which is why we were never completely destroyed and why we are still okay today. If the White man had a better understanding of what the land meant to us, he would have thought differently about us.”
J.B. Tootoosis, Deceased, pound-maker First Nation (Saskatchewan Indian Cultural Centre, http://www.sicc.sk.ca/cgi-bin/sicc/epage.pl?
)
“Respect for nature came by watching. If my dad killed a beaver or a goose or anything, it was never put on the ground, and everything was kept clean. They didn’t throw the insides to the dogs, they had a dig-out and that’s where they would bury it. They didn’t just throw it in the garbage… the pouch in the throat of the moose, they took it and they hung it in a tree. There was respect for the dead moose. And you kept the water clean: you didn’t dump things in the water.”
Nellie Munro, Norway House ( Frontier School Division No. 48, 1995, p.49)
“ The place we lived was nick-named “moccasin Flats”. That’s where the Metis lived and it was the way the Metis always lived. They called us “Road Allowance Indians”. We lived on the outskirts of the reserve or on the outskirts of the dominant white society. The term was derogatory to people who used it that way, but to us it wasn’t; it was where we chose to live.”
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Edward Head, Metis, Cold Lake, Manitoba (Frontier School Division, 1995, p.4)
“Some of our family are living in urban areas. That’s no excuse. Families can still keep in touch and they need to… The responsibility for anyone with any problem lies with the family ‘cause that is the way our people were historically, ‘cause that’s where the basic help was all the time, whatever you dealt with. If a problem went beyond the control of the family, then it expanded to the larger family, you know, discussions of that. Failing that, then there were advisory groups responsible to the chief who those problems could be placed under and dealt with.”
Roy Haiyupis, Ahousat (Nuu-chah-nulth, 1995, p.172)
“ We must redefine and redevelop our profile of what our child is: HE is not something to develop the economy. He is a spirit.”
Wes Fineday, Regina Sk
“I had no schooling. When I was a kid, I used to watch people steadily. I would go to my
Grandmother and she told me what rules to follow.”
Vernon Makokis, Saddle Lake, AB
“ We never forced anybody because we are not supposed to do that. We just share and if that person wants to learn more, then that person just keeps coming back to the Elders to find out the importance of Spiritual identity. We have to try to be good all the time.”
Walter Linklater, Thunderchild First Nation (Saskatchewan Indian Cultural Centre, http://www.sicc.sk.ca/cgi-bin/sicc/epage.pl?161
)
“ In our system of education, knowledge is earned. One learns to listen, like a human being who has the gift to hear what is said. We don’t put knowledge in a person’s head or hand.
We give directions, not answers. We don’t trap people into thinking answers are given from the outside. Answers come from the inside.”
Wes Fineday, Regina SK
“Here are some things for young to use: Do what an Elder tells you and at the same time develop your own understanding and follow that.”
Maggie Okanee, Born 1876, Deceased, Cree Turtle Lake First Nations (Saskatchewan Indian
Cultural Centre, http://www.sicc.sk.ca/cgi-bin/sicc/epage.pl?93
)
“The people had carefully organized themselves according to their knowledge, wisdom and abilities…The men had many abilities; some were canoe builders, carpenters and weather predictors. Often each man possessed several abilities, which old people call “gifts”.”
Andrew Evans, Norway House, MB (Apetagon, Vol.II, 1992, p.8)
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
From the perspective of the Aboriginal people, the post-contact period is characterized as a time of great dislocation. Colonizing forces disrupted their fundamental relationships and their way of being in the world. However, time and experience have shown that
Aboriginal people are survivors. Despite the intensity of the assimilative forces, their worldview continues to provide meaning, direction and a sense of integrity to those who were given or who made the choice to listen.
“ My grandmother was a boarding school product and on my mother’s side, my father went to the same boarding school that her mother went to. Like it seems that we have lost about three generations of teaching but it was easy for us to go back to our teachings.”
Maria Linklater, Cree, Thunderchild First Nation (Saskatchewan Indian Cultural Centre, www.sicc.sk.ca/dgi-bin/epage.pl?162
)
“ Our culture is very important to us. I believe that if we lose our language, our dances, our music, our tales handed down from generation to generation by our Elders, we lose what our country means to us. We must keep our language, our culture and our land so that, even Canada, we can still feel that we have our own country.”
Mary John (in Moran, 1988, p.159)
“ In labeling children as “gifted” or “not gifted”, rather than calling attention to their specific abilities, we begin thinking that children are naturally clustered into well-defined groups, “gifted” and “non-gifted”.”
Cultural teachers in First Nations communities place a great deal of emphasis on spirituality—not to be confused with forms of organized religion! These teachers stress that each individual human has been designed by the Creator and each of us has a specific purpose to fulfill on earth.”
John W. Friesen (1997, pp.27-28)
Aboriginal educators and Elders have envisioned as education for their concern that strengthens and inspires by focusing on traditional wisdom. They have envisioned an education where the young people of today are helping in creating a peaceful balance within themselves using Aboriginal “laws” as a guide. The “laws” which govern life, are not laws in the literal and mechanistic sense. They are perspectives that can help young people while establishing or strengthening their personal identities. They are perspectives that enable Aboriginal people to live with integrity, regardless of the environment or circumstances in which they find themselves.
Most importantly for Aboriginal educators, these perspectives are supported with an abundance of time-tested learning resources in the form of oral traditions. Though the stories from the oral tradition have been used in formal classrooms in the past, they are only recognized as valuable and integral learning resources when the perspectives that they communicate are understood and recognized as legitimate.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Here, in their words, are Aboriginal voices that speak clearly and persuasively about the need for and the right to culture and language programs based on Aboriginal perspectives.
“We came from a system of laws and relationships. The laws were the parameters of acceptable behaviour within each relationship. Our lifestyles have changed a lot but the necessity to survive with integrity is still in me. We must evaluate our discussion in a way that we can identify the principles.”
Wes Fineday, Regina, SK
“ We need the Elders to provide us with the guiding principles and to interpret for us how the traditional principle are to be translated in the contemporary urban context.”
George Calliou, Cree Sucker Creek, AB (1997, p. 224)
“ Business cannot be separated from the environment. The environment cannot be separated from the government. Government cannot be separated from social and economic issues. People cannot be separated from all of the above. Perhaps it is time to recognize this and make efforts to reinstate a whole-life perspective in education.”
Patrick Kelly, Sto:lo Nation (Jenson and Brooks, Eds., 1991, p.145)
“Language…is not just a neutral instrument (for communication). Rather it shapes our very conceptualization of phenomena, such that some phenomena are not translatable into another language and some language shave no words for certain phenomena found in other cultures. We Aboriginal people are forced to speak the foreign language of the English to convey a lot of our spirituality, our thought, our essence. Unfortunately, it is not adequate to the task. So, if the people want to understand us and the things in which we take pride, they should learn our respective languages. I am proud of my Cree language and heritage.”
George Calliou, Cree, Sucker Creek, AB (1997, pp.223-224)
“Our kids are losing their identity. They don’t know their history. My grandparents taught me the dangers, what to respect, etc. they told me to never forget where I came from. When our kids come out of school, who are they? Who do they belong to?”
Roddy Blackjack, Little Salmon/Carmacks, YT
“We know that the world will be a much different place when our children become adults and take responsibility for our community. We must now decide what we want our children to know and what traditions to carry from our ancestors.”
Peigan Education Committee, 1985 (Assembly of First Nations, 1990,. p.13)
“Indian parents have the right to directly influence the education of their children. This right, which was guaranteed through treaties, should never become a privilege.”
Alexis First Nation (Assembly of First Nations, 1990, p.12)
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
“ We have a litany of what we have viewed as the one item that will save our languages.
This one item is quickly replaced by another. For instance, some of use said, “Lets get our languages into written form” and we did and still our Native American languages kept on dying. Then we said, “let’s develop culturally relevant materials” and we did and still our languages kept on dying. Then we said, “lets use language masters to teach our languages” and we did and still our languages kept on dying. Let’s put our language speakers on CD-
RO-ROM. Finally someone will say let’s flash freeze our remaining speakers.”
Richard E. Littlebear (Cantoni, Ed., 1996, p. xii)
“ In 1960 we started out by organizing ourselves to bring back our dances and songs. The young people are so willing to learn our ways. But I can’t be out too much anymore. We are tired.”
Mary John, 1997, Prince George, BC
“Some of those who are intent on learning the language feel frustrated at the lack of opportunity to use it and find that they are not able to progress past a certain point without the chance for more language immersion experiences.”
Jan Hill, Mowhawk (Freeman, et al., 1995, p. 63)
“To reverse this influence of English, families must retrieve their rightful position as the first teacher of our languages. They must talk our language everyday, everywhere, with everyone, anywhere. But if they are going to relinquish this teaching responsibility to the schools, then they must be supportive.”
Richard E. Littlebear (Cantoni, Ed., 1996, p. xiv)
“ The Aboriginal community must be the central decision-maker in any initiative on
Aboriginal language maintenance…(and also) the support of the majority culture and the particularly policy makers, is essential in making Aboriginal language policies work.”
Barbara Burnaby (1996, p. 33)
“Over and over, people who have come to our communities to get information, go away and write up and interpret and when we see it, we don’t recognize it. Which person? Which family? Which village was involved in developing the materials? We prefer our own way of learning.”
Mary John, Prince George, BC
Summary
The quotations in this section are intended to illustrate the vast wisdom of Aboriginal
Elders as “keepers of knowledge” and as educators within a traditional system of learning. The Western Canadian Protocol (WCP) acknowledges the necessity of guidance from the Elders if this document is truly to reflect Aboriginal perspective. However, this section of the document is only the beginning. Each community wishing to establish a culture and language program must turn to its own Elders for guidance. It is only with
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Elder support that Aboriginal language and culture programs can succeed in achieving the goal of language revitalization.
Our Relationship with the Natural World
People are not greater than the things in nature. The natural world has its own laws, which must be respected if people are going to be sustained by it.
People are identified by the land they have historically inhabited and on which they have learned to survive.
Even today, it is necessary to live with the laws of nature and to feel a part of it.
Our Relationship with One Another
Agreement on rules enables cooperation and group strength, which is greater than individual strength.
Identity comes from being in respectful relationships with others, particularly in the family/clan community and nation.
Our Relationship with Ourselves
Each person is born sacred and complete.
The Creator has given each person the gift of their body and the choice to care for and use their bodies with respect.
The Creator has given each person the capacity and choice to learn.
The Creator has given each person talents and strengths to be discovered and the choice to develop and share the gifts.
In the early contact period, the relationship between the European and Aboriginal populations was one of mutual respect.
The forces of contact created much dislocation in the lives of the Aboriginal people.
The Indian Act of 1876 ands the subsequent amendments had the effect of destroying
Aboriginal values and identity.
Despite the many negative effects of colonization, the perspectives and values of the
Aboriginal people were maintained.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Aboriginal people work to maintain their identity as nations within Canada.
The mainstream culture has begun to explore, appreciate and apply Aboriginal perspectives for their inherent value.
In recent times, the Aboriginal nations and people have worked toward decolonization and partnership with mainstream society.
Perspectives-Based Culture and Language Education
The Aboriginal perspective is as useful as it was in the past in helping people live with integrity, especially as people relocate into urban areas or away from kin.
The Aboriginal perspective will guide young people into making choices, which will prepare them for their future as capable adults.
The Aboriginal perspective helps in understanding the value or purpose of things, or in making personal decisions.
The Aboriginal perspective helps people to be empowered.
Language and culture are inseparable. Both are necessary to instill identity in its fullest sense.
Aboriginal Rights
There is a need and an inherent right to maintain the Aboriginal languages of our culture.
Young people represent the future of our culture.
The Aboriginal children will benefit from being taught the language and culture of their people.
Local Control
Past efforts have not been sufficient in stabilizing or revitalizing the Aboriginal languages and cultures.
Communities and schools must work together to strengthen the languages and cultures of the Aboriginal nations.
Local communities must be the ones to create and control language and culture programs to suit their particular needs.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Denesuline10A
Months: August to January
Themes: Fall, Freeze-up and
Winter
Concepts/Topics
Rationale and
Introduction
Daily Routine
Dialects
Sound System
Elders Protocol
Storage and
Preservation of
Natural Material
Length
3 hours
100 hours = 1 credit
Time allocation:
Fall – 40 hours
Freeze-up – 30 hours
Winter – 30 hours
Instructional Approaches:
Direct Instruction
Indirect Instruction
Independent Study
Experiential Learning
Interactive Instruction
Theme: Fall
Objectives
Students will discuss the objectives of the
Denesuline Language and Culture Program.
Instructional Approaches
Brainstorm
Structured Overview
20 minutes per day - Daily routine
Students will review daily routine: greetings, commands/verbs - 2 words per lesson increase accordingly, calendar, seasons, weather, sound chart.
10 hours
3 hours
2 hours
Students will learn about the 3 dialects and the local sound system.
Students will learn the Standard Roman
Orthography.
Students will learn proper protocol upon invitation to an Elder/Resource person.
Direct Instruction
Independent Study
Discussion
Role Play
Students will learn the kinds of natural material available for harvesting and learn the proper storage and preservation methods.
Example: spruce roots, birch bark, red willows,
Direct Instruction
Drill & Practice
Communicative Approach
Direct Instruction
Independent Study
Experiential Learning
Common Essential Learnings:
C – Communication
N – Numeracy
PSSV – Personal Social Skills and Values
TL – Technological Literacy
IL – Independent Learning
CCT – Critical and Creative Learning
Resources
Video: Hawaiian
Immersion
(SICC),
Denesuline
Language
Festival (LLIRB
Libraries)
Calendar
Word List/Bank
Posters: Seasons, weather
Standard Roman
Orthography
Chart
Evaluation
Written assignment
On-going anecdotal notes
Oral and written quizzes
Oral and written quizzes
CEL’s
C, IL, CCT,
PSSV
C
C, IL,
Resource People
Collect natural material listed
Student
Feedback
On-going anecdotal notes
Assignments
C, PSSV, CCT
C, PSSV, CCT,
IL
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30 moss, pine cones, lichen, etc.
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Concepts/Topics
Traditional
Herbs/Medicine Unit
Traditional Craft
Unit
Other sample Units: willow basket making, tamarack goose decoy unit, duck unit and moose unit.
Review and assessment
Length
7 hours
10 to 12 hours Students will learn how to make traditional crafts and clothing: mittens, moccasins, moss bag, fur hats, shields (wall hanging) and vest.
2 hours
Theme: Fall
Objectives
Students will learn the kinds of medicinal plants for harvesting and learn the proper storage and preservation methods.
Students will learn the inclusion of scientific knowledge of aboriginal peoples.
Example: rat root, mint, spruce gum, labrador tea, rose hips, tree sap,
Teachers will review and organize the assessment process according to the instructional approaches used and objective requirements.
Instructional Approaches
Experiential Learning:
Field trip and observations
Interactive Instruction:
Circle of knowledge
Students will be given a choice to create a project from previous units of study
Direct Instruction:
Structured Overview,
Explicit Teaching,
Demonstration
Independent Study:
Learning activity package
Interactive Instruction:
Cooperative Learning Groups

Evaluation should imply not only the testing of the students but also assessment of the language/culture program.
Resources
Local Resource
Person/teacher to teach the uses of traditional medicinal plants.
Local Resource
Person/teacher to teach how to make traditional crafts and clothing.
Resource Books:
How make mittens, mukluks and tamarack goose decoys
(Lac La Ronge
Indian Band
Curriculum
Resource Unit)
Student
Evaluation: A
Teacher
Handbook (Sask.
Ed)
Evaluation
Research
Assignment on traditional plants
Example: booklet, poster, and/or flashcards.
Participation
Completed project: i.e. mittens, moccasins, moss bag, fur hats, shields
(wall hanging) and vest.
Oral and written quizzes
CEL’s
C, PSSV, TL, IL,
CCT
C, PSSV, IL,
CCT
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Concepts/Topics
Daily Routine and
Journal Writing
Local Tree Unit
Survival Unit
Traditional Foods
Length
10 minutes per day – Daily routine
15 minutes per day - Journal writing
5 hours
5 hours –
Survival Skills
Unit
Theme: Freeze-up
Objectives
Students will review daily routine: greetings, commands/verbs - 2 words per lesson increase accordingly, calendar, seasons, weather, sound chart.
Students will write in their journals topics of their choice starting with teacher initiated sentences.
Example: I ate eggs this morning.
Duhu k’abi egheze begha shesti.
Students will learn the names of local tree and parts of the trees.
Students will develop a follow-up activity: i.e. poster, book, flashcards, video.
Students will learn bush survival skills through observation and experience.
Students will learn bush survival skills i.e. identify proper material required to build a shelter and campfire.
Instructional Approaches
Direct Instruction:
Drill & Practice
Interactive Instruction:
Cooperative Learning
Direct Instruction:
Structured overview
Demonstration
Experiential Learning:
Field trip
Field observation
Experiential Learning:
Field trip
Field observation
Culture Camp
5 hours Students will learn the ingredients in Dene orally and in written form.
Direct Instruction:
Demonstration
Explicit teaching
Interactive Instruction:
Cooperative Learning
Experiential Learning:
Field trip
Field observation
Culture Camp
Resources
Calendar
Word List/Bank
Posters: Seasons, weather
Evaluation
On-going anecdotal notes
Oral and written quizzes
CEL’s
C, PSSV, CCT,
N
Posters
Samples
Resource Person
(if necessary)
Oral and written quizzes
Class assignments
Projects
C, TL, IL,
CCT
Resource Person
(if necessary)
Video
Ingredients/
Cooking Ware
Resource Person
(if necessary)
Books: Grandma
Let’s Make
Bannock (NLSD)
Participation
Anecdotal records
Observation
Checklist
Participation
Anecdotal records
Observation
Checklist
C, PSSV, CCT
C, PSSV, IL,
CCT, N
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Concepts/Topics
Language Arts
Project
Length
10 hours
Review and assessment
2 hours
Theme: Freeze-up
Objectives
Students will select a topic from the area of study and develop a Denesuline Language Arts Project.
Students will be given a choice to create a project from previous units of study and develop a project: i.e. poem, short story and/or song.
Teachers will review and organize the assessment process according to the instructional approaches used and objective requirements.
Instructional Approaches
Direct Instruction:
Demonstration
Explicit teaching
Interactive Instruction:
Cooperative Learning
 Evaluation should imply not only the testing of the students but also assessment of the language/culture program.
Resources
Resource Books:
Indian Languages
Resource Books,
ESL/ESD (Sask.
Ed)
Videos:
Denesuline
Language Arts
Festival
(La Loche)
Resource Person:
Mr. Ed Cook
Elders
Student
Evaluation: A
Teacher
Handbook
(Sask. Ed)
Evaluation
Oral and written quizzes
Group or individual assessment
Presentations
Class assignments
CEL’s
C, PSSV, TL, IL,
CCT
Oral and written quizzes
C, PSSV, TL, IL,
CCT, N
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Concepts/Topics
Daily routine and journal writing
Local Fish Unit
Length
10 minutes per day - Daily routine
15 minutes per day - Journal writing
10 hours
Theme: Winter
Objectives
Students will review daily routine: greetings, commands/verbs - 2 words per lesson increase accordingly, calendar, seasons, weather, sound chart.
Students will learn the names of local fish and general internal organs.
Students will learn how to create an art project using fish scales, fish bones and fish identification project.
Involvement between students and teacher/resource person in fish preparation.
Follow-up: Cook and eat fish. Encourage use of oral language throughout all activities. Example: fish preparation learn the terminology of all parts of the fish and conversation during meal time
Instructional Approaches
Direct Instruction:
Drill & Practice
Demonstration
Interactive Instruction:
Cooperative Learning
Circle of knowledge
Direct Instruction :
Demonstration
Structured overview
Interactive Instruction:
Cooperative Learning
Circle of knowledge
Experiential Learning:
Ice-Fishing/Net Fishing
Field observation
Culture Camp
Denesuline
Conversational Unit
5 hours Students will learn basic conversational dialogue.
Students will develop a story sequence to be role played in preparation for drama unit.
Direct Instruction :
Demonstration
Structured overview
Interactive Instruction:
Cooperative Learning
Role Playing
Discussion
Resources
Calendar
Word List/Bank
Posters: Seasons, weather
Evaluation
On-going anecdotal notes
Oral and written quizzes
CEL’s
C
Local Resource
Person/teacher to teach the terminology of local fish and preparation.
Posters: fish available at
SERM
Flashcards
(NLSD)
Elders
Denesuline Story
Books
Video:
Denesuline
Language
Festival or
Aboriginal
Drama
Presentations
Participation
Anecdotal records
Observation
Checklist
Oral and written quizzes
Participation
Class assignment
Performance
Test Items
C, PSSV, IL,
CCT, N
C, PSSV, IL,
CCT, N
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Concepts/Topics
Drama Unit
Length
10 hours
Final Review and evaluation
5 hours
Theme: Winter
Objectives
Students will learn to use the oral and written language through role play.
Students will learn common terminology and gestures used on a daily basis.
Students will be able to present their drama/play to an audience i.e. Christmas concert and/or
Denesuline Language Festival.
Students will be required to use Denesuline language.
Sample activities: Song, cultural presentation and/or poetry, dialogue.
Teachers will review and organize the assessment process according to the instructional approaches used and objective requirements.
Instructional Approaches
Direct Instruction :
Demonstration
Structured overview
Interactive Instruction:
Cooperative Learning
Circle of knowledge
Experiential Learning:
Field trip
Field observation

Evaluation should imply not only the testing of the students but also assessment of the language/culture program.
Resources
Denesuline Story
Books
Video:
Denesuline
Language
Festival or
Aboriginal
Drama
Presentations
Elders
Student
Evaluation: A
Teacher
Handbook (Sask.
Ed)
Evaluation
Participation
Class assignment
Performance
Test Items
CEL’s
C, PSSV, IL,
CCT, N
Oral and written quizzes
C, PSSV, IL,
CCT, N
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Denesuline10B
Months: January to May/or June
Themes: Winter, Spring, Break-up and
Summer
100 hours = 1 credit
Time allocation:
Winter – 30 hours
Spring – 30 hours
Break-up and Summer – 40 hours
Instructional Approaches:
Direct Instruction
Indirect Instruction
Independent Study
Experiential Learning
Interactive Instruction
Common Essential Learnings:
C – Communication
N – Numeracy
PSSV – Personal Social Skills and Values
TL – Technological Literacy
IL – Independent Learning
CCT – Critical and Creative Learning
Theme: Winter
Concepts/Topics
Rationale and
Introduction
Daily Routine
Dialects
Sound System
Length
3 hours
20 minutes per day
10 hours
Objectives
Students will discuss the objectives of the Denesuline Language and Culture
Program.
Instructional Approaches
Brainstorm
Structured Overview
Students will review daily routine: greetings, commands/verbs - 2 words per lesson increase accordingly, calendar, seasons, weather and sound chart.
Students will learn about the 3 dialects and the local sound system.
Students will learn the Standard Roman
Orthography.
Direct Instruction:
Drill & Practice
Demonstration
Interactive Instruction:
Cooperative Learning
Circle of knowledge
Direct Instruction:
Drill & Practice
Teacher Talk
Independent Study:
Homework
Resources
Video: Hawaiian
Immersion
(SICC),
Denesuline
Language
Festival
(La Loche)
Calendar
Word List/Bank
Posters: Seasons, weather
Evaluation
Written assignment
On-going anecdotal notes
Oral and written quizzes
CEL’s
C, IL, CCT,
PSSV
C, IL, PSSV
Standard Roman
Orthography
Chart
Oral and written quizzes
Classroom assignment
C, IL
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Theme: Winter
Concepts/Topics
Research Skills Unit
Length
4 hours
Elders Protocol 3 hours
Local History and traditional life styles.
8 hours
Review and assessment 2 hours
Objectives
Students will learn about documentation through use of technology i.e. photography equipment, audio/video recording, printing and research equipment.
Instructional Approaches
Direct Instruction:
Drill & Practice
Demonstration
Interactive Instruction:
Cooperative Learning
Independent Study:
Computer Assisted
Instruction
Students will learn proper protocol upon invitation to an Elder/Resource person.
Students will appreciate that the teachings of the Elders are valued and important.
Students will listen to stories as told by an Elder or local historian.
Discussion
Role Play
Teachers will review and organize the assessment process according to the instructional approaches used and objective requirements.
Students will develop a questionnaire to be used for interviews.
Instructional
Strategies/Methods:
Interactive instruction,
Cooperative Learning
Students will conduct an interview in pairs or independently.

Evaluation should imply not only the testing of the students but also assessment of the language/culture program.
Resources
Computers and related material and equipment
Library
Resources
Resource People:
Curriculum
Material
Developers
Resource People
Evaluation
Classroom assignment
Student
Feedback
On-going anecdotal notes
Cassette and/or video recorder
Student
Evaluation: A
Teacher
Handbook (Sask.
Ed)
Oral and written quizzes
CEL’s
C, CCT, IL,
TL,PSSV
C, PSSV, CCT
C, PSSV, IL,
CCT
C, PSSV, IL,
CCT, N
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Daily Routine and
Journal Writing
Dance Unit
Winter Festival Unit
Kinship Unit
Daily routine 15 minutes per day
5 hours
6 hours
7 hours
Students will review daily routine greetings, commands/verbs - 2 words per lesson increase accordingly, calendar, seasons, weather, sound chart.
Students will learn the local dances i.e.
Square Dancing, Red River Jig and/or
Drum Dances. Students will learn the terminology related the dance activities.
Direct Instruction:
Drill & Practice
Interactive Instruction:
Cooperative Learning
Students will learn the different steps and types of dances.
Students will be involved in experiential and cooperative learning.
Students will learn about the events that take place during a local winter festival.
Emphasis will be on Denesuline terminology and practical methods of events.
Students will learn the kinship terminology and extended family relationships.
Students will create family trees.
Students will participate in planning an in-school winter festival.
Sample activities: log sawing, bannock making, tea boiling, nail pounding, portage event, snowshoe, traditional handgames, firemaking, flour packing, dog races etc.
Students will identify and produce their personal family tree.
Students will identify family relations locally.
Calendar
Word List/Bank
Posters: Seasons,
Weather
Metis dances kit
– Gabriel
Dumont Institute or local library
Local Recordings ie:square dances
Buffalo River
Dene Drummers
Local Resource person
Equipment necessary for each event.
Family photographs,
Elders knowledgeable about local family relations,
On-going anecdotal notes
Participation and observation checklists
Participation and observation checklists
Student
Feedback
On-going anecdotal notes
C, PSSV, CCT,
N
C PSSV, CCT,
N
C PSSV, CCT,
N
C PSSV, CCT
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Birch Tree Unit
Review and assessment 2 hours
Traditional Food Unit
Camping Unit
7 hours
Daily Routine and
Journal Writing
Daily routine 15 minutes per day
10 hours
10 hours
Students will recognize and appreciate contributions made by aboriginal cultures.
Students will learn the proper harvesting and storage of the bark.
Teachers will review and organize the assessment process according to the instructional approaches used and objective requirements.
Direct Instruction:
Structured Overview
Demonstration
Interactive Instruction:
Cooperative Learning
Experiential Learning:
Field Trip
Culture camp

Evaluation should imply not only the testing of the students but also assessment of the language/culture program.
Human resources
Elders
The Elder’s Kit
Resource books
Crafts
Student
Evaluation: A
Teacher
Handbook
(Sask. Ed)
Participation
Anecdotal
Records
Observation
Checklists
C, PSSV, IL,
CCT.N
Oral and written quizzes
C, PSSV, TL,
IL,
CCT, N
Students will review daily routine: meetings, commands/verbs 2 words per lesson increase accordingly, calendar, seasons, weather, sound chart.
Students will learn to practice and promote healthy lifestyles and good conservation practices.
Students will learn safe use and proper handling of traditional foods.
Students will learn outdoor skills and other related tasks i.e. how to set up camp, kinds of wood to burn, fire safety, how to dress properly, how to make a campfire, how to cook over a campfire, natural environment preservation, canoeing, etc.
Direct Instruction:
Drill & Practice
Demonstration
Interactive Instruction:
Cooperative Learning
Circle of knowledge
Direct Instruction :
Demonstration
Structured overview
Interactive Instruction:
Cooperative Learning
Experiential Learning:
Field trip
Culture Camp
Direct Instruction:
Structured overview
Demonstration
Experiential Learning:
Field trip
Field observation
Calendar
Word List/Bank
Posters: Seasons,
Weather
On-going anecdotal records
Northern and traditional food guide
Resource people
Health resource people
Resource People:
Conservation officer
Certified
Instructors
Participation and observation checklists
Checklists on skills required
Observation checklists
C, PSSV, CCT
C, PSSV, CCT
C, CCT, PSSV
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Mini Cultural Gathering
Unit/Language Festival
10 hours
Final review and evaluation
5 hours
Students will organize and plan a cultural day and promotion of language.
Teachers will review and organize the assessment process according to the instructional approaches used and objective requirements.
Interactive Instruction:
Cooperative Learning
Experiential Learning:
Field trip
Culture Camp

Evaluation should imply not only the testing of the students but also assessment of the language/culture program.
Resource people,
Chaperones,
Elders
Denesuline
Cultural
Gathering
Recordings
(La Loche,
Buffalo River,
Fond Du Lac)
Student
Evaluation:
A Teacher
Handbook
(Sask. Ed)
Checklists on skills required
Observation checklists
C, PSSV, TL,
IL,
CCT, N
Oral and written quizzes
C, PSSV, TL,
IL,
CCT, N
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Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Denesuline 20A
Months: August to January
Themes: Fall, Freeze-up and
Winter
100 hours = 1 credit
Time allocation:
Fall – 40 hours
Freeze-up – 30 hours
Winter – 30 hours
Instructional Approaches:
Direct Instruction
Indirect Instruction
Independent Study
Experiential Learning
Interactive Instruction
Common Essential Learnings:
C – Communication
N – Numeracy
PSSV – Personal Social Skills and Values
TL – Technological Literacy
IL – Independent Learning
CCT – Critical and Creative Learning
Concepts/Topics Length
3 hours Rationale / History of the Denesuline language
Review of routine activities.
Objectives
Students will become aware of the importance of learning and retaining
Denesuline.
Students will learn about the state of
Aboriginal languages in Canada.
Review/Pre-test 2 hours Students will be pre-tested on previous knowledge such as daily routines, calendar activities,
Instructional Approaches Resources
Brainstorming.
Direct Instruction.
Information teaching.
Aboriginal language map of
Canada and United
States.
-State of
Aboriginal
Direct Instruction
List and practice sounds
Independent study languages survey reports
Sociolinguistic survey of
Saskatchewan.
Information worksheets
Quizzes
Worksheets
Evaluation
Interactive instruction.
Share orally knowledge about
Aboriginal
Languages.
Discussion
Debatea
Review sounds
Check oral and written quizzes, classroom assignments
CEL’s
C, CCT,
PSVS
C, IL
Page 73

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Dialects:
Athapaskan
Linguistic groups
Overview of the
Sound System
Introduction to the history of the
Denesuline language in comparison of oral, syllabics and orthography
4 hours
Hunter Safety
Hunting
Conservation and respect.
4 hours
4 hours
8 hours
Students will study the dialects of the
Athapaskan regions of Canada.
Students will review the sound system
Students will become aware of linguistic families.
Interactive instruction
Discussion-assigned questions
Discussion panels
Independent study
Map of dialects Observation
Student participation
Research assignment
C, IL,
PSVS.
Students will develop an appreciation for Aboriginal languages.
Students will learn about the history of the Denesuline language.
Students will compare the
Denesuline historical writing systems.
-Students will learn about hunting safety and about firearm safety
Students will develop understanding about the proper use of guns.
Direct Instruction
Independent study and research.
Direct Instruction-
Presentation
Interactive Instruction – questioning and discussion
Students will learn how respect and conservation are associated in hunting
Students will develop appreciation in legends about hunting
Students will role-play events associated with hunting using
Denesuline vocabulary.
Direct Instruction-
Demonstration
Indirect Instruction
Independent Study and research
Experiential Learning
Field observations and field trips: Moose and duck hunting
Storytelling and drama
Denesuline
Language
Structures: Various
Dene Gathering
Recordings
Discussions
Oral and written assessment
Transliterating
Video on Hunter
Safety, Hunter
Safety human resource.
Resource guides.
Elders
Video: The
Caribou Hunters
(NFB)
Nuhuneye: Our
Stories
La Loche Trapping
School (APTN)
Human resources such as elders and conservation officers & trappers.
Resource Manuals
Quizzes
Participation
Participation and observations
Checklists to assess interviewing assignments
Quizzes
Role-play checklists
C, IL,
C, IL
C, PSVS,
IL, TL,
CCT,
Page 74

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Identifying Northern
Animal tracks that are trapped.
3 hours Students will review facts and information about Northern animals
Students will learn the Denesuline names for northern animals.
Students will review identification of animal tracks.
Indirect Instruction &
Experiential Learning
Field trip
Identifying animal tracks – guide book
Elders
Oral and written assignments
Participation
Completion of
Field guide
C, N
IL,
Preparing and cooking water fowl and moose meat
Verb Tenses
6 hours
Introduction to
Inanimate/Animate
Nouns.
3 hours
-Students will learn terms related to the preparation/cooking of water fowl and moose meat.
Students will learn the future and past verb tenses and be able to tell difference between each one.
Students will learn the grammatical structures of inanimate/animate nouns.
Review and assessment
2 hours
Survival Skills/
Making shelters,
8 hours Students will learn about survival skills. how to make campfires
Winter Survival and
Safety Skills
Students will learn how to build shelters
Students will learn how to make a fire and properly extinguish a fire.
Direct Instruction-
Presentation of vocabulary terms. Indirect Instruction – brainstorming. Experiential
Learning / field observations & trips. Verb tenses using verbs related to the preparation and cooking of water fowl and moose meat
Direct instruction
Interactive Instruction – discussions, brainstorming
Dictionary
Grammar worksheets,
Verb charts
Human Resources
– (to demonstrate the preparation and cooking of water fowl and moose meat.
Generated word lists.
Oral and written assignments
Oral readings, participation and observation checklists.
Translations.
C, PSVS
Checklist.
Discussion and presentation.
C, IL, CCT,
PSVS
-Direct Instruction/
Teacher talk and demonstrations
Experiential Learning
Documents on survival skills and on starting and putting out campfires
Books on
Camping safety
Human Resources
SERM
Checklists for completed
Projects
Group activity checklist –
(Students will work in teams to build shelters)
C, IL, CCT,
N
Page 75

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Trapping- history and lifestyles.
Developments in trapping
6 hours
Vocabulary- nouns, verbs and tenses related to Freeze up theme: trapping, lifestyles, animal furs and tracks
7 hours
TrapSetting
Kinds of traps
Changes in trapping
4 hours
Future conditional forms
Review and assessment
3 hours
2 hours
-Students will learn about the history and developments of trapping with the elders.
Students will conduct interviews with human resources
Students will do oral presentations on lifestyles and developments in trapping.
Students will write stories using noun and verb word lists.
Students will tell stories of trapping lifestyles
Students will be able to spell, write and express themselves by using the related trapping terms in sentences.
Students will develop understanding about animal traps and the recommended changes for various traps.
Students will understand and learn the skills of trapsetting
Students will recognize the differences of types of traps.
Interactive Instruction
Indirect Instruction -
Cooperative learning groups
Resource based learning.
Inquiry
Interactive instruction – brainstorming, discussions
Direct instruction- grammar explanations
Direct instruction
Indirect Instruction/concept formation Independent study
Experiential learning – inquiry
Trapsetting demonstrations
Conducting interviews
Students will learn the meaning of future conditional forms
Students will know what future conditionals are by studying how the
Cree view the world
Students will say and write sentences using future conditionals.
Students will review all units of study.
Interactive instruction
Small group work
Direct instruction
Direct Instruction
Documents on trapping. Human
Resources: trappers, SERM, internet
Resource based learning checklists and outlines.
Elders
Generated word lists.
Dictionaries
Documents on trapping
Human resources such as trappers
SERM Videos on trapsetting – The
Elder’s Kits
Elders
Denesuline language grammar activity sheets
Notes
Activity Handouts
Portfolios
Checklists for interviewing skills and presentations.
Anecdotal records.
C, PSVS,
TL, IL
Oral and written assignments
C, IL, CCT,
TL
Observationanecdotal records.
Portfolios
Interview checklist
Presentation skills checklist
Checking
Written assignments
C, PSVS,
C, IL
Oral and written assessment projects
C, IL,
PSVS
Page 76

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Fishing regulations
Rationale and
Developments.
Requirements for preparation of a fish net
3 hours
Legends about fishing
Ice fishing
Ice safety
Methods
Preparation for ice fishing
Setting and checking fish net
Introduction of related terms
3 hours
2 hours
3 hours
3 hours
7 hours
Students will become aware of regulations and reasons why they are essential
Students will learn about the developments in fishing industry.
Students will write paragraphs on fishing regulations.
Students will develop an understanding in preparation of a fish net.
Students will enjoy listening to a legend about The Huge LakeTrout
Students will become aware about two methods for ice fishing
Students will learn about ice safety
Students will develop an understanding about the preparation for ice fishing
Students will develop an understanding about the setting and checking of a fish net
Indirect instruction/case studies
Interactive instruction/Cooperative learning groups
Direct instruction
Experiential learning
Inquiry
Demonstration
Interactive Instruction
Total Physical Response
Direct Instruction
Experiential Learning
Direct Instruction
Experiential Learning
Direct instruction
Experiential Learning: Field
Trip
Resource management documents
Elders
Fishermen
Associations
Resource management documents
Elders
The Huge
LakeTrout legend
Fisherman/teacher
Demonstrations, equipment
Human Resource support
Resource
Management documents
Human Resource support
Check written assignments.
Oral presentations on the preparation of a fish net
C, CCT,
PSVS
C, N
Checklist on group role play
Observation:
Field trip where all the students will participate in ice fishing.
Writing and illustration assignment on preparation of a fish net
Writing and illustration assignment on checking and setting of a fish net
Write 2 paragraphs in
Denesuline
C, CCT
C, PSVS
C, CCT
C, IL,
PSVS
Page 77

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Review and assessment
Paragraphs using fishing related terms: fish, fishing, net, ice, prepare, eat, fry, thick, boil, checking and names of fish
Fish preparation
Steps in preparing fish
Traditional cooking of fish/recipes and methods
4 hours
4 hours
Arts and crafts with fish scales and fish illustrations
4 hours
2 hours
Students will learn to write paragraphs in Denesuline using fishing related terms. Students will be able to express themselves in
Denesuline by using the related terms
Direct instruction
Interactive instruction
Cooperative learning groups
Independent study
Chart
Collaborative effort with sample paragraph
Tape recorder using related terms
Taping of students as they express themselves while using the related terms
C, PSVS
Students will observe and learn how to prepare fish
Students will observe and learn how to cook fish in various ways
Students will enjoy and be creative in illustrating and writing about fish and making crafts using fish scales
Overview and review of content and skills
Direct Instruction
Demonstrations
Observations
Experiential learning.
Interactive Instruction
Brainstorming
Direct instruction
Chart: Review of steps in preparing for fish
Local artist
Fish
Fish scales
Guide and diagrams
Actual preparation of fish with students in pairs
Cookbook creation with recipes form each student
Write and illustrate short fish stories
Students in pairs create chants about fish
Oral and written assessment
Projects
C. PSVS,
IL
C, PSVS
C, IL,
PSVS.
Page 78

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Denesuline 20B
Months: February to June
Themes: Spring, break-up summer
100 hours = 1 credit
Time allocation:
Spring: 30 hours
Break-up: 30 hours
Summer: 40 hours
Instructional Approaches:
Direct Instruction
Indirect Instruction
Independent Study
Experiential Learning
Interactive Instruction
Common Essential Learnings:
C – Communication
N – Numeracy
PSSV – Personal Social Skills and Values
TL – Technological Literacy
IL – Independent Learning
CCT – Critical and Creative Learning
Concepts/Topics
Introduction of spring, break-up, summer activities and concepts
Length
2 hours
Daily Routine and journal writing
15 minutes per day.
Objectives
Students will understand the objectives of the Denesuline language and culture program for spring, break-up and summer themes
Students will take part in an icebreaker and introduction dialogue
Students will participate in facilitating daily routines every second day
Students will write in their journals every other day
Instructional Approaches Resources
Direct Instruction- Overheads showing
Presentation
Interactive instruction – discussion groups themes and grammar units to be focused upon.
Introduction dialogue
Interactive instruction
Facilitating skills
Drill and practice
Journals
Calendar – ready made
Flashcards- various types
Evaluation
Participation
Observation
Checklist for participation in routine activity
Anecdotal notes
Journals
CEL’s
C, PSSV,
IL, CCT
C, IL, CCT
Moose, deer and caribou hides unit
-Tanning method
-Preparation
-vocabulary terms
-uses
8 hours Students will learn Denesuline terms relating to tanning of moose,deer and caribou hides. Students will learn the traditional methods of tanning hides.
Students will observe and learn the procedures of tanning moose, deer and caribou hides.
Students will participate in tanning of hides during a cultural demonstration.
Direct instruction
Interactive instruction
Demonstration
Group work
Dialogues and role-play
Experiential learning
How to tan hides – taken from the
Elder’s Kits-
Lynda Holland and
Lois Dalby.
Local resource people
Tanning Hides by the Buffalo River
Dene (video)
Travel to culture
Participation in activity
Observations and anecdotal records
Discussion
C, IL,
PSVS, TL
Page 79

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
History and importance of tanning hides
Writing paragraphs about procedures tanning moose, deer and caribou hides.
3 hours
Denesuline ways of knowing the gender classification of big game animals
3 hours
Demonstrative
Pronouns
Interrogative pronouns
2 hours
2 hours
Students will write paragraphs and illustrations to discuss and show the method used in preparing a moose, deer or caribou hide.
Students will understand the different usages of tanned hides.
Direct instruction
Interactive instruction- discussion
Independent study
Students will understand that gender refers to how the Denesuline classify big game animals.
Students will know the gender of nouns is important when using verbs and pronouns in reference to big game animals.
Students will use pronouns with nouns relating to tanning of moose, deer or caribou hides.
Students will understand the concept of demonstrative pronouns and apply by using dialogue.
Students will understand the concept of interrogative pronouns and will know the two ways of asking questions in the Denesuline language.
Direct Instruction
Information teaching on the
Denesuline Ways of knowing
Indirect instruction
Discussions
Total Physical Responseusing pictures and real objects.
Direct Instruction
Interactive instruction
Concept formation
Cooperative learning
Direct instruction
Interactive instruction
Role-plays and dialogues camp to watch demonstration.
Dictionaries
Lecture notes
Video on preparation of hides and why used
Elders presentations
Activity sheets
Checklist for paragraph writing
Oral assignment
Checklist
Anecdotal records
Observation
Participation in discussions
Understanding terms – use checklists
C, IL,
PSSV,
C, IL,
PSSV
Grammar workbooks
Dictionaries
Terms related to tanning of moose, deer or caribou hides
Information
Activity sheets dialogues
Oral assessment
Participation
Oral and written assessment and participation
Monitoring and checking for understanding
C, IL,
C, CCT, IL
Page 80

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Introduction to:
-Intransitive verbs
-Transitive verbs
- Modes
Arts and crafts with moose, deer or caribou hides
Review and assessment
Introduction of topic- canoeing and canoe safety
History of canoeing
Canoeing
Safety precautions
Terms related to canoeing
4 hours
4 hours
2 hours
Students will know the differences between intransitive and transitive verbs.
Students will learn that Intransitive verbs may be conjugated into three different modes.
Students will be able to write sentences using both transitive and intransitive verbs.
Students will create images on hide.
Students will construct various crafts using hide.
Overview and review of content and skills
Student will complete oral and written tests
Direct instruction
Indirect instruction
Demonstrations and lectures
TPR verb phrases
Interactive instruction
Brainstorming and
Demonstration
Interactive instruction
Independent study
Discussions
Generated word lists paragraphs from previous lessons on procedures of tanning hides.
Information activity sheets
Verb charts
Computer with
Denesuline fonts
Local artist
Hide –various types, paints, other art supplies
Completed oral and written tests
Oral and written assessment
Correction of sentences
Completed verb charts
Completion of activities
Participation in dialogues
Oral and written tests
Hand in all required assignments
C, IL, TL
C, CCT, IL
PSVS
C, CCT
1 hour
Students will brainstorm knowledge and information about canoeing
Students will generate lists of words
Interactive instruction
Mental jogging
Brainstorming to be used for this unit of study
Students will study the types of canoe uses.
10 hours Students will learn all terms related to canoe safety
Students will participate in a canoeing clinic
Students will practice safety precautions while practicing canoeing skills Students will learn
Direct instruction
Interactive instruction
Demonstrations
Books on canoeing and on water safety
Participation
Observations and anecdotal records
Local resource people
Certified and trained people to teach canoeing skills, canoes, paddles, life jackets
Participation
Checklists
Anecdotal records
C, CCT
C, IL,
Page 81

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Locatives and prepositions
Noun possession
Canoe safety
Review and assessment
3 hours
8 hours
6 hours
2 hours proper paddle strokes
Students will learn that locatives and prepositions show location.
Students will learn the rules for using locatives
Students will role-play situations that demonstrate locatives, nouns and prepositions using TPR.
Students will understand what the noun possession paradigm means.
Students will make up dialogues using noun possession
Students will use kinship terms to practice the conjugation of possessives
Students will role play events using noun possession
Students will learn the terms related to canoe safety
Students will role play and dramatize a canoe expedition
-Overview and review of content, skills and vocabulary.
TPR
Direct instruction
Interactive instruction
Role plays
Independent study
Indirect instruction – concept formation
Role plays
Discussions
Indirect Instruction, Guided imagery
Interactive Instruction
Independent Study
Information worksheets
Real examples of objects
Noun possession paradigms
Denesuline
Language
Structures
Word list of nouns
Canoe, paddle, human resources,
Notes and assignments
4 hours Water safety
Introduction
Terms for water safety/stories
3 hours
Students will become aware of water safety rules
Students will generate word lists on topic of water safety.
Students will write paragraphs on importance of water safety.
Students will learn terms related to water safety.
Indirect instruction/case studies
Interactive instruction/Cooperative learning groups
Direct instruction
Experiential learning
Resource management documents
Resource management
Participation
Assignments
Written assignments
Oral presentations
Participation in role plays and discussions
C, IL, TL,
CCT
Participation in guided imagery,
C, CCT
Oral and written tests
C,IL
Check written assignments.
Participation
Anecdotal
C, CCT, IL
C, CCT,
PSSV
C, CCT
PSVS
Page 82

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Swimming activity
Review of all vocabulary learned.
Review of all grammar explanations and paragraph writing
Presentations
-Applications of content and concepts
Students will practice water safety precautions by role-plays
5 hours Students will participate in a swimming experience
Students will initiate conversationusing vocabulary and dialogues learned throughout unit.
10 hours Students will learn and make up conversational dialogues
Students will present these dialogues in pairs.
Students will apply grammar rules and explanations to paragraph writing
10 hours Students will research and present a topic of their choice that relates to
20B Denesuline cultural content
Role plays
Interactive Instruction
Experiential learning
Dialogues
Indirect instruction – interviewing techniques
Cooperative learning
Indirect Instruction
Independent learning
Resource based learning
Information technology
Interviewing techniques
Review and assessment
Assessment
4 hours
4 hours
Overview and review of content and skills
Students will complete oral and written examinations to cover all topics in Denesuline 20 B
Direct instruction
Direct Instruction documents
Elders
Chaperones, lifeguard, swimming pool or a body of water
/beach
Dictionaries and word lists
Notes
Participation, observation – anecdotal records
Presentation
Oral fluency
Check lists
C, PSSV,
TL, IL
C, CCT,
PSSV, TL,
IL
Local Resources,
Resource books,
Pictures
Elders and human resources
Guide and diagrams
Oral and written tests
Checklists for presentation skills and
Oral fluency and accuracy of projects
Participation and observations
Results from oral and written assessments
C, CCT,
PSVS, IL,
TL, N
C, IL,
PSVS.
C, IL
Page 83

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Denesuline 30A
Months: August to January
Themes: Fall, Freeze-up and
Winter
Concepts/Topics
Rationale and
Introduction
Daily Routine
Dialects
Sound System
Elders Protocol
100 hours = 1 credit
Time allocation:
Fall – 40 hours
Freeze-up – 30 hours
Winter – 30 hours
Instructional Approaches:
Direct Instruction
Indirect Instruction
Independent Study
Experiential Learning
Interactive Instruction
Length
5 hours
30 minutes per day - Daily routine and journal writing
5 hours
3 hours
Theme: Fall
Objectives
Students will review the objectives of the
Denesuline Language and Culture Program.
Students will examine the status of Aboriginal languages in Canada.
Instructional Approaches
Brainstorm
Structured Overview
Students will review daily routine and be encouraged to write complex sentences on a daily basis.
Teacher initiated mini lesson on grammar.
Example: prepositions, animate/inanimate, nouns, pronouns, demonstrative, interrogative, verbs, proverbs, noun-verb, verb classification, verbs tenses, intransitive verbs, perfective/imperfective/optative, conditional forms, verbs modes .
Students will review about the 5 dialects and the major linguistic families.
Students will review the Standard Roman
Orthography utilizing the Denesuline fonts on the computer.
Students will practice and develop the syllabic writing system.
Students will use appropriate protocol to invite an
Elder/resource person. They will plan the activity and choose the topics for discussion or traditional skills.
Direct Instruction
Drill & Practice
Communicative Approach
Direct Instruction
Independent Study
Discussion
Role Play
Common Essential Learnings:
C – Communication
N – Numeracy
PSSV – Personal Social Skills and Values
TL – Technological Literacy
IL – Independent Learning
CCT – Critical and Creative Learning
Resources
Handouts and notes
Evaluation
Written assignment
Calendar
Word List/Bank
Posters: Seasons, weather
Dene Dictionary
On-going anecdotal notes
Oral and written quizzes
C
Resource People
Elders
Student
Feedback
On-going
CEL’s
C, IL, CCT,
PSSV
Standard Roman
Orthography and
Syllabic Charts
Oral and written quizzes
C, IL, TL
C, PSSV, CCT
Page 84

Denesuline Language – A Locally Developed Program Level 10, 20, and 30 anecdotal notes
Storage and
Preservation of
Natural Material
2 hours Students will apply their previous knowledge on natural material available for harvesting and demonstrate the proper storage and preservation methods.
Example: berries, spruce roots, birch bark, red willows, moss, pine cones, lichen, etc.
Direct Instruction
Independent Study
Experiential Learning
Collect natural material listed
Assignments C, PSSV, CCT,
IL
Concepts/Topics
Traditional
Herbs/Medicine Unit
Traditional Craft
Unit
Other sample Units: willow basket making, tamarack goose decoy unit, duck unit and moose unit.
Theme: Fall
Length
10 hours
Objectives
Students will apply their previous knowledge on natural material available for harvesting and demonstrate the proper storage and preservation methods.
Students will learn the inclusion of scientific knowledge of aboriginal peoples.
Students will identify and appreciate basic medicinal plants by learning preparation, uses and protocol – dependent upon the availability of local expertise.
Example: rat root, mint, spruce gum, labrador tea, rose hips, tree sap,
10 to 12 hours Students will learn how to make traditional crafts, toys and clothing: mittens, moccasins, moss bag, fur hats, shields (wall hanging), beading using a loom, embroidery, whistles, bows and arrows, slingshots, and vests.
Instructional Approaches
Experiential Learning:
Field trip and observations
Interactive Instruction:
Circle of knowledge
Students will be given a choice to create a project from previous units of study
Direct Instruction:
Structured Overview,
Explicit Teaching,
Demonstration
Independent Study:
Learning activity package
Interactive Instruction:
Cooperative Learning Groups
Resources
Local Resource
Person/teacher to teach the uses of traditional medicinal plants.
Local Resource
Person/teacher to teach how to make traditional crafts and clothing.
Resource Books and videos: How make traditional crafts.
Evaluation
Research
Assignment on traditional plants
Example: booklet, poster, and/or flashcards.
Participation
Completed project: i.e. mittens, moccasins, moss bag, fur hats, shields
(wall hanging) and vest.
CEL’s
C, PSSV, TL, IL,
CCT
C, PSSV, IL,
CCT
Page 85

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Review and assessment
2 hours Teachers will review and organize the assessment process according to the instructional approaches used and objective requirements.

Evaluation should imply not only the testing of the students but also assessment of the language/culture program.
Student
Evaluation: A
Teacher
Handbook (Sask.
Ed)
Oral and written quizzes
Concepts/Topics
Daily Routine and
Journal Writing
Length
10 minutes per day – Daily routine
20 minutes per day - Journal writing
Theme: Freeze-up
Objectives
Students will review daily routine and be encouraged to write complex sentences on a daily basis.
Teacher initiated mini lesson on grammar.
Continue with grammar from Fall theme.
Instructional Approaches
Direct Instruction:
Drill & Practice
Interactive Instruction:
Cooperative Learning
Resources
Calendar
Word List/Bank
Posters: Seasons, weather
Evaluation
On-going anecdotal notes
Oral and written quizzes
CEL’s
C, PSSV, CCT,
N
Page 86

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Local Tree Unit
Survival Unit
5 hours
10 hours –
Survival Skills
Unit
Students will learn and identify trees, name parts of the tree and research uses.
Sample projects: miniature cabins, paddles, birchbark canoes, snowshoes, etc.
Students will develop a follow-up activity: i.e. poster, book, flashcards, video.
Students will learn bush survival skills through observation and experience.

Identify and name all forms of wildlife, edible and domestic plants in their region
 and some species will include special terms for animals according to age, sex, type.
Demonstrate ability to call different forms of wildlife – ducks, moose, etc….


Demonstrate and explain different methods to hunt, trap, snare, fish, or gather edible plants – medicines.
To prepare – gut, clean, or preserve
 animals/plants they harvest.
Identify and name the anatomy of animals and plants.




Describe and demonstrate the various uses and preparation methods of fish, game and plant parts.
Optional – Students will describe, demonstrate ways to trap different wildlife.
Demonstrate the skills of how to make a fire during the winter.
Identify and learn the winter survival skills such as: ice safety, shelter
Direct Instruction:
Structured overview
Demonstration
Experiential Learning:
Field trip
Field observation
Experiential Learning:
Field trip
Field observation
Culture Camp
Direct Instruction:
Demonstration
Explicit teaching
Interactive Instruction:
Cooperative Learning
Posters
Samples
Resource Person
(if necessary)
Oral and written quizzes
Class assignments
Projects
C, TL, IL,
CCT
Resource Person
(if necessary)
Video
Participation
Anecdotal records
Observation
Checklist
C, PSSV, CCT
Page 87

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Concepts/Topics
Language Arts
Project
Length
10 hours
Review and assessment
2 hours
Theme: Freeze-up
Objectives
Students will select a topic from one area of study and develop a Denesuline Language Arts Project.
Students will be required to present a project from previous units of study. i.e. poem, short story, song, drama or another activity.
Teachers will review and organize the assessment process according to the instructional approaches used and objective requirements.
Instructional Approaches
Direct Instruction:
Demonstration
Explicit teaching
Interactive Instruction:
Cooperative Learning

Evaluation should imply not only the testing of the students but also assessment of the language/culture program.
Resources
Resource Books:
Indian Languages
Resource Books,
ESL/ESD (Sask.
Ed)
Byron Story
Book Series:
Byron Through
The Seasons
Byron And His
Balloons
Dene Children’s
Songs: Anne
Toutsaint-Gordon and Elaine Hay
Leonard Adam’s
Traditional Songs
Buffalo River
Dene Drummers
Student
Evaluation: A
Teacher
Handbook
(Sask. Ed)
Evaluation
Oral and written quizzes
Group or individual assessment
Presentations
Class assignments
CEL’s
C, PSSV, TL, IL,
CCT
Oral and written quizzes projects
C, PSSV, TL, IL,
CCT, N
Page 88

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Concepts/Topics
Daily routine and journal writing
Local Fish Unit
Conversational
Length
10 minutes per day - Daily routine
20 minutes per day - Journal writing
10 hours
5 hours
Theme: Winter
Objectives
Students will review daily routine and be encouraged to write complex sentences on a daily basis.
Teacher initiated mini lesson on grammar.
Continue with grammar from Fall theme.
Instructional Approaches
Direct Instruction:
Drill & Practice
Demonstration
Interactive Instruction:
Cooperative Learning
Circle of knowledge
Students will learn the names of local fish and internal organs.
Students will participate in a discussion with a conservation officer on fish conservation, preservation and environment.
Prepare and plan a local fish feast. Encourage participants to use oral language.
Students will participate and learn how to set a net using a jigger, chisel, line, etc.
Direct Instruction
Demonstration
Experiential Learning:
Field trip
Field observation
Culture Camp
:
Structured overview
Interactive Instruction:
Cooperative Learning
Circle of knowledge
Students will learn how to make and use the proper knots used when fishing.
Students will expand on their knowledge on basic Direct Instruction :
Resources
Calendar
Word
List/Bank
Posters:
Seasons, weather
Evaluation
On-going anecdotal notes
Oral and written quizzes
CEL’s
C, IL,CCT,
PSSV
Local Resource
Person/teacher to teach the terminology of local fish and preparation.
Invite resource officer to talk about conservation.
Posters: fish available at
SERM
Participation
Anecdotal records
Observation
Checklist
Oral and written quizzes
Dene Story Participation
C, PSSV, IL,
CCT, N
C, PSSV, IL,
Page 89

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Dialogue Unit conversational dialogue.
Students will develop and expand on languagehome-school relationship by participating in an oral interview with a family/or community member.
Students will interview family/or community member in terms of lifestyle changes throughout generations.
Students will participate in oral story telling.
Demonstration
Structured overview
Interactive Instruction:
Cooperative Learning
Role Playing
Discussion
Books
Dene Legends
Videos:
Aboriginal
Drama
Presentations
Class assignment: story telling and oral interview participation checklist
CCT, N
Page 90

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Concepts/Topics
Drama Unit
Length
10 hours
Final Review and evaluation
5 hours
Theme: Winter
Objectives
Students will learn to use the oral and written language through role play.
Students will learn common terminology and gestures used on a daily basis.
Students will be able to present their drama/play to an audience i.e. Christmas concert and/or
Denesuline Language Festival.
Sample activities: Song, cultural presentation and/or poetry, dialogue.
Teachers will review and organize the assessment process according to the instructional approaches used and objective requirements.
Instructional Approaches
Direct Instruction :
Demonstration
Structured overview
Interactive Instruction:
Cooperative Learning
Circle of knowledge
Experiential Learning:
Field trip
Field observation

Evaluation should imply not only the testing of the students but also assessment of the language/culture program.
Resources
Byron Story
Books Series
Dene Lengends
Video:
Denesuline
Language
Festival or
Aboriginal
Drama
Presentations
Student
Evaluation: A
Teacher
Handbook (Sask.
Ed)
Evaluation
Participation
Checklist
Class assignment
CEL’s
C, PSSV, IL,
CCT, N
Oral and written quizzes
C, PSSV, IL,
CCT, N
Page 91

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Denesuline 30B
Months: January to May/or June
Themes: Winter, Spring, Break-up and
Summer
100 hours = 1 credit
Time allocation:
Winter – 30 hours
Spring – 30 hours
Break-up and Summer – 40 hours
Instructional Approaches:
Direct Instruction
Indirect Instruction
Independent Study
Experiential Learning
Interactive Instruction
Theme: Winter
Concepts/Topics
Rationale and
Introduction
Daily Routine
Dialects
Sound System
Length
5 hours
10 minutes per day – oral activity
20 minutes - Journal
Writing
5 hours
Objectives
Students will review the objectives of the Denesuline Language and Culture
Program.
Students will examine the status of
Aboriginal languages in Canada.
Students will review daily routine and be encouraged to write complex sentences on a daily basis.
Teacher initiated mini lesson on grammar. Example: prepositions, nouns, pronouns, verbs, adverbs, demonstrative/interrogative, animate/inanimate nouns/verbs, verb classification, future tenses, modes perfective/imperfective/optative .
Students will review the three dialects and the major linguistic families.
Students will the Standard Roman
Orthography utilizing the Dene font on the computer.
Students will practice and develop the syllabic writing system by writing paragraphs, short stories, poetry, etc.
Instructional Approaches
Brainstorm
Structured Overview
Direct Instruction:
Drill & Practice
Demonstration
Interactive Instruction:
Cooperative Learning
Circle of knowledge
Direct Instruction:
Drill & Practice
Teacher Talk
Independent Study:
Homework
Common Essential Learnings:
C – Communication
N – Numeracy
PSSV – Personal Social Skills and Values
TL – Technological Literacy
IL – Independent Learning
CCT – Critical and Creative Learning
Resources
Video: Hawaiian
Immersion
(SICC), Dene
Language
Festival (SIFC
Library)
Calendar
Word List/Bank
Posters: Seasons, weather
Evaluation
Written assignment
On-going anecdotal notes
Oral and written quizzes
CEL’s
C, IL, CCT,
PSSV
C, IL, PSSV
Standard Roman
Orthography
Syllabic Chart
Oral and written quizzes
Classroom assignment
C, IL
Page 92

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Theme: Winter
Concepts/Topics
Research Skills Unit
Length
5 hours
Elders Protocol 3 hours
Local History and traditional life styles.
10 hours
Objectives
Students will continue to develop research skills on documentation through use of technology i.e. photography equipment, audio/video recording, printing and research equipment.
Instructional Approaches
Direct Instruction:
Drill & Practice
Demonstration
Interactive Instruction:
Cooperative Learning
Independent Study:
Computer Assisted
Instruction
Students will review proper protocol upon invitation to an Elder/Resource person. They will participate in planning an Elders visit.
Students will appreciate that the teachings of the Elders are valued and important.
Students will interview an Elder or local historian in pairs or independently.
Students will develop a bibliography of an Elder.
Students will develop a questionnaire to be used for interviews.
Students will be required to present
Discussion
Role Play
Interactive instruction
Peer practice
Interviewing
Cooperative Learning
Assigned questions
Resources
Computers and related material and equipment
Audio visual equipment
Library
Resources
Resource People:
Curriculum
Material
Developers
Resource People
Evaluation
Classroom assignment
Student
Feedback
On-going anecdotal notes
Cassette and/or video recorder
Audio visual equipment
Elder
Bibliography
CEL’s
C, PSSV, CCT
Page 93

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Review and assessment 2 hours information collected to peers, and staff.

Evaluation should imply Teachers will review and organize the assessment process according to the instructional approaches used and objective requirements. not only the testing of the students but also assessment of the language/culture program.
Student
Evaluation: A
Teacher
Handbook (Sask.
Ed)
Oral and written quizzes
C, PSSV, IL,
CCT, N
Page 94

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Daily Routine and
Journal Writing
Winter Festival Unit
Kinship Unit
Daily routine 30 minutes per day
10 hours
10 hours
Students will review daily routine and be encouraged to write complex sentences on a daily basis.
Teacher initiated mini lesson on grammar. Continue with grammar from the Winter theme
Students will learn about the events that take place during a local winter festival.
Emphasis will be on Denesuline terminology and practical methods of events.
Students will participate in planning an in-school winter festival.
Sample activities: log sawing, bannock making, tea boiling, nail pounding, portage event, snowshoe, hand games, flour packing, dog races etc.
Students will review and expand their knowledge of the kinship terminology and extended family relationships.
Students will identify and produce their personal family tree and extended family in other communities.
Direct Instruction:
Drill & Practice
Interactive Instruction:
Cooperative Learning
Interactive instruction
Peer practice
Cooperative Learning
Demonstration
Interactive instruction
Peer practice
Cooperative Learning
Demonstration
Calendar
Word List/Bank
Posters: Seasons,
Weather
Equipment necessary for each event.
Family photographs,
Elders knowledgeable about local family relations,
On-going anecdotal notes
C, PSSV, CCT,
N
Participation and observation checklists
C PSSV, CCT,
N
Student
Feedback
On-going anecdotal notes
Family Tree
C PSSV, CCT
Page 95

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Birchbark Unit 5 hours
Review and assessment 2 hours
Daily Routine and
Journal Writing
Daily routine 30 minutes per day
Traditional Food Unit:
Caribou
Moose
Deer
Duck
Goose
Chickens
Rabbit
Muskrat
Beaver
Camping Unit
10 hours
10 hours
Students will review the proper harvesting, conservation techniques and storage of the bark.
Students will participate in a project.
Sample activities: collecting birch sap, making birch syrup, birch bark biting, birch bark baskets,
Teachers will review and organize the assessment process according to the instructional approaches used and objective requirements.
Direct Instruction:
Structured Overview
Demonstration
Interactive Instruction:
Cooperative Learning
Experiential Learning:
Field Trip
Culture camp

Evaluation should imply not only the testing of the students but also assessment of the language/culture program.
Human resources
Elders
The Elder’s Kit
Resource books
Student
Evaluation: A
Teacher
Handbook
(Sask. Ed)
Participation
Anecdotal
Records
Observation
Checklists
Oral and written quizzes
C, PSSV, IL,
CCT.N
C, PSSV, TL,
IL,
CCT, N
Students will review daily routine and be encouraged to write complex sentences on a daily basis.
Teacher initiated mini lesson on grammar. Continue with grammar from the Winter theme.
Students will continue to practice and promote healthy lifestyles and good conservation practices.
Students will learn the terminology of traditional foods.
Students will learn safe use and proper handling of traditional foods.
Students will participate in traditional methods of cooking.
Students will plan outdoor skills and other related tasks i.e. how to set up camp, kinds of wood to burn, fire
Direct Instruction:
Drill & Practice
Demonstration
Interactive Instruction:
Cooperative Learning
Circle of knowledge
Direct Instruction :
Demonstration
Structured overview
Interactive Instruction:
Cooperative Learning
Experiential Learning:
Field trip
Culture Camp
Direct Instruction:
Structured overview
Demonstration
Calendar
Word List/Bank
Posters: Seasons,
Weather
Northern and traditional food guide
Resource people
Health resource people
Traditional Food
Recipes
Resource People:
Conservation officer
On-going anecdotal records
Participation and observation checklists
Checklists on skills required
Observation and
C, PSSV, CCT
C, PSSV, CCT
C, CCT, PSSV
Page 96

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Historical Perspective on
Northern Economy
10 hours
Final review and evaluation
5 hours safety, how to dress properly, how to make a campfire, how to cook over a campfire, and review natural environment preservation.
Review bush survival skills. (see 30A)
Students will participate in a discussion on northern economy and the infrastructure i.e. fishing, wildrice harvesting, trapping, gathering of food, and other economic development.
Use of oral Dene is strongly encouraged in all presentations and discussions.
Teachers will review and organize the assessment process according to the instructional approaches used and objective requirements.
Experiential Learning:
Field trip
Field observation
Interactive Instruction:
Cooperative Learning
Experiential Learning:
Field trip
Culture Camp
 Evaluation should imply not only the testing of the students but also assessment of the language/culture program.
Resource people
Elders
Book: A
Transformation published by
Northern Affairs
Oral
Presentation: choice of one of the northern economy
Student
Evaluation:
A Teacher
Handbook
(Sask. Ed)
Participation
Checklists
Checklists on skills required
Observation and participation checklists
C, PSSV, TL,
IL,
CCT, N
Oral and written quizzes
C, PSSV, TL,
IL,
CCT, N
Page 97

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
Pattern Books: (repetitive, predictable, sing along, counting, etc…)
1.
Senses – Taste
2.
Senses – Touch
3.
Senses – Smell
4.
Senses – Sight
5.
Senses – Hear
6.
The beaver is eating, What about the squirrel?
7.
Counting Book – Book 1
8.
Counting Book – Book 2
9.
These are my clothes
10.
(Repetitive/Winter/Summer Clothing)
11.
My eyes, My Mouth, My nose
12.
Grandma, What Do You Use When You Do Beadwork
13.
Kinship Terms – (Repetitive)
14.
Winter Clothes – (Sing along to the tune: “The Farmer in The Dell
15.
I Am Grateful To You My Relatives – Kinship terms: (Sing along to the tune “The
More We Get Together”)
16.
Seasons – Autumn
17.
Seasons – Winter
18.
Seasons – Spring
19.
Seasons – Summer
Resource Books (vocabulary books, units & supplementary books, sentence patterns, teacher’s visual resources)
1.
Classroom Objects – Interrogatives
2.
Classroom Objects – Demonstrative Pronoun
3.
Household Objects – Possessives
4.
A Unit On Clothing – Color
5.
A Unit On Transportation
Page 98

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
6.
Vocabulary Resource Book
7.
Animal – Visual Resource
8.
Classroom Objects – Visual Resource
9.
Clothing – Visual Resource
10.
Household Objects – Visual Resource
11.
Outdoor Equipment – Visual Resource
12.
Transportation – Visual Resource
Visual Aides (Illustration with Cree & Dene Terminology and/or Sentences)
1.
Alphabet Frieze In Color
2.
Animal Flash Cards
3.
Animal Terms
4.
Animal Puzzles
5.
Animal Puzzles – Cassette Tape
6.
Berries – Flash Cards in Color
7.
Calendar Months/Terms only in Color
8.
Classroom Objects Flash Cards
9.
Clothing Flash Cards
10.
Colorful Illustrations & Sentences – (Animals & Birds)
11.
Color Terms
12.
Commands/Imperatives in Color
13.
Household Objects Flash Cards
14.
Inanimate Color Flash Cards
15.
Northern Fish Flash Cards
16.
Money Booklet – Penny to $1000
17.
Penny Booklet – 1 to 10
18.
Money Terminology
19.
Outdoor Equipment Flash Cards
20.
Transportation Flash Cards
Songbooks
1.
Songs and Poems – Woodland Cree and Dene
Storybooks
1.
It Was a Perfect Christmas
2.
The Hunter/Omaciw
3.
Sihkos Wants To Go Netfishing
4.
Where is My Gum?
5.
Grandma, Lets Make Bannock
6.
I Went Up North
7.
We Stayed At Clearwater
8.
Rabbit Soup and Isaac School
Page 99

Denesuline Language – A Locally Developed Program Level 10, 20, and 30
9.
Feelings
10.
Let’s Set A Net
11.
The Toothless Beaver
Cultural Reference Books
1.
Survival Camp
2.
In The Bush
3.
Where Do Berries Grow?
Wall Charts and Posters
1.
Calendar Package
2.
Cree/Dene Numbers – 8 ½ x 14
3.
Traditional Calendar
1.
Indian Languages: A Curriculum Guide for Kindergarten to Grade 12 by
Saskatchewan Education, Training and Employment – August 1994
2.
Dene Zhatie – Education: A Dene Perspective by Northwest Territories Education
Culture and Employment. 1993
3.
The Common Curriculum Framework for Aboriginal Language and Culture
Programs. Kindergarten to Grade 12
Page 100