LNMBO Level 2 Mohawk Language

Unit Titles

Unit 1	Kanonhweratontshera: The Thanksgiving Address	11
Unit 2	Orthography, Phonology & Prosody	18
Unit 3	Ne O:nen Shahathwentsia:tate: The Creation Story	25
Unit 4	Cycle of Ceremonies	18
Unit 5	Kaianere’ko:wa: The Great Law of Peace	25
Unit 6	Karihwi:io: The Code Of Handsome Lake	13

UNIT DESCRIPTIONS

Unit 1: Kanonhweratontshera: The Thanksgiving Address

In this unit students will continue to listen to an abbreviated form of the Kanonhweratóntshera and make connections with the world around them. Students will learn to recite an abbreviated version of the Kanonhweratóntshera and communicate the importance of giving thanks in relation to entities of the sky. Students will communicate the meaning of specific words and terminology within the Kanonhweratóntshera that is specific to thinking and being Kanien’kehá:ka’.

Unit 2 Orthography, Phonology & Prosody

Students will continue to expand their learning in how to identify, differentiate, pronounce and spell simple and complex sounds, words, sentences, questions and answers in the Mohawk language. 

Unit 3 Ne O:nen Shahathwentsia:tate: The Creation Story

Students will continue to recall and listen to an abbreviated version of the Kanien’keha:ka Creation Story (Unit 2). Students will express the ways that key events and practices of the creation story have relevance to their lives today. Students will communicate to describe how the creation story informs local, community-based dynamic cultural practices. Students will create illustrations of key terms and phrases from the creation story that are unique to the Kanien’keha:ka worldview. Students will create a portfolio depicting how the illustrations of key terms or phrases influences their lives in a positive way today.

 

Unit 4 Cycle of Ceremonies

In this unit students will identify the cycle of ceremonies which are conducted throughout the year in their community longhouses. Students will identify and describe the ceremonies in relation to the natural seasonal cycle. Students will demonstrate their knowledge through a visual art presentation. 

Unit 5 Kaianere’ko:wa: The Great Law of Peace

In this unit students will review an abbreviated version of the establishment of Kaianere’ko:wa, or The Great Peace. Students will discuss the principles within the Message of Peace conveyed by the Peacemaker. Students will produce a journal which reflects the principles within the Message of Peace and how it influences their personal lives. 

Unit 6  Karihwi:io: The Code Of Handsome Lake

In this unit students will listen to and examine the influence of mind changers have on the welfare of the Rotinonhsión:ni. Students will examine parallels between the historical contexts within which the Karihwi:io was necessitated and their lives and community today. Students will present their ideas on one key theme from the influence mind changers have relating it to a current community issue.

Overall Curriculum Expectations

ORAL COMMUNICATIONS

By the end of NL2, students will:

• demonstrate a range of listening skills;
• converse on familiar topics in structured and open-ended situations;
• demonstrate an understanding of language structures and vocabulary in a variety of   texts;
• demonstrate an understanding of Native oral traditions (e.g., Native legends, stories,  songs, histories);
• use information technology to communicate in a Native language.

READING

By the end of NL2, students will:

• read passages on familiar topics and infer the meaning of new words and language patterns in those passages;
• identify language patterns and vocabulary that have been learned through oral work;
• read for pleasure or information;
• demonstrate comprehension of a variety of reading materials;
• use information technology to communicate in a Native language.

WRITING

By the end of NL2, students will:

• use a variety of language patterns and vocabulary accurately;
• create a variety of written works, expressing ideas clearly;
• demonstrate accuracy in writing and knowledge of linguistic conventions;
• use information technology to communicate in a Native language.

GRAMMAR, LANGUAGE CONVENTIONS, AND VOCABULARY

Structure of Native Languages

A knowledge of the structure of a language allows students to analyse and reflect on its use, thereby stimulating their interest in language itself, deepening their understanding of the language being learned, and helping them to develop their writing skills. Investigation and discuss of the rules of syntax and grammar that underlie the language patterns of the native language under study will complement language learning. Language patterns for the two Native languages of families in Ontario are different and thus listed separately.

Sentence Structure

In Native languages, sentences are expressed in a variety of ways that may include one or more of the following parts of speech: verbs, nouns, pronouns, particles, and conjunctions. A whole sentence can be expressed by a verb and its inflections attained by adding one or more affixes. Sometimes a particle can express a complete thought. Sentences may also consist of one or more clauses that in English would be parallel to simple, compound, complex, or compound-complex constructions.

Spelling Strategies: Use of:

• cluster and syllable recognition
• capitalization
• punctuation
• diacritical marks
• contractions as they occur in rapid speech (Iroquoian)
• resources to confirm spelling (e.g., classroom-displayed lists, texts, dictionaries, information technology)

Vocabulary: Use of:

• basic vocabulary (sample list: numbers from 1 to 100; mathematical functions; wild animals; trees; plants; household items; kinship relations; sports and equipment; daily and school routines; transportation; occupations)
• new words from units of study and personal and class word lists
• a Native-English dictionary to build vocabulary