Todd County Middle School · OSEU 3 · LakotaLanguage

Inquiry Design Model (IDM) Blueprint™ “Lesson Title” | OSEU 3: Culture & Language How did Lakota address and interact with relatives? First quarter Compelling Week – 3 Question 3 consecutive lessons using scaffolding technique (could be extended to 4 lessons with added relative terms) Length of lessons ideally 40 – 50 minutes OSEU 3.1 • Standard 3.1 – Identify similarities and differences among the Lakota/Dakota/Nakota language dialects. OSEU 3.2 • Standard 3.2 – Describe efforts made by Tribal members on and off the reservation to revitalize Oceti Sakowin languages. Standards and Practices Lakota Language Standards 6.1.1 Recognize and state information about self, family, and friends. Staging the What are Lakota Relative terms? Question Supporting Question 1 Supporting Question 2 Supporting Question 3 How do these terms differ between a Why is it important to learn both How is Lakota kinship different than boy and girl? relative terms? American society? Formative Performance Task Formative Performance Task Formative Performance Task Students will engage and greet each The importance of students learning other using basic relative terms to the opposite sex’s terms is for begin with by shaking hands. perspective. They will practice using Female to Female celebrities as models for relatives. The questions will be modeled as Haŋ čépȟaŋši! Taŋyáŋ waŋčhíyaŋke! All mothers’ sisters are our mothers, such. All fathers’ brothers are our fathers, Male to Male Male to Female questions All mothers’ brothers are our uncles, Haú tȟaháŋši! Taŋyáŋ waŋčhíyaŋke! Ničhúwe táku ečíyapi he/hwo? and All Fathers sisters are our aunties. We recognize relatives Nithíblo táku ečíyapi he/hwo? differently we do not use terms like After this activity students will learn opposite sex cousin terms. Nitȟáŋkala táku ečíyapi he/hwo? 3rd cousin twice removed. As women traditionally did not engage Nisúŋkala táku ečíyapi he/hwo? men in conversation first; this next exercise will require the boys to engage the girls first when shaking Female to Male questions hands. The girls will wait to respond. Explain how this was normal and not Nichíye táku ečíyapi he/hwo? disrespectful in anyway. Nitȟáŋke táku ečíyapi he/hwo? Male to Female Nitȟáŋkšila táku ečíyapi he/hwo? Haú haŋkáši! Taŋyáŋ waŋčhíyaŋke! Nišúŋkala táku ečíyapi he/hwo? Female to Male Háŋ čépȟaŋši! Taŋyáŋ waŋčhíyaŋke! Bonus question. What immediate family terms do both female and male have in common? Basic from here basic relative terms would be introduced for females and males. Até Iná Female Misúŋ Older sister - Čhuwé Older Brother - Thibló Younger Sister- Mitȟáŋkala Younger brother – Misúŋkala Male Older Sister – Tȟaŋké Older Brother – Čhiyé Younger Sister – Tȟaŋkšíla Younger brother - Misúŋkala Featured Sources Featured Sources Featured Sources LLC Lakȟótiye Wóglaka Po! Book 1 LLC Lakȟótiye Wóglaka Po! Book 1 Lakota kinship by Victor Douville Relative terms. Relative term Argument Asking and interacting using relative terms in speak exercise. Students can ask following questions in Lakota. What is your mother’s name? Summative What is your father’s name? Performance What are your grandfathers’ names? Task Extension What are your grandmothers’ names? Ability to answer questions in Lakota. Nihúŋ táku ečíyapi he/hwo? Niyáte Táku ečíyapi he/hwo?  Nitȟúŋkašila táku ečíyapi he/hwo? Nikȟúŋši táku ečíyapi he/hwo? Taking Informed Family tree filled in from LLC book 2 in relatives unit. Exit ticket scale of 1 to 5 fingers up how many Action of students understand lesson.