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World Language Lesson Plan Template

Nam
e:

Counting-up 1-5 In Hulqumiunm

Grad
e
Date

k/1

Topic math

January 24

Allotted 20
Time

List the language and sources used to develop this plan:


http://maps.fphlcc.ca/node/135/resources
http:/firstvoiceskids.com
http://www.hulquminum.bc.ca/
https://en.wikipedia.org/wiki/Hul'qumi'num_Treaty_Group
http://cicada.world/partners/indigenous-groups/hulquminum/
http://www.sfu.ca/~gerdts/papers/HulquminumWords.pdf - dictionary of words Simon Fraser
Rationale & Background for Understanding: Why is this lesson relevant at this time
with these students?
Hulquminum is a common First Nations language of the Vancouver Island area.
We chose to teach this k/1 math concept using a local language as a means of
nurturing students connection to the cultural heritage present here.
Hulquminum is language that currently has 243 fluent speakers, although they
have over 6000 members. Six tribes have joined in a treaty who all have a history
with Hulquminum. They are actively working together to regain land they lost as
well as revitalize parts of their culture that are in danger of being lost, including
language.

Big Ideas:
parts.

Provincial Learning Outcome(s):

K- Numbers represent quantities that can be decomposed into smaller

Grade 1: Addition and subtraction with numbers to 10 can be modelled


concretely.
Essential Questions: What kind of experiences develop number sense?
Do
Curriculum Competencies: Communication, thinking.
Language Competencies: Reading, speaking, listening.
Know
Key Vocabulary for Lesson: number concepts to 10, ways to make 5

Assessment
Summative
Assessment
(Of Learning)
What will students
learn?

Formative Assessment
(Of Learning)
How will students show their
learning?

Sources of Evidence
(Criteria)
What product or action will
show what students have
learned?

Students will learn how


to decompose numbers
(by 1).

Students will learn the


Hulqumiunm
vocabulary for the
numbers 1-5.

Students will show their


learning by being able to play
the game and moving their
game piece around the board.

Students will play a game,


move game piece around
board that corresponds to
number rolled on dice.

Students will show their


learning by being able to
verbalize the numbers 1-5 in
Hulqumiunm.

Students will verbalize the


Hulqumiunm vocabulary
they were introduced to.

Resources, Material and Preparation: What resources, materials and preparation


are required? Think of resources you need to support beginning and intermediate level
language learners?
Game board designed with Coastal First Nations motif; 5-sided dice labeled with the

Hulqumiunm vocabulary alongside the number each side represents, Hulqumiunm


number chart on board or on elmo projector for display at beginning of lesson. Video
from AB Ed Cowichan school district with proper pronunciation.
Lesson Development
Pacing
Introduction: How will you introduce this lesson in a
manner that engages students and activates their
thinking?
2 minutes
Well ask students to share some of their favorite board
games, pick 5 students to share with the class. We will
then share that we are going to play a classic game with a
twist.
Pacing
Teaching/Learning Sequence: What steps and
activities are you going to use to help students
acquire and practice the knowledge, skills and/or
attitudes needed to meet the outcome?
Teacher will start by asking if any student would like to read
the numbers in english (1,2,3,4,5) out loud that are listed
on the board.

1 minute
2-3 minutes

The teacher will then reveal the hulqumiunm translation


and model verbally. Teacher to play video with numbers 1-5.
Then students will join teacher and repeat the
2 minutes
hulqumiunm numbers.
Before handing out dice, teacher gives clear expectations of
proper dice rules (no throwing, be gentle, they are made of
paper etc) Ask students to turn to partner and share the
rules of the dice. Teacher will then provide each student
with a 5-sided dice labeled with the Hulqumiunm
5-8 minutes
vocabulary and corresponding numeric image.

Teacher will then say and and point to number on the


board/elmo and students repeat the number and place die
face up with the corresponding number facing the ceiling.
Continue with this for a few minutes to familiarize students
with saying the word in association with the number each
side represents.

2 minutes

Then explain the rules to the game while modelling on


game board on overhead.
One at a time, each player will roll their dice, say the
Hulqumiunm word for the number, then advances their
game piece the corresponding steps along the path to tour
Vancouver Island.
If a player finishes on step shared by a shortcut, then they
are allowed to advance along its route. If a player finishes
on a step by an obstacle (like a log, or a flooded stream)
then they have to regress to its end.
If a player fails to say the Hulqumiunm vocabulary prior to
moving their game piece, then the other players can
politely remind them of the expectation. The player is then
required to return to the beginning.
After one player has completed their turn, the game
progresses in a clockwise fashion.
The game is finished after everybody has made a complete
tour of the Island.
Students will be given the opportunity to play the game.

Closure: How will you solidify the learning that has


taken place and deepen the learning process?
The lesson activity finishes with students
saying each of the five Hulqumiunm vocabulary while
holding the dice displaying the corresponding number;
demonstrating how they count-up on their fingers while
saying each of the Hulqumiunm vocabulary.

5 minutes (20 in a real


lesson)

1 minute
2 minutes

Description: When a student is comfortable with the numbers 1 through five, they can continue
to play the same game with the same rules, however, the instructor would switch out their
playing die. An alternative to this is to allow the student to create their own die which would
include a visual representation of the numbers 6-10, the name of the number in english and the
written Hulquminum translation of that number.
This extension would also require verbal instruction through a recording or the instructor to help
with the pronunciation of these numbers.
Time: 13 minutes
Content Goal: To Increase Hul'qumi'num number knowledge up to and including number 10

Language Goal: To increase their vocabulary to include larger numbers


Key Vocabulary: Hulquminum numbers 6-10
6= #um
7=hakwus
8= tecus
9= too:xw
10= apun
Additional - Shapes:It was challenging to find shapes such as triangle or square.
Vocabulary:
circle - shulw
star - kwasun
oval luqt:s
tree - thqet
box #thum
Description: The instructor would create and use a playing die with an image that represent the
color and the written word that matches that image in Hulquminum. This extension would
require verbal instruction through a recording or the instructor to help with the pronunciation of
these words:
Key Vocabulary: Hulquminum colors
red - ckwim
green - cqway
green grass-colored - sa#wullus
yellow - lulu
blue - hehuxwu
orange - kwoollus
grey cxwiw
Description: Provide each student with a handful of beans. Ask them to perform a variety of
counting tasks while using the Hulqumiunm vocabulary. For example, count five beans

and make a pile. Make two piles of five beans; make three piles of five beans. Using
these piles, make five new piles of three beans. Using these piles, if you make three new
piles of four beans, then how many are left over?
Topic: Doubling numbers- MathDescription: Introduce the concept of doubling for math
(1+1,2+2, 3+3, 4+4, 5+5) up to a double digit sum. Have students use traditional first nations
method of counting on fingers (tie in First Nations connection here) Students will use board game
and double each number they roll for their game piece moves. For example, they roll a 1
(nutsa), 1+1 +2. So they move 2 spaces. Roll a 2, 2+2= 4 so they move 4 spaces.They will use
the Hulqumiunm language for the numbers.