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Lakota Berenstain Bears: Episode 8a - Slumber Party (Thiíyuŋg Wičhákičhopi)

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Date Created 1/9/2012 3:25:17 PM
Grade Level Pre-K
K-2
3-5
Category Language Arts

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Video Courtesy: South Dakota Public Broadcsting

Description:

Activity Ideas Below Description

The Lakota Berenstain Bears Resources (Click “View Episodes”, “Episode Name” and “Supporting Materials”)

The Berenstain Bears (Click "Caregivers")

New Lakota Dictionary Online

Description:
Ensured by Sister that she knows the meaning of responsibility, Mama and Papa allow her to go to a sleep over at Lizzy’s house. However Mama and Papa are totally unaware that the Bruins have gone out and left a babysitter in charge. When practically every cub in town shows up at the party it gets so out of hand that when the Bruins return they call all the parents to come and take their cubs home. Although Mama and Papa agree that Sister is partially to blame, they also realize that if they had been a little more responsible themselves, they would have found out about the baby sitter early enough to nip it in the bud. (Native American, Indian, Standing Rock Sioux Tribe, Lakota Language Consortium, Standing Rock, Cheyenne River, Pine Ridge, Rosebud, dialects, language, The "Matȟó Waúŋšila Thiwáhe")

Lakota
Matȟó Hokšíla tȟaŋkšítku kiŋ maškéku Lizzy ečíyapi é čha thiíyuŋg kičhó. Húŋkupi na atkúkupi kiŋ ób wóglakiŋ na wówačhiŋye kéya wičháyaečheča čha haŋyúŋkiŋ kta iyówiŋkhiyapi. Ho éyaš Lizzy atkúku é na húŋku kiŋ tókhiyayapi na éeye wikȟóškalaka waŋ hokší-awaŋyaŋkiŋ kte éyaš slolyápi šni. Wičhákičhopi kiŋ ektá líla wičhóta yuŋkȟáŋ líla ok’óka ho čha Lizzy atkúku na húŋku khípi k’uŋ héhaŋ iyúha khigléwičhakhiyapi. Matȟó Hokšíla tȟaŋkšítku kiŋ uŋšpá iyáuŋpapi éyaš íŋš-eyá iyáuŋpephičapi čha aíč’iblezapi ičhíŋ Lizzy atkúku é na húŋku kiŋ él úŋpi kte šni čha slolyápi kta tkȟá.

From the Lakota Language Consortium:

Will there be an option for English subtitles on the DVD?

Matȟó Waúŋšila Thiwáhe Probably not, since that would defeat the purpose of language learning... Think about the last time you watched a subtitled foreign film. How much of the language were you actually learning? More likely you were tuning out the foreign ...language, reading the English and watching the film. The same would happen here if we put the English in. With the Lakota only version, it will be a little harder at first to get the meaning, but it will improve your compression more in the long run.

Activity Ideas:
Below are three examples of how the Lakota Berenstain Bears series could be used in the classroom. The Lakota Berenstain Bears Script and Glossary (Click “View Episodes”, “Episode Name” and “Supporting Materials”)

Face Value:

It was in the early 1980s; two men stepped into a studio at Sinte Gleska College and shared a group of sacred songs. The Lakota Ceremonial Songs were performed by John Around Him and translated by Albert White Hat Senior. The recordings were made in order to help teach others who want to bring the spiritual practices back to all of the people. It is believed that this was the first ceremonial recording produced after a ban had been placed on Native American religious ceremonies. The recordings were a milestone in the attempt to eliminate a culture and language.

The Lakota Berenstain Bears series is a milestone in Lakota/Native American history. This is the first children’s program ever translated into the Lakota language. The series represents an acceptance of a language that was once forbidden. Showing an episode in a classroom reinforces and encourages children to accept different cultures and languages.

From Book to Video (activity for older children):

This would be a good language arts experience for 5th - 12th grade. The original Berenstain Bears TV series is based on the books but they do not follow the text word for word. It is very interesting to compare an original text to a television adaptation. There is room for individual interpretation of the author’s vision. Visual background, characters, sound effects and voice are used to convey a message. Comparing a section in the book to a section of video can be an eye opener. Scenes, reactions and characters can be omitted or changed to fit the timeframe and vision of the television production. Was the author’s vision conveyed?

It is also very interesting to see if the author’s emotions are conveyed in the TV production(s). It would be very interesting to compare a section of the book, the original TV production and the Lakota version to see if the emotions are consistent. A complete understanding of the Lakota language is not necessary for this activity. I would have the students close their eyes for this activity. First a section of the book should be read, paying special attention to punctuation. Then I would locate the corresponding section in both TV versions and have the kids listen to them with their eyes closed. Then watch the section with their eyes open. Visuals and changes in voice pattern (tone and speed) are very important to convey emotion. Did the TV versions convey the expected emotions? Did the emotions in the original TV version match the Lakota version? (Arthur Emotion Interactive for Children)

Search the SDLN Library Card Catalog for the books at your library or receive them on loan.
Berenstain Bears, SDPB TV, Weekdays, 1:00pm CT
Lakota Berenstain Bears, SDPB TV Ch3, Sundays, 9:00am CT (watch online)

Learning Lakota

Each episode has an accompanying Lakota script and glossary, which can be found at the following site: The Lakota Berenstain Bears Script and Glossary (Click “View Episodes”, “Episode Name” and “Supporting Materials”) To start, select 1-2 Lakota words from the glossary. Select words that are repeated many times in the script. For example, select tȟaŋkší – younger sister (male term). Then, have the students listen for the term while viewing. Every time the term is said the students should hold up a red piece of construction paper. The teacher should follow along with the script also raising a red piece of paper. The students that have a harder time hearing the differences in the individual words will see the other students raising their cards. Over time distinctions in sounds will become apparent as more words are recognized and added to the working list of known words. This would be a slow process, but it would be a start. Starting with too many words would be very frustrating for the students and teacher. Printable images of the characters from the program. (Select a character by clicking the picture. The character images should be used if a child cannot read the word mother, father, brother or sister.)

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South Dakota Public Broadcasting
Education and Outreach Department
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