Tsalagi Tsiwoniha
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supplementary lesson:
a la s da yv di
Supplementary Lesson A la s da yv di
Dialogue
Use this numbered dialogue, with the numbers representing roles, to talk with your teacher and then a classmate who takes that role about foods. Fill in the missing information with your own data. Teachers, you can make a food preparation and sharing day out of this dialogue.
Teacher: Si yo. _________ da gwa do a. Ni hi na? Do de tsa do a? A gi yo si ha. Ni hi na? Tsa yo si ha s ga? Ni. Hi a a la s da yv di. Do i yu s di hi a? Tsa (h)yi ga ta? Hi a se lu ya. Se lu ya da gi ha no le tu ya da gi na. Di da gv ni s ta ni tu ya no le se lu ya. De tsa lv gwo di s ga tu ya no le se lu ya? Ni. Nu na a gi ha. A gi lv gwo di nu na. Ni hi na? Tsa lv gwo di s ga nu na? Ni. Sv gi a gi ha. (Smells it) A sv gi!
2: Siyo, ________. Do ha dv ne?
Teacher: Siyo, ________. Di da gv ni s ta ni tu ya, se lu ya, nu na no le sv gi. Tsa yo si ha s ga?
2: V. A gi yo si ha, a se no ge s di ya gi lv gwo di sv gi.
Teacher: De tsa du li ha s ga tu ya no le se lu ya?
2: V. Sgi.
Teacher: Ha wa. S gi s de la.
2: Ha wa.
Teacher: O s da ge se s di.
2: Do hi yu.
ACTIVITY: Answer the following in complete sentences as you watch your teacher and classmate(s) perform the skit. You will need to fill in the names for the persons who are numbered. Note that some of the questions are directed at you. After your answers have been checked for correctness, go back and write the questions and the answers in the syllabary.
1. U yo si ha s ga (Teacher’s name)? __________________________________.
2. U yo si ha s ga (2’s name)? __________________________________.
3. (Teacher’s name) u lv gwo di s ga sv gi?_____________________________.
4. (2’s name) du du li ha s ga tu ya no le se lu ya?______________________.
5. (Teacher’s name) du ha a s ga nu na? _______________________________.
6. De tsa lv gwo di s ga nu na? ______________________________________.
7. De tsa lv gwo di s ga se lu ya? _____________________________________.
8. De tsa lv gwo di s ga tu ya? _______________________________________.
9. De tsa lv gwo di s ga sv gi? _______________________________________.
10.O s da s ga ge se s di (Teacher’s name) u tse li a la s da yv di? ______________________________________________________.
Cultural Note: Beans and hominy have been part of the traditional Cherokee diet for a long time. Corn (se lu) and beans (tu ya) form part of the Three Sisters, which also include squash (wa gi ga/gi). Traditionally, many Native people have grown these three crops together in the field because they complement each other. Corn takes a lot of nitrogen, an important nutrient for plants, from the soil, but the bean plant, which finds a good stalk to grow its vines on with the corn plant, puts nitrogen back into the soil. The low growing squash plant provides shade for the three plants, helping to keep water in the soil. Also, a meal of these three foods is nutritionally complete for people.
Cherokee women were the traditional keepers of the fields before Europeans came. Men would help with some of the harder labor, but most of the farming was done by women. Older women would often sit on scaffolds to watch over the corn fields, keeping predators away. Many women kept small garden plots near their kitchens, but there were also communal fields, and a portion of the harvest was put in a special place for people who did not have enough food. They were free to take from it at any time they needed to. This also supplied food for visitors to the towns. Cherokee people have always been known for being hospitable to visitors, and they always had food and drink ready for anyone who might need them.
Think about farming practices today in your family or community. How do they compare with how Cherokees farmed in the past? What similarities do you see? What are the differences? How are visitors treated in your family or community? Has the tradition of hospitality been passed down?
VOCABULARY LIST
A gi yo si ha. I am hungry.
Tsa yo si ha s ga? Are you hungry?
Tsa yo si ha. You are hungry.
U yo si ha s ga? Is he/she hungry?
U yo si ha. He/She is hungry.
A la s da yv di food
Tsa/Tla (h)yi ga ta? Don’t you know?
Tu ya bean(s)
Se lu ya hominy
Nu na potato(es)
Sv gi onion
A se no but/however
A sv gi! It stinks/has a strong smell!
S gi s de la. Help me.
A s de li s go i. He/She helps him or her.
Ge se s di it will be
Do hi yu. Really.
Dialogue
Use this numbered dialogue, with the numbers representing roles, to talk with your teacher and then a classmate who takes that role about foods. Fill in the missing information with your own data. Teachers, you can make a food preparation and sharing day out of this dialogue.
Teacher: Si yo. _________ da gwa do a. Ni hi na? Do de tsa do a? A gi yo si ha. Ni hi na? Tsa yo si ha s ga? Ni. Hi a a la s da yv di. Do i yu s di hi a? Tsa (h)yi ga ta? Hi a se lu ya. Se lu ya da gi ha no le tu ya da gi na. Di da gv ni s ta ni tu ya no le se lu ya. De tsa lv gwo di s ga tu ya no le se lu ya? Ni. Nu na a gi ha. A gi lv gwo di nu na. Ni hi na? Tsa lv gwo di s ga nu na? Ni. Sv gi a gi ha. (Smells it) A sv gi!
2: Siyo, ________. Do ha dv ne?
Teacher: Siyo, ________. Di da gv ni s ta ni tu ya, se lu ya, nu na no le sv gi. Tsa yo si ha s ga?
2: V. A gi yo si ha, a se no ge s di ya gi lv gwo di sv gi.
Teacher: De tsa du li ha s ga tu ya no le se lu ya?
2: V. Sgi.
Teacher: Ha wa. S gi s de la.
2: Ha wa.
Teacher: O s da ge se s di.
2: Do hi yu.
ACTIVITY: Answer the following in complete sentences as you watch your teacher and classmate(s) perform the skit. You will need to fill in the names for the persons who are numbered. Note that some of the questions are directed at you. After your answers have been checked for correctness, go back and write the questions and the answers in the syllabary.
1. U yo si ha s ga (Teacher’s name)? __________________________________.
2. U yo si ha s ga (2’s name)? __________________________________.
3. (Teacher’s name) u lv gwo di s ga sv gi?_____________________________.
4. (2’s name) du du li ha s ga tu ya no le se lu ya?______________________.
5. (Teacher’s name) du ha a s ga nu na? _______________________________.
6. De tsa lv gwo di s ga nu na? ______________________________________.
7. De tsa lv gwo di s ga se lu ya? _____________________________________.
8. De tsa lv gwo di s ga tu ya? _______________________________________.
9. De tsa lv gwo di s ga sv gi? _______________________________________.
10.O s da s ga ge se s di (Teacher’s name) u tse li a la s da yv di? ______________________________________________________.
Cultural Note: Beans and hominy have been part of the traditional Cherokee diet for a long time. Corn (se lu) and beans (tu ya) form part of the Three Sisters, which also include squash (wa gi ga/gi). Traditionally, many Native people have grown these three crops together in the field because they complement each other. Corn takes a lot of nitrogen, an important nutrient for plants, from the soil, but the bean plant, which finds a good stalk to grow its vines on with the corn plant, puts nitrogen back into the soil. The low growing squash plant provides shade for the three plants, helping to keep water in the soil. Also, a meal of these three foods is nutritionally complete for people.
Cherokee women were the traditional keepers of the fields before Europeans came. Men would help with some of the harder labor, but most of the farming was done by women. Older women would often sit on scaffolds to watch over the corn fields, keeping predators away. Many women kept small garden plots near their kitchens, but there were also communal fields, and a portion of the harvest was put in a special place for people who did not have enough food. They were free to take from it at any time they needed to. This also supplied food for visitors to the towns. Cherokee people have always been known for being hospitable to visitors, and they always had food and drink ready for anyone who might need them.
Think about farming practices today in your family or community. How do they compare with how Cherokees farmed in the past? What similarities do you see? What are the differences? How are visitors treated in your family or community? Has the tradition of hospitality been passed down?
VOCABULARY LIST
A gi yo si ha. I am hungry.
Tsa yo si ha s ga? Are you hungry?
Tsa yo si ha. You are hungry.
U yo si ha s ga? Is he/she hungry?
U yo si ha. He/She is hungry.
A la s da yv di food
Tsa/Tla (h)yi ga ta? Don’t you know?
Tu ya bean(s)
Se lu ya hominy
Nu na potato(es)
Sv gi onion
A se no but/however
A sv gi! It stinks/has a strong smell!
S gi s de la. Help me.
A s de li s go i. He/She helps him or her.
Ge se s di it will be
Do hi yu. Really.