High School Block:

Introductory Wolastoqey Latuwewakon 110

Language and culture are inseparable. Therefore, the revitalization, preservation, and maintenance of a language are necessary conditions for the survival of a culture. Language is essential to the understanding of unique Wolastoqey cultural perspectives.

A curriculum that encourages Wolastoqey Latuwewakon programming through Wolastoqey perspectives clearly encompasses the wisdom of Wolastoqey voices. It is the tool that enables learners to explore and experience Wabanaki cultures and the perspectives embedded in the language.

Language carries within it the spirit, culture, history, and philosophy of a people; it reveals how they think and how they view the world. In short, language both defines and reflects the particular attitudes and values of a people. Language, moreover, is the principal means by which culture is preserved and transmitted from one generation to another. Wolastoqewiyik are witnessing the revitalization of their language and culture from near extinction to a new vitality and renewal.

The ultimate goal of the Wolastoqey Latuwewakon program is to inspire Wolastoqey students to be proud of their language and to motivate them to use it to communicate in their daily lives – to use it, in other words, as a living language that is part of a living and culture.

Please note that this curriculum and accompanying lessons use the Francis and Leavitt orthography.  It is understood that some communities may have individual variations and teachers are encouraged to adapt this curriculum to reflect the community they serve. 

For Educators:

➔ PL Hub: Wabanaki Education

CONTEXTS AND CONCEPTS

DEVELOPING WABANAKI LANGUAGE SKILLS

COMMUNICATING

  • Receiving and providing, instructions, directions, and other information
  • Asking and answering questions
  • Expressing thoughts, feelings, hopes, and goals

DEMONSTRATING KNOWLEDGE

  • Providing information in social, cultural, and school settings
  • Describe people, places, ideas, experiences, feelings, hopes and goals
  • Describe talents, interests, hobbies, and personal knowledge

PRIDE IN IDENTITY

  • Demonstrating pride in Wabanaki identity
  • Participating in ceremony, and/or cultural activities
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GRADE 11

Strand: Lewestuhtin naka Topostomuhtin (Speaking and Listening)

Big Idea: Lewestuhtin (Spoken Interaction)

Skill Descriptor: Respond to and demonstrate understanding of simple, everyday expressions, directions, instructions, and questions.

Global Competencies: CL, CM, SASM

Achievement Indicators:

  • Participate in simple, interactive conversation using common questions and responses (Keq kil ktoliwis?/ Ntoliwis nil __________., Tan kahk olu kil?/ Mec-ote pesqon., Tama kil ‘kuceyaw?/ Nuceyaw nil __________.).
  • Expressing likes and dislikes in conversation (Keq kil wikahtomon?/ Nwikahpa ___________/ Nwikahpak __________).
  • Expressing feelings and emotions (Tan ktolomolsin?/ Nulitahas).

Big Idea: Itomuwewik (Spoken Production)

Skill Descriptor: Use simple phrases and statements in speech

Global Competencies: CL, CM

Achievement Indicators:

  • Use common words and phrases in speech.
  • Pronouncing vowels, vowel blends, and consonants.
  • Describe what you see (in the classroom, around the school, in your home, etc).
  • Describe the location of something using locatives (on top of, inside, under, behind) and locatives (kutoputik– on/ under the chair, tuwihputik– on/under the table, etc)
  • Use vocabulary related to common foods (Molaqs, opan, lakelet, musey, sahtiyil, etc.).
  • Count out loud cardinal numbers 1 to 6.

Big Idea: Tpostomhotin (Listening)

Skill Descriptor: Understand simple statements and questions

Global Competencies: CL, CM

Achievement Indicators:

  • Recognize simple questions and greetings with support (‘Qey, tan kahk olu kil?, Tama kil kwik?)
  • Recognize basic (cardinal) numbers 1-6 when spoken slowly and clearly.

Strand: Okisultin viewing (Reading and Viewing)

Big Idea: Nihtawewest (Fluency)

Skill Descriptor: Read words, numbers and short phrases with support

Global Competencies: CL, CM

Achievement Indicators:

  • Reading basic text accurately with support (short paragraphs and groups of sentences with a model or other supports).
  • Recognize basic (cardinal) numbers 1-6.

Big Idea: Kolusuwakonol (Vocabulary)

Skill Descriptor: Recognize patterns of language to solve unfamiliar words

Global Competencies: CL, CM

Achievement Indicators:

  • Decoding unfamiliar, but common and relevant vocabulary (terms for foods, common classroom objects, family and kinship, special days, days of the week, hobbies, and school activities).
  • Recognize vocabulary to express feelings (Nulitahas, Nwisokiluwaha, Nkospon, Npalitahas, Nulomols,)
  • Recognize and describe colours (singular animate/ inanimate and plural animate/inanimate forms
  • Recognize vocabulary for special days, locations, and activities (Ihtolalsimok-sweatlodge, Mawi-skicinuwokahtin-powwow, Skicinuwonukot- Indigenous People’s Day, Pilikoton-New Year, Nipuwultin- marriage ceremony).

Strand: Wikhikhotin (Writing and Representing)

Big Idea: Kcicihtomowakon (Word knowledge)

Skill Descriptor:

  • Create simple texts with support.
  • Demonstrate correct spelling and grammar
  • Demonstrate correct word usage
  • Recognize features of Wolastoqey words and grammar

Global Competencies: CL, CM

Achievement Indicators:

  • Write a simple dialogue using common questions and statements with support
  • Recognize difference between ordinary nouns (wikuwam- house, wikhikon-book vs. verb particles ihtolikehkitimok-the place you go to learn, nutokehkikemit-the one who teaches).
  • Use plurals, personal pronouns, prepositional phrases, animate adjective numbers, and possessive forms.
  • Voiced and unvoiced consonants
  • Wolastoqey lexical features- double consonants but never double vowels; never an o before the w, always uw, uses of apostrophe (‘).
  • Maliseet system (teeter) substitute letters- o – ə, u – o, q – kw.
  • Animate and inanimate nouns.

Strand: Wolastoqey Kcicihtomowakon naka wetapeksit (Wolastoqey Knowledge and Identity)

Big Idea: Tpaskuwakon naka Eleyultimok. Kcicihtomowakon (Protocol and Cultural Knowledge)

Skill Descriptor: Apply Wolastoqey protocol and respectful behaviour in class, in school, and in the community.

Global Competencies: CL, CM, SASM

Achievement Indicators:

  • Recognize and describe sacred colours (singular animate/ inanimate and plural animate/inanimate forms)- e.g, mehqeyit- (singular animate/ inanimate), mehqeyicik- (plural animate) and mehqeyikil (plural inanimate). Pkeyu- (change to include both words)
  • Learn about clan system and kinship
  • Addressing Elders and Knowledge Keepers appropriately
  • Recognizing what is/ is not appropriate for non-Indigenous learners to do
  • Treating self and others with respect
  • Respectful behavior during ceremony and treating ceremonial objects with respect.
  • Paying attention and giving appropriate respect to Elders (not interrupting, playing on phones, etc.)

Big Idea: Eleyultimok Witahkewakonol (Cultural Activities)

Skill Descriptor: Organize and Participate in Wolastoqey activities and events.

Global Competencies: CL, CM, SASM, CTPS, ICE, SGC

Achievement Indicators:

  • Organize and participate in cultural activities inside and outside the school environment
  • Learn from Elders and Knowledge Keepers about culture and language

Big Idea: Kehkimsu Qocomok Kehkitikuwamok (Learning Outside of the classroom)

Skill Descriptor:

  • Use and promote the use of Wolastoqey Latuwewakon to communicate outside of the classroom.
  • Explore relationships between language, land, place, and culture.

Global Competencies: CL, CM, SASM, CTPS, ICE, SGC

Achievement Indicators:

  • Use Wolastoqey Latuwewakon in daily interactions around the community and home.
  • Learn on and from the land (medicines, foods, activities, recreation).
  • Incorporate language in all activities in community and on the land.
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