Sloat, T. & Huffman, B. (2004). Berry magic. Portland: Alaska Northwest Books.
This is a retelling of an old story about picking berries in the tundra. The main character is Anana and how she uses magic to plump and make the berries juicy. This fictionalized book uses some Yup’ik words such as pelatuuk, akutaq, and qaspeq. The book displays page after page of colorful illustrations and is in context with the Yup’ik community of readers.
I would use this as a literature for a Berry Picking Unit that I created. Some of the key vocabulary within the book include the Yup’ik words pelatuuk, akutaq, and qaspeq. I would use this book as my Alaskan and Yup’ik Eskimo Multicultural Literature and connect this reading to other Circumpolar cultures such as Eskimos from Siberia, Canada, and Greenland. I would find other literature that are similar to Berry Magic from each country mentioned and create a multicultural comparison between these cultures and the Yup’ik.
Sloat, T. (2006). Teri sloat: Author and illustrator. Retrieved July 21, 2008, from http://www.terisloat.com/.
This is a Website created by Teri Sloat, author and illustrator. Some of the features in this site are meet teri sloat, her book gallery, schools and conferences, fun and games, contacting teri, and art gallery. The Meet Teri Sloat is a written and illustrated autobiography of her upbringing, her personal education, her teaching in Alaska, and raising a family. It’s a neat timeline of her experiences. The Book Gallery are a list of books she’s written and illustrated with her short annotations of each. Schools and Conferences are a list of recommended conferences that she’s affiliated with and/or attended. Fun and Games are a set of different activities which she created. Viewers and net surfers have a choice of playing games and printing out color sheets.The Art Gallery displays her numerous talents and how to order these prints. Contacting Teri shows her email address.
This is a great resource to have because she show cases all her books and her art. I would use this site as a reference and resourse in teaching Multicultural Literature, especially utilizing her books Hungry Giant of the Tundra, Eye of the Needle, There Was An Old Lady Who Swallowed A Trout, and Dance On A Sealskin. The students would be able to paroose this site and get to know the author. The games would be fun for them to play and I am able to print coloring pages for the students.
Seale, D.,& Slapin, B. (Eds.). (2005). A broken flute: The native experience in book for children. Lanham, MD: Altamira. Berkley, CA: Oyate.
This book is a comprehensive resource that covers a wide range of Native American literary reviews. The content includes Living stories, Native American Poetry, Native American Literature reviews, and other reviews that incorporated Native American characters. Some of the topics and reviews covered here include biographies about Native Americans, Thanksgiving, Little House On The Prairie, Missionary Schools, and Reservations. The authors review many literature and present the flaws and provide actual events. This book is gives ideas on how to find great and not so great Native American books. Native authors of A Broken Flute corrects the many children and teenage books that have been written about or books with Native Americans context. They are straightforward and honest in every regard.
I would use this book as a reference and guide when I plan on using Multicultural Literature regarding Native Americans. I would use this to look for authencity and historical accuracy of any book here that is examined by Seale and Slapin. Since I plan on making a thematic unit on Native Americans as part of my thesis and research topic, I will use this to help select books appropriate and noteworthy. There are hundreds of books out there and even if the books are not represented here in A Broken Flute, I am able to question Multicultural Literature thanks to Seale and Slapins book. I know I need to check many ideas based on the appearance, content, and relevancy.
Webster, J., & John, A. (Eds). (2008). LING695: Multiliteraticies in second language classrooms (Course Pack).
This is a culturally appropriate and relevant set of Alaskan and Native American readings. Some include Qaneciit and some are Qulirat. These stories are traditional oral stories and accounts of native people. Also included are different articles on multimodal literacy approaches for teachers such as articles about digital or technological approaches. There is an annotation section included on books selected by the International Reading Association in 2007. Annotations are done for Multicultural Literature such as trade books.
How I would use this Course Pack is by selecting the Alaskan Native Qulirat and Qanemciit. In my school district we are required to expose and have students restate Qulirat and Qanemciit. This would be an excellent source for that because I do not have many written resources for this. Another way I plan on integrating this is by using the Literature Circles within my language program. I have not done much with this and I like how my instructor, Dr. Webster, emphasizes starting small by introducing one component of the Literature Circle. Like having student engage in Summarizing activities. This can be a great start for me.
McHenry, T. (2002). Words as big as the screen: Native American languages and the internet. Language Learning & Technology, 6, 102-115
This article talks about how much of the research and revitalization efforts of Native American languages were primarily conducted by non-native educators, linguists, and anthropologists studying native cultures and languages. This presented many problems given the history of Native American cultures and languages at the time of contact to present day. Given the need for Native American educators, linguists, and anthropologist, this article encourages Native Americans to pursue these roles and further create modes for Native Language Education. McHenry quotes Morrow (1987) by stating natives and researchers want Native Americans to make “the best of both worlds” by maintaining fluency in English while learning or maintaining the Native language. She suggests that Native Americans create Native WebPages as a means to help language revitalization efforts. The emphasis here is that Website promotes native authorship, authenticity, and factuality of the information.
As I read this article, I am forced to rethink my personal Webpage for this class and will visit this Tulalip Elementary School Website. This article hit the nail for me and made me rethink the direction, goal, and aim for my personal Website. I understand and the article points that Websites alone cannot save endangered languages, however can promote Native pride through self conservation, self knowledge, and just simply seeing your Native language online. This gives me a direction in creating my own Webpage, and I am thinking of some essential questions as I begin to create this site. Some questions to think about include: is the text manageable, easy to read, are vocabulary in context, what levels of lessons are presented, does audio match correct vocabulary, does this encourage TRP (Total Physical Response) or do I want it to, and is this Website reliant on English.
Lind, M. (Composer). How the crane got its blue eyes. [D. Olick, Conductor]. Fairbanks, Alaska, United States of America.
This story is a Qanemciq about a crane living on a tundra. This traditional tale is a common story heard among the Yup’ik communities. The crane takes out his eyes and loses them and tried several berries on for color to replace his lost eyes. The value here is to tell the truth. Maggie Lind of Bethel tells this orally.
I would use this recording with my berry picking thematic unit and for culture week. I would like students to become familiar with Yup’ik Qanemciit and Qulirat. These stories are integral parts of the Yup’ik history. Students need to be able to retell and respond to oral Yup’ik stories. I would like the students to compare and contrast written forms and these oral histories. Some of the activities I would like to use is to have the students dramatize How the Crane Got His Blue Eyes.
Sundown, J. (2008). How to Make Akutaq Power Point Presentation. Created University of Alaska Fairbanks, Summer.
Sundown, J. (2008). Berry Delicious Website. Created University of Alaska Fairbanks, Summer.
CU )curriculum use, general form can be use…take out “I”.
Pitka, M. (2008) Akutaq dance.
www.uaf.edu/jpw/NLLN.html
Rationale :
LYSD Standards:
Connecting Themes:
R2.9.1
Student makes relevant connections between text and personal experiences, experiences of others, and other texts [2] 1.10.1
R2.9.2
Student locates details in text to illustrate relevant connections between personal experiences, experiences of others, and other texts [2] 1.10.2
Y1.2.5
Student tells stories/illustrates qanemciq and quiliraq
SS1.1.1
Student presents ideas and information through writing, drawing, and discussions
SS1.1.2
Student restates information gained through listening, questioning, and visual comprehension
W1.1.1
Student writes a complete sentence with a subject and a predicate [1] 1.1.1
This thematic unit was created based on the Multicultural Literature and the context of berry picking. I wanted to link the Circumpolar north cultures that would be our, Yup’ik cultures, and the neighboring cultures of Siberia, Canadian, and Greenland. The connection here being that all cultures are related in their subsistence hunting and gathering activities. One such activity is gathering berries. This subsistence gathering activity has been past down from our ancestors and is part of our culture and identity. The Yup’ik in my village collect a number of berries which are blackberries (crowberries), cloudberries (salmon berries), lowbush blueberries, and redberries. The berry picking unit is planned for the fall semester e when the berries are ripe for the picking. Another reason for creating this thematic unit is that most students at this age level can relate to this activity. Many have parents, uncles, aunts, and grandparents who participate in this. This is part of their Funds Of Knowledge.
As you can see listed above are the Lower Yukon Standards that this unit will address. The first set of standards are the Reading . The first two reading standards are similar and how I will address this standard is by having students listen to two stories, one is fiction called Berry Magic by Teri Sloat, and the other is a Yup’ik Qanemcik called How the Crane Got It’s Blue Eyes. By reading these two culturally relevant texts the students will be able to make relevant connection and/or relate the reading to personal experiences through discussions, writing, and song. The story How the Crane Got It’s Blue Eyes will address the Yup’ik standard for Qanemciq and Quliraq. This story is an old story and I doubt that many students at this age level have heard this story which is why I would like to encorporate this in the thematic unit. The next two SS standards are the Social Studies standards which relates the output of the students after the Multicultural Literary input from the two mentioned stories. Students will respond through restating information t hrough song, speaking, drawing, dancing, and recordings these in their writing. The writing portion of the standards is infused throughout the thematic unit and a rubric will be posted for the students to continually use as a site reference so that they can be guided in their writing.
Some of the cultural Yup’ik concepts here in this Berry Picking Thematic Unit include celebrating their first picks, valueing the continuity of subsistence gathering, living healthy lifestyles through fresh subsistence foods, and how we are related to other cultures from Siberia, Canada, and Greenland.
Some of the modes I am planning to use in this unit include reading, writing, listening, speaking, singing, Eskimo dance, field trip to pick berries, art, and drama. Some technology involved will include computers to create Power Points, digital cameras to take still photos and record i-Movies, microphone to record audio, and Podcasts.
Connecting Themes:
R2.9.1
Student makes relevant connections between text and personal experiences, experiences of others, and other texts [2] 1.10.1
R2.9.2
Student locates details in text to illustrate relevant connections between personal experiences, experiences of others, and other texts [2] 1.10.2
Y1.2.5
Student tells stories/illustrates qanemciq and quiliraq
SS1.1.1
Student presents ideas and information through writing, drawing, and discussions
SS1.1.2
Student restates information gained through listening, questioning, and visual comprehension
W1.1.1
Student writes a complete sentence with a subject and a predicate [1] 1.1.1
This thematic unit was created based on the Multicultural Literature and the context of berry picking. I wanted to link the Circumpolar north cultures that would be our, Yup’ik cultures, and the neighboring cultures of Siberia, Canadian, and Greenland. The connection here being that all cultures are related in their subsistence hunting and gathering activities. One such activity is gathering berries. This subsistence gathering activity has been past down from our ancestors and is part of our culture and identity. The Yup’ik in my village collect a number of berries which are blackberries (crowberries), cloudberries (salmon berries), lowbush blueberries, and redberries. The berry picking unit is planned for the fall semester e when the berries are ripe for the picking. Another reason for creating this thematic unit is that most students at this age level can relate to this activity. Many have parents, uncles, aunts, and grandparents who participate in this. This is part of their Funds Of Knowledge.
As you can see listed above are the Lower Yukon Standards that this unit will address. The first set of standards are the Reading . The first two reading standards are similar and how I will address this standard is by having students listen to two stories, one is fiction called Berry Magic by Teri Sloat, and the other is a Yup’ik Qanemcik called How the Crane Got It’s Blue Eyes. By reading these two culturally relevant texts the students will be able to make relevant connection and/or relate the reading to personal experiences through discussions, writing, and song. The story How the Crane Got It’s Blue Eyes will address the Yup’ik standard for Qanemciq and Quliraq. This story is an old story and I doubt that many students at this age level have heard this story which is why I would like to encorporate this in the thematic unit. The next two SS standards are the Social Studies standards which relates the output of the students after the Multicultural Literary input from the two mentioned stories. Students will respond through restating information t hrough song, speaking, drawing, dancing, and recordings these in their writing. The writing portion of the standards is infused throughout the thematic unit and a rubric will be posted for the students to continually use as a site reference so that they can be guided in their writing.
Some of the cultural Yup’ik concepts here in this Berry Picking Thematic Unit include celebrating their first picks, valueing the continuity of subsistence gathering, living healthy lifestyles through fresh subsistence foods, and how we are related to other cultures from Siberia, Canada, and Greenland.
Some of the modes I am planning to use in this unit include reading, writing, listening, speaking, singing, Eskimo dance, field trip to pick berries, art, and drama. Some technology involved will include computers to create Power Points, digital cameras to take still photos and record i-Movies, microphone to record audio, and Podcasts.
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