Detailed Sample Task: Stage I

CLB 3 - Reading
Comprehending Information

Indigenization

Real-World Task

Read a simple description about Indigenous totem animals specific to the closest local First Nation and their meanings.

Planning Context

Helpful Knowledge:

It is important in Canada to learn about Indigenous Peoples.
Objects can have specific purposes and meanings in a culture.
Names of some animals
Name of local First Nation

Context:

Indigenous Peoples are the first Peoples in Canada. There are many different Indigenous Peoples, cultures and languages in Canada. Indigenous Peoples live throughout Canada. Indigenous Peoples have distinct cultural practices.
Learning about Indigenous Peoples is a respectful practice.
Indigenous Peoples in Canada use totem animals as symbols of family, history and teachings.
This task reflects the intention to include all people in Canada in the themes. The language skills in this task could be applied to other contexts.

Vocabulary and Grammar

Sample Vocabulary:

totem
First Nation
tradition
animal
symbol
family
story
bear
raven
eagle
wolf
salmon
adjectives that describe animals such as strong, fast, smart and so on.
actions that describe what animals can do such as see, swim, fly and so on.

Sample Grammar:

Simple present for descriptions- The bear is strong, The raven can fly and so on
Adjectives
Modal verb – Can

Knowledge and Strategies

Textual and Functional Knowledge:

Recognition of main ideas and text types.

Sociolinguistic Knowledge:

Recognition of textual clues to interpret the purposes of a text.
Cultural references

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: What animals are important in your culture? Do they have meaning? What are the meanings?
Match the vocabulary words to images on flash cards. Then match the image and word to a third set of cards with a simple definition of the word. Add these new words to a vocabulary journal in a notebook or a digital document.
Review the vocabulary again, practicing the pronunciation . With a partner, say the words aloud.
Present images of local First Nations totem poles and other images. Try to identify the animals. Practice the name of the Local First Nation.
Listen to a short text, instructor -made if necessary, about a local First Nation totem pole. Answer a short set of true / false questions about the listening. For example- “Totem Animals , In many First Nations, animals are important symbols. These animals are called totems. A totem can show family history and traditions. The bear is strong and protects the family. The raven is smart and can talk in stories. The eagle flies high in the sky and can see far. The wolf lives in a pack and shows teamwork. The salmon gives food and teaches sharing. Totem animals are not pets. They are symbols of respect, teaching and family. The totems are indifferent for different First Nations.”
Using a transcript of the text, learners can read silently, followed by choral reading. The instructor can provide pronunciation, intonation and rate of speech guidance through reading to the class and having them repeat.
Answer comprehension questions about the text in short sentences. “What does the bear mean? → The bear is strong.”
On the board, write sentence prompts. The ______ is/ has/ can ____________. Learners complete the sentences.
Practice the present tense.
Introduce and review some adjectives that describe animals such as big, strong, cute, strong, smart, loving and so on. Continue this activity by introducing and reviewing what some animals can do… such as jump, swim, run fast, protect and so on.
Practice the modal verb “can”.
Learners choose an animal that is important to them or that they like and write sentences to describe them. “I like dogs. Dogs are loving. I like birds. Birds can sing” and so on. Share with the class in short presentations.

Sample Skill-Using Tasks:

Read a simple description about Indigenous totem animals of a Nation in another area of Canada. Answer some simple comprehension questions.

Sample Assessment Tasks:

Read a simple description about Indigenous totem animals specific to the closest local First Nation and their meanings. Make a list of the animals and their meanings by writing simple sentences. Answer true/ false questions.

Teaching Considerations

Cultural Considerations:

Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQ+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent. Consider this diversity as you choose names for characters in stories you create as well.
Learning about Indigenous culture is a part of Truth and Reconciliation and is the responsibility of everyone in Canada.
Recognize and teach learners that Canada is a diverse place and has people from many different cultures. Canadian culture includes the cultures of all people in Canada, including Indigenous peoples.
In Canada, “Indigenous” means the first peoples who lived here before settlers came. However, Indigenous does not mean one identical group. There are many different Indigenous peoples in Canada. Each one has its own language, culture, traditions, and teachings. Indigenous peoples in the forest, mountains, prairies, or North have different foods, homes, stories and ceremonies. So we say there are many Indigenous Nations, not just one way of being Indigenous.

Digital Literacy Strategies:

Successful completion of some tasks may require some baseline knowledge and digital skills.

Learners may need to:

Have keyboarding and typing skills.
Locate, navigate and use websites.
Use familiar apps, social media platforms and web pages.
Type information to appear on screen
Navigate and use online learning management systems (LMS) such as Avenue.
Use a search engine to find information

Instructors can:

Dedicate time to improve digital literacy for learners.
Make and/ or adapt digital materials.
Introduce websites that are relevant to the task(s).
Support learners in finding, navigating and using websites.
Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
Share knowledge and strategies to ensure online safety.
Refer learners to programs to improve their digital skills

Equity, Diversity, Inclusion and Indigenization Strategies:

Ensure that the images and cultural representations of Indigenous peoples are free from stereotypes and biases.
Raise learner awareness of the need for using appropriate language when discussing and addressing Indigenous peoples.
Acknowledge that you are learning too, and avoid speaking for Indigenous peoples.
Use resources and voices from Indigenous communities when possible (e.g., guest speakers, videos, or approved materials).
Use Indigenous sources for researching information related to Indigenous peoples and traditional ways of being.

Trauma-informed Strategies:

Possible Trauma Triggers:

When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma. We can’t know what the triggers might be and what seems commonplace to us may have a triggering component for learners. Be aware of this and be prepared to support learners as needed.
Newcomers who come from Indigenous groups in their home countries may be triggered by considerations of the experiences of Indigenous peoples in Canada.
Teaching an Indigenization theme may result in some difficult conversations and may revisit past trauma, oppression and discrimination your learners have experienced.

Strategies:

Give learners advance warning of this topic and be aware that there may be learners who require support.
Learners who have experienced trauma often benefit from having routine. Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions.
Learners will benefit from positive relationships established in the classroom with the instructor and peers.
Learners who have experienced trauma benefit from having choices.
- Allow learners choice:
  - the choice to work on a different topic
  - the choice to share or not share their own experiences
  - the choice to work alone or to work with others
  - the choice to take care of themselves
  - the choice to step out of the learning environment
When learners have shared personal distressing or traumatic experiences, make space for learners to feel safe and recover from the experience of sharing their experiences. Follow the activities which may make learners feel vulnerable with routine, predictable and comforting activities.
Giving learners the knowledge, skills and language to access resources can be empowering. When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma, such as the treatment of Indigenous people in residential schools. Be aware of this and be prepared to support learners as needed. However, it is important for all learners, including learners who have experienced trauma, to learn as complete a story of Canada as possible, and it may be helpful to learners to know that the Canadian government has issued an official apology and made a commitment to work towards reconciliation. Knowing that a government can recognize when it has been wrong and can work towards reconciliation can help learners who have experienced trauma to begin to regain a sense of trust.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Take a field trip to visit a public National Indigenous Peoples Day event, include a “what to look for” activity for learners.
Visit a local Indigenous cultural centre or museum to observe aspects of Indigenous culture.
Learn about other objects that are important in local Indigenous culture.
Attend an Indigenous cultural event, such as a dance, ceremony or musical event.
Create a class poster of important/ favourite animals and write the descriptions below in short sentences.
Host a show and tell where learners bring in and briefly describe a cultural item that is important to them.

Realia:

Images of different totems
Actual objects that are important to local Indigenous culture, such as sweetgrass, a drum, pipe, herb, moccasins and so on.
Images of Indigenous artists, dancers, or speakers

Units and Modules:

TIES: Indigenous voices in the classroom: CLB 4. (Not correct level but can be adapted.)

Lessons and Activities:

The Literacy Centre of Expertise at TIES: Canadian Indigenous Content
Tutela: Indigenous Peoples: Vocabulary and Maps Stage 1
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia: