Thursday, March 21, 2013

Lesson Plan 4: Qusqa anetaŋ? B'utis de'ŋ!

Lesson Plan 4: Qusqa anetaŋ? B'utis de'ŋ!

(note: henceforth I will not use diacritics to mark high-even tone.  In a monosyllabic word with no diacritic, assume high-even tone)

Objective: Students continue to use locative, talk about family membners and objects in a qu's.

Preparation: Teacher and students should bring to class a photo of their families.


  • Utis de'ŋ: family
  • Am: mother
  • Ob: father
  • dɨl(git): child (diminutive suffix)
  • Hu'ŋ: daughter
  • Hɨ'b: son (historically ke't referred to one's children)
  • Biséèb: sibling (add hig- or qim- to refer to brother or sister, and qà- "big, very" or hɨna- "small" to specify older vs. younger, e.g. hɨna higbiséèb "younger brother")
  • Tib: dog (plural: tab)
  • Allel: female guardian spirit doll
  • Daŋŋols: image of dead ancestor
  • Bo'k: fire (fem.)
  • Bakŋ: fireplace
  • La'm: chair
  • Oŋnas: bed
  • Untij: birchbark container
  • Tɨ'n: kettle, pot
  • Bi': generic thing
Classroom Procedure:
  1. Ture akus? review.  Go over plurals, demonstratives one more time. (10 mins)
  2. Review "who" constructions.  There are four different words for "who" so this is important to review. (5-10 mins)
  3. Teacher shows picture of his/her family.  Introduce each member using familial terms, names, etc.  Students practice with each other. (10 mins)
  4. Teacher draws qu's on board, with different family members inside.  Elicit correct responses from students. (10 mins)
  5. Teacher does same thing with Ket household (or qu's-hold) objects in different combinations. (10 mins)

1. There is a lot of vocabulary here, so practice by repeating each new word enough to fill one line on a sheet of paper.
2. Iriŋilketin kine ostɨkanbes.
  • What is that big thing over there?
  • In the birchbark teepee is my family and dog.
  • My father is in bed.
  • The birchbark box is in our little earthen shelter.
  • My older sister and dogs are in the forest.

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