Rosalie Lincoln LING610/Dr. S. Siekmann Informational Gap Activity Filling in the blanks with Family Members I.

Rationale: Filling in the blanks is an informational gap activity. It is a giving/listening to direction game that is played in pairs and is suitable for Yup’ik primary grades (K1). This game in pairs allows each student to identify a family by kinship members in Yugtun (aataq/father, aanaq/mother, anngaq/big brother, alqaq/big sister, etc.). Another additional language use are the positional terms (quliinun/ on top of, acianun/to the bottom of, iqsulirneranun/to the left of, tallirpilirneranun/to the right of) when giving the partner directions to place the described picture/word in the blank box. They can take turns giving directions in one round of game or they can choose to play the round by one partner giving all the directions until all the blank spaces are filled in. This information gap activity will enhance students to contextualize their learning on family kinship in Yugtun. Immediate family to extended family kinship is one of the highest values of our Yup’ik culture. In this present generation, almost everyone code-switch to English words for family members (dad, mom, son, sister, etc.). Omaggia Hadley Chapter 4 reading (pp. 141) there is a quote from Allen et. al. “Students need to be motivated to use language accurately, appropriately, and coherently (p. 77)”. Through this type of activity students will need to use the vocabulary in the target language. Games are one of the activities young learners love to do and will be motivated to see the end result of it. II. Description 1. Pre-Task Teacher will remind the students about their previous selection reading “Ilanka Wiinga-llu” by Rosalie Lincoln. There are two sides of the book. One side is in the version of a girl’s family and the other side is in the version of a boy’s family. Read it aloud and allow students to read along especially on terms that are unknown to students (qetunraq/son, tutgar/grandchild or any/all other terms). In between the reading, ask questions relating to their own families. Ask for volunteers to share about the members of their family and try to encourage them to use the terms below on how they are related in complete sentences. Below are lists of questions and terms for this part of the activity. Page numbers and questions: 1. Nasaurluum ilai: Yagteqerci nasaurluulriani. (Girl’s story: Raise your hand if you are a girl.) Tan’gaurluum ilai: Yagteqerci tan’gaurluulriani. (Boy’s story: Raise your hand if you are a boy.)

2. Nasaurluum/Tan’gaurluum aatii camek pia? (What is girl’s/boy’s father doing?) 3. Nasaurluum/Tan’gaurluum aanii camek pia? (What is girl’s/boy’s mother doing?) 4. Yagteqerci kitak’ an’ngangqerkuvci. (Raise your hand if you have big brothers.) Explain here that the base-word ‘nayagaq’ of ‘nayagaqaanga’ is unique term and is used only for big brother to little sister. 5. Yagteqerci kitak’ alqangqerkuvci. (Raise your hand if you have big sisters.) Notice how base-word Family terms (picture and name) in the cards: 1. aataq (father) 2. aanaq (aanaq) 3. annngaq (big brother) 4. alqaq (big sister) 5. uyuraq (younger brother/sister) 6. nayagaq (younger sister to a big brother) 7. piipiq (youngest of the siblings) – this is a borrowed word from ‘baby’. 8. irniaq (child of parents) 9. apaurluq (grandfather) 10. maurluq (grandmother) 11. tutgar (grandchild in either gender) 2. Task Cycle Students are set in pairs to play. Each will have the ‘Fill in the blank’ sheet and 11 separate picture/word cards. Every corner and the middle box will have pictures with name in them. The other 4 boxes are blank where a student will direct the other partner to fill it in by telling him/her to pick an identified card and to place it in a described position. Below is the ‘block of nine’ board game to be used in this information gab activity. With Picture blank With picture

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With picture

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With picture

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With picture

Examples of student giving a direction to the partner:

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Alqaq ellinaupuk aanam acianun. (Let’s put big sister under mother.) Tutgar ellinaupuk anngam iqsulirneranun. (Let’s put grandchild to the left of big brother.) ______ellinaupuk____________quliinun.

The activity begins with both pairs having a sheet like the one shown above and a set of cards in front of them. They should have a divider in between them so they cannot see each other’s sheet as they play. They can only show each other’s sheet after the game is over. Pairs can take turns giving a direction as examples above or one can give all the directions until the whole block of nine is filled up and vise versa. 3. Post Task Extension project Generate a discussion about who lives in their family. This ought to prepare the students to draw a picture of their family starting from their parent(s) or caretakers. Take it home to share with parents to put their Yup’ik names written down with the help of their parents. Make a family book that has each member of the child’s family. Reflection