737 10 13565 https://digitalcollections.lakeheadu.ca/files/original/00ca9ed7e61505bfa4db9fe060bfd4fe.pdf 6a8a1c2a70f7a53b1f3d40189a3b0a92 PDF Text Text Page 1 of 4 Volume Two, Number Four, March l 98i . NATIVE LANGUAGE i,n ONTARIO From the Ministry of Education Guideline - Just before press, we contacted Mananna Gouchie for the latest word . Unfortunately, she doesn't know as yet, when the guideline will be released. Let's all keep hoping for the best! Consultants - Three NliT/ NLIP grads have been appo1nted as consultants to assist in the implementation of the guideline. Ruth Isaac will be working with Iroquoian programs and Rubina Naogizic and Lena White with Algonquian programs out of the Thunder Bay and Sudbury offices respectively. Congratulations, and best wishes to all three of you! NLIP Registrations - 19B7 To date, we've received a total of 40 applica­ tions for our summer programs, 1987. Of these 10 are first year applicants for the Native Language Teacher Cert i fication program. There are a total of 30 places available for first year; so if you know of someone who is planning to apply, but has not yet done so, do urge them to get their application in the mail as soon as possible. Coordinator Visits Schools Mary Mitch~ll spent the week of March 2 - 6 visiting schools in Sault Ste Marie and Chapleau. From these visits, the following notes may be of interest; Sault Ste Marie - Elizabeth Schuchert has been teaching Ojibwe at East View Public School since December. Next week, she'll turn the work over to Sharon Boissoneau who is return­ ing after maternity leave. (Congratulations, Sharon!) One of the classes Elizabeth is teaching has been working on the formation of sentences that include: a bug: snake, frog. mosquito, butterfly, bee, etc. a season: spring, fall, winter, summer a verb: spin-a-web, slither, fly, walk, etc. a locative: through the grass, on the window, etc. a colour: yellow, black, red, etc. For example: "The ye 11 ow snake s l ithers th rough the grass in the spring." The class has some interest­ ing bulletin board displays depicting these bugs and colours on the wall in their little Ojibwe language classroom, and seem to be having lots of fun with the program. Marva Moilala accompanied Mary Mitchell on her visit to Elizabeth. Marva will be teaching NASL, parts one and three this surruner, and wanted to get an orientation into Ojibwe L2 education. Marva fitted right into the activities, learned a little Ojibwe, and shared a couple of excellent suggestions. We're looking forward to working with her in July. Chapleau - Unfortunately, because of bad fly­ ing weather, Mary didn't get to Chapleau when she was supposed to. By the time she did arrive, Theresa Memegos had already left for a syllabic conference in Timmins. (We'll hope to hear more of this in a future news­ letter. ) However, Mary did visit Virginia Jackpine, who was continuing the classes alone while her team-teaching partner was away. Mary was impressed with the amount of Ojibwe the children had learned in one year: they knew a number of songs off by heart, and were able to do the complete dialogue of Ravenlocks and the Three Bears (see Core Book /#K). Junior ( K-2) and Senior (3-7) classes meet daily for 25 minutes each in the Chapleau Public School. On Fridays, Virginia and Theresa have art (or craft) lessons with the children, in which they use all the Ojibwe they can (colours, numbers, simple instruc­ tions). For example Mary observed one boy counting the pages he had completed for a project in good Ojibwe. Last week's art project was painting on rocks which Virginia had saved in her basement through the winter. The teachers tied this in with the ancient Ojibwe rock paintings found in many Northern Ontario locations. Mary hopes to visit more Native Language classrooms before the end of the year. UPCOMING EVENTS AND CONFERENCES ORDINATION of Native Deacon in Thunder Bay Diocese. The first Native Deacon for the Thunder Bay Diocese will be ordained in Nipigon, in the Church of the Annunciation of the Blessed Virgin Mary, Sunday, 29th of March, 1987, at 10:00 a.m. Tim Hardy is also a graduate of the Native Teache~s: course at Lakehead University, Faculty of Education. Tim Hardy and Gerald Rhodes of Nipigon will both be ordained on the same day. Bishop John O'Hara will preside. SUMMER FORUM The TESL Canada Summer Forum is a four day conference which will be held betwee n the summer terms (July 23-26). Papers workshops, and other activities will be presented by institute faculty and other distinguished language education professionals. Hail inquiries to: B. Barclav TESL Centre Concordia Universitv 1455 de Maisonneuve Blvd. W Montreal~ Quebec HJG l MS Telephone:(514)848-2449 0 �. ..~,ao- ... • ­ ~ NATIVE AMERICAN STUDIES CONFERENCE October 16 and 17, 1987 YOU are invited to submit two copies of a 250-500 word progra ~ proposal. Half-hour individual and one hour group presentations or workshops available. A varie ty of presentation formats-including pe rtinen t displays- over a broad ra nge of t o pics. Possible areas include, but are not limited to: • • • • • • • • • • Native American Poetry - historic/modern Native American in literature Literature by Native Americans Role of education for N11tive Americi!lns Issues in Ni!!tive American Hei!l llh Role or women - matrilineal tri!ldillons Derinition of ill Native American Religion/role of mythology lntermixture of art, religion and mythology Natj v~. !.-merican f_!l~ y.:J_t_~~a~ging nature Selected papers and abstracts of all presentations will be published in a Proceedings. SUBMIT PROPOSALS TO: Jack Kibble, Director Native American Centre Lake Superior State College Sault Ste. Marie MI 49783 Phone: 906-635-2223 PROGRAM PROPOSAL DEADLINE;APRIL 15, 1987 7th Annual Native American Language Issues Institute May 19-22, 1987 Saskatoon, Saskatchewan 1. The learning ma terials to be develooed mu~t be f ree of discrimina t ion and b ias ~ especially with regard to re l igion, sex and age. 2. Projects must be linked to the curriculum -. guideline •Native Languages• . 3. Pr oje cts must involve Ca nadian authorship and manufacture. 4. Funds made available from the Ministry of Education may not be applied towards the purchase of major items of equipment . s. When appropriate, the proposal should describe plans for field-testing sampl es of the learning materials to be developed . 6. Upon completion of the project, the Ministry of Education shall receive two copies of each publication, in the case of print materials, and/or one sample of the finished product, in the case of non-pri nt materials. The proposed budget should reflect this requirement. 7. The Ministry funds will be paid in ' instalments. B. No acknowledgment is to be made in the funded learning materials of the Ministry of Education, or its officials. 9. Projects are to be completed within two years. 10. Upon completion of the project, t he author/producer will be required to complete certain forms. The information provided will be added to the Learning Materials data base. (LEMA) The costs that may be included in the budget of a proposal are: secretarial services and editing 3rd Annual Native Curriculum Conference of the First Nations Education Council May S,6,7, 1987 Maria, Quebec. physical materials duplication rough artwork for field-testing purposes travel and living expenses, if incurred honorarium or salary to writer(s) (the maximum per diem allowance is not to exceed $100.00). If an individual is applying, an honorarium or salary is not permitted. Each submission should include: LEARNING MATERIALS . The Curriculum Branch in the Ministry of Education is providing a special fund f or the development of learning materials in support of the Native as a Second Language program. The criteria for this funding is similar to that for the Learning Materials Oevelopment Plan. The term "learning materials" means any materials designed to facilitate learning, including books (whether textbooks or books of a more general nature ) and non-printed materials. Work­ books are not eligible . The materials to be developed should not duplicate Native Language mat~rials 3lready produced by Cultural-Education Centres. All applications for funding will be considered on a competitive basis. Once a project has been accepted for funding, an agreement, drawn up between the Ministry of Education and the applicant, will specify the commitments and under­ standings of each party. There are a number of general rules around this funding: a summary explaining the scope of the project and the need that it fills and outlining the time schedule for its development. a resume of the qualifications a nd experience of each individual who will be significantly i nvolved in t he project . where applicable, a description of any plans for field-testing the learning materials to be developed. Each submi s sion s hould be addressed to the undersigned . N.K. Lickers Education Officer Curriculum Branch Intermediate and Senior Div. Ministry of Education 16th Floor, Mowat Block Queen 's Park To ronto, Ontario M7A 1L2 Phone: (416) 965-9672 �.. Page 3 of 4 ABSTRACTS "The Perception of Ambiguity in a Second Language." Karpf, Annemarie International Review of Applied Linguistics in Language Teaching; v24 n2 p1S7-69 May 1986 In order to show the problem second language learners face when . confronted with ambiguity, this article explores the linguistics and meta­ linguistic stategies used by adult Dutch learners of English. These learners possess the cognitive maturity and metalinguistic skil~s of native speakers but resemble-in knowledge of English- children acquiring their first language. ~ I• "Implications of Research and Theory Concerning the Influence of Choice and Control on the Effectiveness of CALL." Stevens, Vance CALICO Journal; v2 nl p28-33 Sept. 1984. Describes a project that tested two computer-assist ed language lessons, one designed to emulate drill and practice, and the other to ut i lize concepts of cl a rifying education a l environments, microworlds, games and autotelic environ­ ment s . The project su ~ gests that allowing students control over their learning and some choice in procedures enhances learning. - - - - - --- ·­ 0 " 'Information Gap' Tasks: Do they Facilitate Second Language Acquisition?" Doughty, Catherine; Pica, Teresa TESL Quarterly; v20 n2 p305-25 Jun e 1986 Describes a study conducted to determine the effects of task type and participation pattern on language classroom interaction. Evidence suggests that tasks which require information exchange are crucial to conversational modification of classroom interaction and that group and d~ad inter­ action patterns produce more modification than teacher-fronted situations. "Computer-Assisted ESL Research,"Dalgish, Gerard M. CALICO Journal; v2 n2 p32-37 Dec. 1984. Describes a computer-assisted research project into the writing errors of English as a second language college students. Sentences with error types and first languages of students were entered into a database and analyzed for the most common errors of all students and the most prevelent patterns within each language group. -----·· -- - --·. "Positively Yours." Maron, Stephen TESL Talk; v16 nl p22-25 1986. Discusses ways in which classroom communication can be stimulated by encouraging students to talk about their positive emotions and points out the danger of encouraging students to voice negative emotions. De s cr i bes two class­ room activities that e ncourages positive emotions. "Computer Assisted Foreign Language Materials: Advantages and Limitations." Ariew, Robert CALICO Journal; v2 nl p43-47 Sept. 1984. Explores the decision making process that went into making the Blossom Computer assisted instruction (CAI) materials for French instruction at Pennsylvania State University. Some of the attributes, limita­ tions, and questions concerning the user, validity and usefulness of Cai mat~rials are also discussed. "GENERATE: A Natural Language Sentence Generator," Hackenburg, Robert G. CALICO Journal; v2 n2 pS-8 Dec. 1984. Discus~es GENERATE, p7ogr~m ~esigned to help a computer the beginning 11ngu1st1cs student understand the rules and pr ocesses of tran s formational gene7a~i~e.gra~mar. Many problems and pos~1b1l1t1es involving the program and TG interface ( the ~lgorithm) are pointed out. "Transition From Multimedia Materials to Interactive Videotape in Teaching Russian Culture and Language," Norkeliunas, Casimir J. CALICO Journal; v2 n2 p19-22 Dec. 1984. Describes a course at Marist College, Poughkeepsie, New York, in which multi­ media and computer-assisted instruction are used to teach Russian culture. The use of this approach to meet individual student needs in large classes is discussed. "Developing Listening Fluency in l2: Theoretical Principles and Pedagogical Considerations." Dunkel, Patricia A. Modern Language Journal; v70 n2 p99-106 Su1M1er 198 . Examines the listening process and delineates some of the strategies used by listeners to extract meaning from spoken input. The importance of listening comprehension development in second language acquisition is discussed, as are types of activities and listening materials which can be used to foster development of listening comprehension. • �Paga l. More Abstracts "Design and Evaluation Issues on CAL Materials," England, Elaine CALICO Journal; v2 nl pll-13 Sept. 1984. Suggests that insights from othe r disciplines be considered when evaluating . computer-assisted language instruction · materials. Issues which need to be considered when evaluating these materials include: design issues, user-machine interfacing, support documentation, screen layout, color and animation, and restricted visual display capacity. "Cultur es in Contact: Using Cl assroom Microcomputers for Cultural Interchange and Reinfo rcement~" Cummins, Jim TESL Canada Journal; v3 n2 p13-31 Mar. 1986. Explores way in which microcomput e r s may be used in classrooms, both to enhance academic skills and to allow students to interact directly with students in other cultures. Examines the transmission and the interactional pedagogical models in terms of using computers for teaching writing and instituting cultural exchange networks. "Foreign Language Software: The State of The Art, or Pick a Card, Any (flash) Card~ Baker, Robert L. CALICO Journal; v2 nl p6-10 Sept. 1984 Reports on the state of the art in software development for computer-assisted language instruction, with some emphasis on Russian, and describes 10 areas in which much current software is deficient. It suggests that our best teachers be given time to work in teams to develop good software. "Interactive Video for Language Learning: The Autotutor Project~ Little, David; Davis, Eugene System; v14 nl p29-34 1986. Describes interactive video, compares disc- and tape-based systems, and summarizes the considerations that led to th e d evelopment of the "Autotutor',' an interactive video system for language learners. The process of creating inter­ active video learning materials is explained and its advantages to the learner are discussed. ~ --- - · ·· ----- ~ "Diga! Telephone Protocols and Stratesies in the Intermediate Spanish Conversation Course." Brown, Joan Lipman Hispania; v69 n2 p413-17 May 1986. Presents a technique devised to help intermediate Spanish students master the art of communication over the telephone and outlines the specific learning and testing activities and pedagogical rationale behind them. The technique can also be used to test oral competence and aural proficiency. "Interactive Language Simulation Systems: Technology for a National Language Base." Rowe, A. Allen CALICO Journal; v2 n3 p44-47 March, 1985. Discusses the efforts of the Defence Language Institute Foreign Language Centre to make interactive video an integral part of foreign language instruction. Interacti ve video is seen as a method which would pro­ foundly alter the old classroom model of language instruction. "A Model of a Course For the Training of Teachers o f English as a Foreign Language," Newland, Michael. Rassegna Italiana di Linguistica Applicata; vlS nl p. 97-116 Jan-April 1986. Discusses the problems encountered in training foreign language teachers, in particular the lack of behavioral objectives. f actors in setting up a teacher training course are considered. These include s tudent s ' ch~racteristics, the instructional team, reference room materials, classroom environment, course procedures and evaluation, and classroom language. "Computer-Assisted Instruction in Beginning College German: An Experiment." Teichert, Herman U. CALICO Journal; v2 n3 p18-24 Mar. 1985 Reviews several German computer assisted instruction (CAI) programs and describes an experiment in CAI to discover if immediate reinforcement in self pacing would enable the students to perform better on the final examina­ tion. The experiment was carried out with two homogeneous sections of second­ semester students of German in High school. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (4), March 1987 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1987-03-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/06f9853ae9c0118a2ffa7d8f41b6d904.pdf 17f153bda4b82c699fa4d96140b08425 PDF Text Text Page 1 of 4 Volume Two, Number Three, Jan. 1987. NATIVE LANGUAGE EDUCATION in ONTARIO A Note from the Coordinator With this copy of the newsletter, you will find enclosed your copy of the application form for next summer's Native Language school. As men­ tioned in the last newsletter, we are anticipat­ ing more applications than we can handle this sul!'lller, and we recoanend that you return your completed form as early as possible. Please take care to fill in all pertinent information; failure to do so will""Cause unnecessary delay in processing your application. Upon receipt of your completed form. copies of the necessary back-up forms will be mailed to you. Your local Indian Affairs office and your local Ministry of Education office have additional copies of the application form. If you know of anyone interested in applying for the first year of the program, please advise them to pick up a form from one of these offices as soon dS possible. M.L.M. ATTENTION Ontario Teachers! We anticipate that the Ministry of Education will announce the provision of a 3 part "specialist" A.Q. program for certificated teachers to begin this su11111er. In the event that this is announced, the Faculty of Education at Lakehead University would like to offer part one in the surrmer of 1987. In order to do so, however, we would need a minimum of 15 applications from holders of the regular Ontario Teaching Certificate. If you are an OTC and would like more infonnation on this program, please drop us a line as soon as possible indicating your interest. ANNOUNCING-­ 7th Annual Native American Languages Issues Institute Saskatoon Inn Saskatoon, Saskatchewan, Can. May 19-22, 1987 Hosted by: Saskatchewan Indian Languages Institute Federation of Saskatchewan Indian Nations. The purpose of this International Institute is to examine indigenous language concerns, exchange ideas, and provide direction for continual developmentand research on indigenous languages. There will be an art and photography show and sale, tribal dances, workshop presentation, and display of teaching materials. ~ Autumn Grads Congratulations are in order tor 247 students who graduated at the end of the lell lerm. The Fell Convocetion is not as big a celebration as the spring event: instead of a ceremony, lhe graduates are given approval by the Sana1e. Bui all tall grads are aenl an invitation to auend thecerem­ ony in May. The number ol tall graduates has remained lairty constant. There are usu­ ally between 200 end 275 each year, so this year's figure is just slightly above average. Congratulations to all 247 graduetes for your academic achievementsl "Ontario's NSL Program" Teaching and Learning a Native Language as a Second Language, Ministry of Education. Language carries with it the spirit, culture, history and philosophy of a people. It is the principal means by which culture is preserved and transmitted from one generation to another. An NSL program will enable students to receive instruction in a N~tive language from Kindergarten to Grade 12 . School boards will be expected to provide an NSL program in the school year 1987-88 wherever : fifteen students have requested instruction in a Native language; and a qualified Native language teacher is available. Where a school board can organize a program with fewer than fifteen students, it may do so. Native languages have a l~gitimate place in the curriculum of Ontario Schools; Native languages will therefore, be taught during the regular school day. Grants and other financial incentives will be provided to assist school boards in the implimentation of the NSL program. Parents and other members of Native communities who wish local schools to offer an NSL program should contact their local school board. Additional information on NSL programs m;iy be obtained from th•: following sources: Regional Offices ofthe Ministry ofEducation Minisiry of Education Central Omario Rcgitm H.:ron's Hill Building Deadline- April 30, 1987 Sui1c3201 Please Contact: 2025 Sheppard NALI INSTITUTE '87 c/o Saskatchewan Indian Languages Institute 917 22nd Street West Saskatoon, Sask., Can. S7M OR9 Phonea~ 6306) 934-4444 \ A venue East Willowdale, On1ario M2J IW4 Phone: (416) 491-0330 Ministry of Education Eastern Ontario Region 1580 Mcriv ale Road, 41h Floor Onawa, Oncario K2G 4B5 Phone:: (613) 225-9210 Continued �... Page 2 of 4 • • Ministry of Education Midnorthern Ontario Region 199 Larch Street, 7th Floor Sudbury, Ontario P3E 5P9 Phone: (705) 675-4401 Ministry of Education Northeastern Ontario Region 447 McKeown Avenue Box 3020 North Bay. Omario PlB 8K7 Phone: (705) 474-7210 Ministry ofEducadon Northwestern Ontario Region 435 James Street South Dox SWO Thunder llay, Ontario P7C 5G6 Phone: (844) 475-1571 Ministry of Education Western On1ario Region 759 Hyde Park Road London, Oniario N6H 3S6 Phone: (519) 472-1440 Indian and Northern Affairs, Canada, Ontario Region Indian and Northern Affairs, Canada 25 St. Cfair Avenue East Toronto, Ontario M4T !M2 Phone: (416) 973-1274 Faculties of Education Involved in Native-Language Teaching Second Language Learning: A Remew of Related Studies. Izzo, Suzanne. InterAmerican Research Associated., Rosslyn, Va. Report No. ISBN-0-89763-058-0 Publication Date 1981. Available from - National Clearing House for Bilingual Education, 1300 Wilson Boulevard, Suite B211, Arlington, VA 22209. The fact thdt some people learn a second language more easily than others has prompted nunerous studies designed to link one factor or another with successful language learning. This work examines a large nunber of these studies to assess the importance of various factors involved in language learning. The influenc­ ing factors suggested are grouped into three categor­ ies; personal, situational and linguistic factors. Considered first is the particular set of personal characteristics each individual brings to the task of learning a second language. These include general intelligence, language aptitude, attitude and moti­ vation, Psychological traits, age, socioeconomic status, and sex. The variety of learning situations is then discussed. Situational factors include the set­ ting in which the language is learned and the amount and distribution of time devoted to it. In addition, if the language is learned formally, _ the~ l!Et.liaj used and the characteristics of the teacher must be considered. Finally linguistic factors are examined. These include both the differences between both the first and second languages and the characteristics of the second language itself. f·or tcacho.:rs of Algon4uian: Faculty of Educacion Lakd1cad University Thunder Bay, Ontario 1'7USEI For teachers oflroquoian: !'acuity of Education The University of Western Ontario London, Ontario N6G !G7 Cultural Education Centres Woodland lmhan Cultural and Education Centre Box 1506 Brantford. Ontario N3TSV6 OJ ibway-C rcc: Cultural Centre 252 Third Avenue Timnrn1s, Ontano P4N IE3 "Research on a Humanistic Language Teac;-hing Model." Knibbeler, Wil Journal of Applied Linguistics; nl p34-4S 1985. Defines and discusses the operating principles of the Explorative-Crea~ive ~ay of language teaching, an approach in which the teacher encourages the students to investigate the target langu~ge and to ~ap the linguistic resources available to tgem in order to produce a maximum number of new meaningful utterances. .. ~ LJkc of the Woods Ojibway Cultural Centre Box 1720 Kcnora, Ontario P9N3X7 Oiibwe Cultural Foundacion E~cclsior P.O. West llay. Ontario POP \GO North Amcrk~n Indian Travdling Colk g..: R.R . #3 Cornwall, Ontario K6H Sil? "Ghosts Demons and Chicken Bones: Dramatic Writing in the ESL Classroom." Peters, Bradley. TESL Talk, v16 nl p26-33 1986. Describes an experimental project implimented in a language school in Northern Italy in which students, using a poem as a basis created a caste of characters and expanded the poem's story line to cr~ate a world in which the characters could interact, Abstracts, Articles and Books "Don't Put Your Leg in Your Mouth: Transfer 1n the Acquisition of Idioms in a Second L<i nguage."Irujo, Suzanne, TESOL Quarterly. v20 n2 p287-304 June 1986. "The Problem With Grammar: What Kind can the Language Learner Use"? Garret, Nina Modern Language Journal; v 70 n2 p 133-49 Summer Describes an investigation into whether second language learners use knowledge of their first language to comprehend and ~roduce idioms in the second language: Results s howed id en Lical idioms ·were the easiest to c o ~ prehend, similar idioms we7e_comprehended almost as we ll, and different 1d1oms were the most difficult to comprehend and produce. This article (1) discusses the relationship between grammatical and communicative' competence~ (2) examines aspects of grammar theory; (3) discusses pedagogicalproblems inherent in traditional notions of grammar; and (4) summarizes the pedagogical and research implications of a new perspective on the role of grammar in f orQign language acquisition. 1986. �... ... ' Page 3 of 4 "Inuit Youth at lkpik: Heritage and Hope for the Future", Northline, v6 n4 pS October 86. "Heritage Research Centre at Waterloo," Northline, v6 n4 pS, October 1986. For the second year, a gr ~up of young Inuit from across Canada, Greenland and Alaska gathered for two weeks this summerat a small isolated camp of stone houses and tents by the shore of Ikpik Bay on Baffin Island's west coast. This camp was established and funded by the Inuit Tapirisat of Canada as part of their Youth Council's program. The 35 young men and women who attended the camp ate lots of caribou and char, listened to stories told by elders, listened to talks about how things were back in the so's and 60's, and discussed problems that they as young people face today. Daily workshops and group discussions focu~don topics such as living in a two culture world, family life, education, employment and unemployment, depression, drugs and alcohol and the factors eroding the use of traditional language. There were four Inuit elders at the camp, as well as ITC president Rhonda Innuksuk and David Owingayak, director of Cultural and Traditional Affairs at the Inuit Cultural Institute. (ITC has offices in Ottawa and Frobisher Bay; ICI is in Eskimo Point.) Traditional activities and learning about the past were a major part af the two weeks at the camp. Elders showed the youth how to build a kayak, how to make traditional seal oil lamps, how to play string games and how to skin and butcher caribou. As well, the youths hunted caribou and seal, and prepared traditional foods. For many of those at the camp, it was their first opportunity to meet young people from other Arctic countries. They soon found out that they had more in common than they realized. Markoosie Onalik of Frobisher Bay said he was surprised to learn that he and an Alaskan youth even shar~d ~ the same surname. Inuit Tapirisat was represented at the ACUNS meetings in Yellowknife last April,where they presented a paper and, among other things, discussed the Youth Councils and Ikpik camp. A paper, "Bridging the Gap: the Need for N~w 11 Approaches to Northern Research an~ E~ucat~on , by ITC special consultant Robert H1gg1ns w1ll be included in the Proceedings of the Yellow­ knife meetings. . An excellent series of illustrated articles on Youth Councils and Ikpik, including personal reflections by Deborah Evaluarjuk of Igloolik, appeared in ~he Fall 1985 issue (No •. 61) of Inuktitut magazine, published by Indian and Northern Affairs. Readers interested or involved in heritage research and preservation (natural and cultural) should be aware of the Heritage Research Centre at the University of Waterloo. This centre is designed to encourage heritage resources research, education and the exchange of informa­ tion among a wide range of participating universities, governments and private groups. Among its activities is an annual public lecture series, an occasional paper series, and programs of research and applied work conducted on a team and individual basis. ~Psearch is funded by Parks Canada, which has beeh a co-sponsor of the Centre since 1983, and by the Social Sciences and Humanities Research Council and other agencies. Areas of focus have included marine parks and conservation, climate change and heritage, natural science research in national parks, environmental assessment, and many aspects of park management as well as numerous other subjects. Student Heritage Internships also are awarded annually, with support from the University of Waterloo, Parks Canada and grant or contract funding. For more information on any of the above, please contact: Heritage Resources Centre, Environmental Studies 1, Room 345, University of Waterloo, Waterloo, Ontario N2L 3Gl. (519) 885-1211 (ext. 2072, 3066). JESUS 0 BIMADISIWIN For some native language students the name Baraga is a household name. A fresh reprint of a precious long-lost book by Frederic Baraga is making its way to the desks of such students. The original book was printed in Paris, France in 1837. Through the persevering efforts of a former Jesuit missionary of Northern Ontario and the very effective collaboration of a number of Anishinabeg of Thunder Bay Region, a short run of 1000 copies came off the printing press last spring in Penetanguishene, Ontario. . It is a lovely book in BxlO format of some seventy pages in a maroon flexi-cover embossed with a simple cross and the name Jesus. The full title of the book is Jesus 0 Bimadisiwin Oma Aking (Jesus' Life on Earth). and contains a superb collection of Gospel readings in Ojibway. Distribution has been undertaken by the editor Fr. A. Schretlen on a hand to hand basis. Fr. Schretlen is willing to demons trate the book and introduce future teachers of the Ojibway language to its treasures. Contact: Fr, A. Schretlen, SJ Box 38, Pickering, Ontario LlV 2RZ "Testing in Language Teaching". Ponterotto, Diane Rassegna ltaliana di Linguistica Applicata; vlS nl p87-95 Jan-Apr 1986 Discusses the problem of te s ting with particular regard to the evaluation of aural­ oral skills within a modern methodological context. The use of pictures paragraphs, and dialogutto test listening skills a nd of pictures and micro-dialogs to test speaking •kill• i• de•cribed.~ "A Case for Case Studies." Long, Donna Reseigh Foreign Language Annals; v.19 n3 p225-29 May 86 , Asserts that many aspects of the second language l earning and teaching process are not amenable to experimentation at the present time and that case studies, that is studies of the individual learner, teacher or classroom are valuable as precursor s to experimentation. "MLJ Computer Corner". Brink , Dan . Modern Language Journal, v20 n2 p149-52 Summer 86. Discusses the question of whether one must know how to program in order to make the mos t effective use of the computer in language classes. Looks at four computer languages which may be of interest to language Teachers who want to learn programm1n9: Basic, assembler, high level languages, and authoring systems. �.. -..., ... Page 4 ) > Language ~ Education .. ·in·canada: First Term Courses:'July 2"uly 22, 1987 Second Tenn Courses: July 27·Aug. 14, 1987 TESL Canad.a Summer Forum: July 23..July 26, 1987 Courses A variety of three-credit courses will be offered to students at the undergraduate and gradual& levels. Students may earn a maximum of six credits in each term. The undergraduate courses may be applied to Concordia's TESL Certificate or B.Ed. (TESL), and the graduate courses to the M.A. in Applied linguistics, provided that registrants have been admitted to the appropriate program. Students from other universities should confirm that course credit can be transferred to their program.. • I I t , • .,. • ~r ~ ,••~ .', . -,. ~~...-:. .. . ·Language Education In. canada.ifi:; Exploring Common Ground ... · ,_:;:~ • Both credit and non-credit courses in'ESL are also avattable for students whose native language is not English. t • I • • -~I . ~ - - Space in Concordia University' residences ,.,. (Loyola campus) or McGlU University residences is avattable for earty registrants of theTESL Canada Summer Institute. .• Registration Form. ··. > :. . .· TESL-~ Canada Summer Institute ···· .; .·· 1~ ··~~t :·. •'!.. -. . .. ·>...... ~·- ·7. ~::· . :~i ·.' ... .. Name:_-:-----------..,,.-.....:.----------------------~ Street: _ _ _ _ _ _-..: .--.--.-..-..-. _ _ _ _ _ _ ___ _ _ _ _ _ _ _ _ Apt.,# _ _ _ __ ,City: _ _..___ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Province/State: _ _ _ _ _ _ _ _ __ ..... . .· .,.·.. .. . . ~ ~ .-·: ~ ,, ".. ~ r '· · Postal Code: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ C o u n t r y : - - - - - - - - - - - ­ : • • • If you would like to receive an application ~ · for admission to a TESL Centre program, please check the appropriate space be/ON: 0 Bachelor of Education (TESL) 0 TESL Certificate 0 M.A. inApphed Linguistics linguistic input to children is adapled lo their level of compre­ hension-that ir, if no one is looking. (Reprinted courtesy of Universal Press Syndicate.) ·.,· .. Accommodation _... :'­ • •.• ..'· • ·· Languages · • . .• . · .,,·;~ ; : -Demonstrations of listening Jldivities for •,' ,j, .• Language Learners ~·. ,, ,, ., . ' ~~ ~ -Short Sessions in Grammar and · : ·· 't<'1 J> , Communication, Classroom Interaction, ··!{ . ' Multiculturalism ,_.. . · ~ J • • · ' ·..., ·.: -Displays of Publisher$• Materials :,; Plus a variety of social and cultural activities.' ;., · If )'OU wouldlike to receive a registration package for the · · TESL Canada Summer Institute, please complete the coupon below: .• : ... ·, ·. ....... : :.;t '_ Workshops and Other Activities~. :.·-Mini-courses in Heritage and Native'. ., • '.~ .. • . · The theme otthe institute rs an . :... '\. _, :' 1'',·:' ackna.Yledgement that teachers of heritage;~~· -; languages, Native languages and ESL have a~-; • common concern with language learning and /: · language teaching. The institute provides an~·:i~ opportunity for language teachers to share ·. · their experience and to learn from one another. . ..... ; ;·:.­ Fdrum Modern Engflsh Grammar Comparative Phonetics ESL Methodology Practicum Educational Techno1ugy tor TESL ., Testing and Evaluation Biiinguai Education ' " Language Acquisition History of the English Language Syllabus Planning and Materials Development • ·• The Grammars ol English -.­ Sociolinguistics and ESUEFL ·: · Classroom-centered Research in Second · .. Languages Languages in Native Education .. : : . intensive Second Language Courses inSchools . .. . Heritage Language Programs'· :: :·~ · , "·' ..... . ... ?,·-. . '' • Summer Forum ~· ::·:.:!'.;~ ·:·· · . · The TESL Canada Sum,,:.~~ is a' .....:-_;) four-day conference which will be held _between the summer terms (July 23·26). 1 ·;~ : Papers, workshops, and other activities· ·ff: " "".ill~ presented by Institute faculty and other: distinguished language education .. ' professionals. •. ,, . .., . , .. · ,. :. ·.: Courses Include I' \ .-. • I •• ' •' •• ·.. , Mall to: B. Barclay ·. . TESL Centre Concordia University 1455 de Malsonneuve Blvd. West Montreal, Quebec H3G 1 M8 Canada Telephone: (514) 848-2449 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (3), January 1987 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1987-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/bf9c68ad3bd52092a7d2df878eda8a79.pdf 3449f4576c0c9de40b129fb613efd8be PDF Text Text Native Language Instructors' Progran1 News Boosho, Aani, Tansi, Greetings Can you believe it, NLIP 2008 has come and gone. It was an exciting and challenging summerfor all of us and WE OVERCOMED all things. Hats offto everyone!!! Kichi Miigwech to all NLIP faculty and staff Your loyalty to NLIP is SO appreciated KichilCh-Miigwech! Again. .The dates for Summer 2009 are listed on page four so check it out and we shall see you next summer. I've enjoyed working with and for you this summer. Feelfree to email Diane and myselfthroughout the year (check our email addresses on Lakehead website). We are available to meet your needs while away from campus. Jfyou want to contribute any teaching ideas, resources or a lesson plan, yourfavourite recipe, upcoming conferences send it to us via email. We would like to print at least two newsletters per year and your contributions will be appreciated. This last paragraph was in our last issue sent to you in February, we would like to keep a list of NLIP students who are looking for employment in the city of Thunder Bay or elsewhere in Ontario or Manitoba. Our office receives telephone calls from school boards looking for Native Language teachers. Leave your name and contact number with Diane@ 807-343-8542 or myself@ 807343-8003. May the Guidance of the Creator be with you as you forge on teaching the Native Languages. ��vy Charlotte Neckoway, Coordinator, NLIP P.S. All the best from Diane andfrom Charlotte's angels:) Inside this Issue: Message from your Coordinator 1 NLIP 2008 collage 2 Recipes 3 Job Hunting?, 2009 Spring and Summer Courses, Language books 4 Technology-websites and search engines 5 �Out and About- Summer 2008 Native Language Instructors' Program Page2 �Spinach-rice casserole Amount ., by D. Wolfman Ingredients 1 Cup Serves 6 Milk 4 Eggs 1 tbsp Workhorse Sauce 1/4 C Yeast l/4c Chopped Green Pepper 1 lb Grated Cheese ( Cheddar, Jack, Swiss) Blend Liquids. Stir in remaining ingredients except seeds and 4c Cooked Brown Rice nuts. Pour into oiled casserole. Top with seeds and nuts. Bake at 10 oz Chopped spinach, steamed 1/2 to 1 c Seeds and Nuts Preparation Method 375 degrees for 35 minutes. ·································································································································· Blueberry Peach Upside down Cake Amount Topping 1/4 Cup 1/2 Cup 1/2 tsp 2 Cake Ingredients 1/2 Cup Butter (Melted) Lightly Packed Brown Sugar each cinnamon and ground ginger Ontario Peaches, peeled, pitted and cut into 1/2 inch wedges Ontario Blueberries 1 1/2 Cups 2 tsp 1/4 tsp 1/2 cup 2/3 cup 2 1 tsp 1/2 cup All purpose flour Baking powder Salt Butter at room Granulated Suga Eggs Vanilla Milk Topping In small bowl, stir together butter, brown sugar, cinnamon and ginger; spread over base of pan. Top with circles of peach wedges, leaving a little space between peaches. Sprinkle blueberries be­ tween peach slices. Cake In small bowl, stir together flour, baking powder and salt until well combined. In large bowl and using an electric mixer, beat butter with sugar and lemon rind until light and creamy. Add eggs one at a time, beating well after each addition. Beat in vanilla. Gradually beat in flour mixture with milk until well blended. Spoon batter over fruit, spreading to edges. Bake in centre of 350 ° F (180 °C) oven 55 to 60 minutes. Cool on rack 15 minutes. Run knife around edge of cake, then carefully invert onto platter. Spoon any juices on platter back onto cake. ·································································································································· Pot Roasted Partridge with Cabbage and Chesnutt's by Rick Stein from Food Heroes Serves 4 Ingredients 1 tbsp olive oil 4 small or 2 large prepared partridges 150g/5oz smoked streaky bacon lardons 25g/1oz butter 16 small shallots, peeled and left whole 2 carrots, cut into batons 2 bay leaves 150ml/5ft oz good quality chicken stock 1 Savoy cabbage, outer leaves removed, then cut through the core into 8 wedges 200g/7oz cooked, peeled chestnuts salt freshly ground black pepper boiled or mashed potatoes to serve Method 1. Preheat the oven to 160C/325F/Gas 3. 2. Heat the oil in a flameproof casserole, add the partridges and brown them lightly all over. 3. Lift the partridges onto a plate, add the bacon lardons to the pan and cook until lightly golden. 4. Add the butter, shallofs, garlic, carrots and bay leaves and cook over a medium heat until lightly coloured. 5. Return the partridges to the casserole with the stock, one teaspoon of salt and plenty of black pepper. Cover with a well­ fitting lid, transfer to the oven and cook for 20-30 minutes, depending on the size of the birds. 6. Meanwhile, drop the wedges of cabbage into a pan of boiling salted water and blanch for 2-3 minutes. Drain, refresh under cold running water and drain again. Set to one side. 7. Remove the casserole from the oven, take out the par­ tridges, cover and leave to rest in a warm place. 8. Add the cabbage and chestnuts to the casserole and turn them over once or twice in the cooking juices. Simmer on the stove for five minutes until the cabbage is cooked. 9. Divide the cabbage, chestnuts and braised vegetables be­ tween four warmed plates and palce the birds on top. 10. Serve with boiled or mashed potatoes. •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Page3 �Job hunting hmmmmmm? Maybe this can help ........ Fantastic teaching resources incorporating Native language can be hard to find. I have come across a couple of really helpful sites for classroom resources. Try the following sites: Various teaching positions may be found online. Elementary Teacher- Native Language Program (Ojibway) www.tdsb.on.ca www.chiefs-of-ontario.org Or contact www.7generations.org or Kathy Ranney@ ranneyk@rainbowschools.ca http://www.uleth.ca/edu/currlab/handouts/aboriginaI.html ative Language Institute courses offered for summer term 2009 Institute courses for 2009 NL 3251 Translation NL 3711 North American Applied Linguistics Native Language Teacher Certification (NLTC) 2009 July 2 - 24, 2009 lnstitute/Year 4 July 6 - 24, 2009 Ojibwe OJI 1013 Part I July 6 - 23, 2009 OJI 1015 Part II July 27 - August 13, 2009 Cree CR 1010 Part I July 6 - 23, 2009 CR 1012 Part II July 27 - August 13, 2009 Language Resources in stock at the Bookstore The following is a price list of the language resources that can be found at the Lakehead Bookstore, Intro to Ojibwe Pt.I ISBN: 8800000826 Author: Tom Beardy On Hand: 5 On order: I 00 Price: $69.95 Literature ISBN: 0887551599 Author: Ellis, Douglas On hand: 10 on Order: 0 Price: $75.00 Oral Algonquian Structure pt.I ISBN: 88800000420 Author: Fiero, C.E On Hand: 31 Price: $21.95 Intro to Cree Native Languages ISBN: 0919143423 ISBN: 88800002124 Author: Ahenakwan, Freda Author: NLIP On hand: 5 On Order: 0 On hand: 0 on Order:0 Price: $13.95 Please visit the Lakehead Bookstore website for more information at: http://bookstore.lakeheadu.ca Page 4 �Teaching Our Nation Through the Use of Technological Equipment A Primary Tool During the School Year and Everyday Life As technology advances, it is incorporated more and more into our learning strategies as a time saving device for accessing the information we need. Professors and students alike make use of electronic mail for saving and sending our work. We need to be familiar with a few of the most commonly used programs and services in order to meet the demands of our professors and strengthen our skills for our future careers. Some programs and services include Microsoft Word, Microsoft Outlook, Microsoft Paint, Hotmail, Internet Explorer, Moxilla Firefox, APA formatting, search engines, and various upload tools/add-ons (Java, Adobe, etc.). Some beneficial sites include: http://www.bcschools.net/staff/MicrosoftOffice.htm Microsoft virtual tours http://www.google.ca & http://www.yahoo.ca & http://www.askjeeves.com Search engine http://www.hotmail.com & http://www.yahoo.ca & http://www.knet.ca Electronic mail http://www.microsoft.com/windows/ie/ie7/tour/fre/default.mspx Internet Explorer tour http://www.apastyle.org/ & http://www.library.mun.ca/guides/howto/apa.php Some sites to avoid include: APA examples http://www.wikipedia.org/ This site allows input from any computer user and is an illegitimate source. Page 5 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructor's Program Newsletter Vol 2 Summer Issue 2008 Subject The topic of the resource Universities Description An account of the resource The Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2008-08-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/973d526294bbf5c14d5799409088726f.pdf 8f006bbafa4697368ff13e88b2c0b6e0 PDF Text Text Native Language Instructors' Program News Boosho, Aa11i, Tansi, Greeti11gs I trust that everyo11e is doi11g well. Hopefully everyo11e had a cha11ce to get some rest after the program. Dia11e a11d I are well o,i our way in making pla11s for the summer of 2009. We want to say how muchf1111 it was working with all of you this summer. We appreciate all of the staff who were i11volved with NLIP and for you coming to NLIP. It's challe11ging to be here but after all when it is all said and done, I know everyone feels successful a11d more competent for the upcoming school year as 11ew skills and ideas that have been gained from the summer classes a11d from each other are applied. If you would like to contribute any teachi11g ideas, resources or a lesson plan, eve11 your favorite recipe(s). upcoming conferences that you are aware of, Please send them to us via postal service or email Charlotte Neckoway, Coordinator, NLIP Native Language Instructors' Program Lakehead University, 955 Oliver Road Thunder Bay, Ontario P7B 5El IA Message from tl1e Principal As the principal and teacher ofNLIP, I have seen many rewards from the students. The children of the program enjoyed themselves dearly. I love teaching students and children. The co­ ordinator, CharloneNeckoway and Administrative Assistant, Diane Maybee of theNative Lan­ guage Instructors' Program are always hard at work when students and children come every sum­ mer in July. I really enjoyed my time working with these two. They kept me on my toes. I would like to say Kitchi Meegwetch to both of them and also to the teachers ofNLIP. I would like to say Meegwetch to the summer camp and the residence staff. Kitchi Meegwetch to the Elders that helped us. Kitchi Meegwetch to theNative Language students for keeping our FirstNations' Lan­ guages ALIVE! I appreciate your time and listening to your First Nation's language. "Speak your Native Language; It's music to our ears, and love every second and minute of it!" Respectfully, Florrie Sutherland,NASL principal Inside this issue: Message from your Coordinator and Principal 1 A History of NLIP 2 Recipes 3 Job Hunting?, 2009 Spring and Summer Courses, Language books 4 Native Crafts-Dream Catcher and Mini Native Headdress Pin 5 Joke Page and Happy Holiday greeting 6 �A History of NLIP Nlll (Native Language Teacher Training) began as an experimental program in Fort Francis Ontario in 1973. Within the next two years It expanded and developed into what became I.A.B's- On­ tario Regional NA<>L training program for Iroquoian and Algonquian second language teachers. In 1977, the first seven graduates received NLTT certification from the Minister of D.I.A.N.D. in Ottawa. In 1978 a second experimental program was undertaken In Thunder Bay to pilot the training program for teachers of Native Language Arts for "First Language" communities. In 1981 both programs (second language and language arts) moved to Lakehead University to become diploma programs of the faculty of education with the name changing to our present NLIP (Native Language Instructors' Program). The institute began in 1980 as a directed studies program for NLTT/NLIP graduates, has become a part of University life, and institute courses are now offered by Lakehead's Faculty of Education. In July 1984 the Ministry of Education for the province of Ontario announced Its new policy re­ garding Native Language Education. Through the winter of 1984 and 1985 Ministry officials met with Lakehead University personnel to establish a Native Teachers Certification program leading to a letter of standing after three summers of work. In the summer of 1985, the first "certification· program began with the Algonquian group continuing at Lakehead. The Iroquoian group joined Lakehead In 1991. July 1986 saw the first 23 students receive their permanent letter of standing from the Ontario Ministry of Education as certified Algonquian Second Language Teachers. In July 1991 the first graduat­ ing class of the AQ Program for the holders of an Ontario Teaching certificate consisted of 9 teachers. By 1991 enrollment in the various NLIP programs has soared to 227. NLIP, while now an established and well regarded school continues to grow in quality as each year the best suggestions of student body and faculty continue to shape the curriculum. Over the years, NLIP has come to enjoy a reputation for the quality of its training. Although designed and oper­ ated for Ontario's Native people, students from other parts of Canada and from the United States have come to us for training. We have appreciated the contribution they have made to our broadening understanding of Native Language education. It is our hope that both NLIP and the Institute will continue to grow and prosper and that they may become Increasingly a source of practical assistance to Native Language Education in Ontario and beyond. Native Language Instructors' Program Newsletter �' <f1e.om t/,,e C/(Jtcken. to t/,,e tal,le ... ....................•......................•...••...•.............................•••••••••••........................•• , Wild Rice and Turkey Patties I cup cooked wild rice. cooled Served with a lime mayonnaise I lb turkey meat. ground 3 med eggs Directions 1/2 cup rainbow peppers. diced fine In a bowl, mix turkey, wild rice, eggs, and fresh herbs. Mix well, add pep­ pers, onions, salt and pepper with bread crumbs, blend well. Form into six even size patties. In a saute pan heat oil and brown patties on both side, place on a baking sheet and bake in a preheated oven of 350° F for12 minutes. Mix Mayo, dill and zest of lime, serve with patties l /2 bunch green onions, diced fine I sprig fresh rosemary, chopped fine I sprig fresh thyme Salt and pepper to taste 1/2 cup bread crumbs 2 tbsp olive oil 1/2 cup low fat mayonnaise hllp://www.cookingwiththewolfman.com Apple Crumble Bannock Bannock (see below for filling) Ingredient -- Preparation Method Amount 7 1/2 cups cake flour 2 cups vegetable shortening 2 cups water 1 Tbsp. salt 2 1/2 Tbsp. brown sugar Mix flour and shortening and rub until mealy or pea size nuggets Mix in cold water, and blend, let rest dust with hard flour Roll out dough and let rest before filling Once filled bake at 4oo*F until brown 2 tsp fresh dill chopped Apple filling for Crumble Amount Ingredient 8 1/2 cups 2 Tsp. 3/4 cup 3/4 cup 1 teaspoon 1/3 cup 2 1/2 Tbsp. 1/2 cup 1/3 cup 2 medium apples -- spy lemon juice brown sugar sugar cinnamon butter brown sugar oat flakes cornstarch eggs -- for eggwash Peel and slice apples add lemon. Blend sugar starch and cinnamon add to apple mixture. Fill shell and mix butter oats and brown sugar, top. Fold over edges and bake with an egg wash at 4oo*F or until golden brown . •••••••••• Buffalo Egg Rolls Ingredient cooked Buffalo meat 1/4 lb 2 garlic cloves, chopped 1 tsp Soya sauce 1 med onion, chopped fine 1 can sliced water chesnutts bean sprouts 1/4 lb flour 2 tbsp 1/4 cup water 1 sprinkle chili flakes 10 egg roll wrappers 4 oz vegetable oil Salt and pepper to taste Directions http://www.cookingwiththewolfman.com In a saute pan, cook onions and garlic in1 oz of vegetable oil, add chestnuts, cooked buffalo meat, bean sprouts, soya sauce and chilies, cook for1-2 minutes, add salt and pepper. Prepare a slurry with the flour and water. Place the filling in the center of the wrap, fold over using slurry to bind the edges. Pan fry until golden brown with the remaining vegetable oil and serve with your favorite sauce. (e.g.. Plum) Page 3 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• �Job hunting hmmmmmm? Maybe this can help...... .. Various teaching positions may be found online. Those who are looking for positions in language and for those who are interested in teaching in First Na­ tions may want to check out the following link. www.jobsineducation.com or www.educationcanada.com Fantastic teaching resources incorporating Native language can be found at these sites: http://www.rlnn.cqrn/gjihws;mowin.ht ml http://www.,mi)-hina;1hc111d:1a.com/ hnp:1/w,, w. n:ui,c.:.la11gu;1!'.!\!�.org/ojihwc.htm h11p://www.njihwc111owin.com/ Native Language Institute courses offered for summer term 2009 Institute courses for 2009 NL 3251 Translation NL 3711 Nonh American Applied Linguistics Native Language Teacher Certification (NLTC) 2009 July 2 - 24, 2009 Institute/Year 4 July 6 - 24, 2009 Ojibwe OJI 1013 Part I July 6 - 23, 2009 OJI 1015 Part II July 27 - August 13, 2009 Cree CR 1010 Part I July 6- 23, 2009 CR 1012 Pan II July 27 - August 13, 2009 Language Resources Anishinaabewibii'igewin Ojibwe Writing For Language Teacher ISBN: 88800002765 Author: Nichols Price: $4.00 Spoken Cree: Level One ISBN: 0888643470 Author: Ellis, C. Douglas Price: $56.25 Ojibwe Syllabics ISBN: 88800000420 Author: Fiero, C.E. Price: $21.95 Ojibwe Structure Reference Booklet ISBN: 88800000303 Author: White, Lena Price: $4.00 Alberta Elders' Cree Dictionary ISBN: 0888642849 Author: LeCiaire, Nancy et al Price: $62.44 Please visit the Lakehead Bookstore website for information about the books they have in stock, at http://bookstore.lakeheadu.ca Page4 �To keep busy on those cold winter days! Di-earn Catcher h11p://www.1eachcrsfirs1.com/summer/dreamcmcher.htm# Materials: Thin, round, basket-weaving reed string or twine. beads, feathers. and yarn. Directions: Step 1: Take a length of reed (26 inches), form into a circle and secure by overlapping and bending the two loose ends around the edge of the circle. The circle width should be 5 to 5 1/2 inches. To strengthen the circle and prevent it from coming undone, you may tightly wrap the entire circle with a length of colorful yarn. Step 2: For the "web," tie one end of the twine to the circle you have formed in step one. Tie 9 "hitch knots" around the ring, spacing them approx. 2 inches apart. Keep the string snug when going from one knot to the next.. See diagram to the right: Step 3: The next row of the web- begin tying hitch knots in the middle of the string already attached. Continue tying hitches in the same way until the opening in the center is the desired size. To end the web, tie a double knot in the twine and cut off any excess. See diagram to the right: . ''!ti.,,:.. •�-i - ' _j;;!#f:-;/ . �-1,.I .- :_:;;.· � f• I,,. , Mini Native Headdress Pin Finished Product = 2" big. hup://makingfriends.com/na/swap_headdress.hlm Materials: Safety pins (size 2), red and turquoise pony beads, spaghetti beads, feather charms, 5mm silver round beads, metallic silver pipe cleaner, and scissors. Directions: Open up 9 safety pins. Slide on a spaghetti bead then a turquoise pony bead. Close the pin. Cut two 5" pieces of pipe cleaner. String one small 4mm silver bead on one piece of pipe cleaner. Bend the end to keep it in place. String on a red pony bead, then on go through the head of a beaded safety pin, then a red pony bead, then through the head of a beaded safety pin. Continue until you have strung on ten red pony beads and all nine beaded safety pins. Make sure all the pins face the same way. Finish with a small 4mm round bead. Twist pipe cleaner to secure in place and trim. Using the other 5" pipe cleaner piece, string on a small 4mm round bead, then go through the coiled loop at the end of the first beaded safety pin. Continue alternating small 4mm round beads with the beaded pins pushing the whole group to the middle of the pipe cleaner. String a feather charm on each side and a final 4mm small round bead on each side. Bend pipe cleaner in a small loop at each to secure. Trim If making a pin, carefully open the middle pin in your headdress and slide on an empty safety pin (through it's coil). Close the beaded pin. Page 5 �i Bo!PPY B 8 L iN«yS A little boy returned from the grocery store with his mom. While she put away the groceries, he opened his box of animal crackers and spread them all over the kitchen table. "What are you doing?" asked his mom. "The box says not to eat them if the seal is broken," replied the young lad. "I'm looking for the seal." You might be a Redskin ... If you use your bingo dabber as lipstick, blush and eyeshadow so you won't have to bring your makeup bag with you to bingo nights. Robin Cambell (April, 2008 winner for Redskin Joke Contest on www.donburnstick.com) Dry Bones STQANGE WHITE I/EN IN AJM.JY CLOTHES Pl.ANTING CROPS?.' TIE Ae5T THAM<SGIVING i You're Drinking Too Much Coffee When ... You get a speeding ticket when you're parked. You answer the door before people knock. You grind your coffee beans in your mouth. You sleep with your eyes open. You have to watch videos in fast-forward. You haven't blinked since the last lunar eclipse. You spend every vacation visiting "Maxwell House." You chew other people's fingernails. The nurse needs a scientific calculator to take your pulse. You've worn the finish off your coffee table. Starbucks own the mortgage on your house. Your life's goal is to amount to a hill of beans. You go to sleep just so you can wake up and smell the cof­ fee. You introduce your spouse as your Coffeemate. Instant coffee takes too long. You don't sweat; you percolate. You might be a Redskin.. . If your personalized license plate reads "NOTEVEN." Lynn Martel (October, 2007 winner for Redskin Joke Contest on www.donburnstick.com) The Lone Ranger and Tonto Go Camping The Lone Ranger and Tonto went camping in the desert. After they got their tent all set up, both men fell sound asleep. Some hours later, Tonto wakes the Lone Ranger and says, "Kemo Sabe, look towards sky, what you see?" The Lone Ranger replies, "I see millions of stars." "What that tell you?" asked Tonto. The Lone Ranger ponders for a minute then says, "Astronomically speaking, it tells me there are millions of galaxies and potentially bil­ lions of planets. Astrologically, it tells me that Saturn is in Leo. Time wise, it appears to be approximately a quarter past three in the morning. Theologically, it's evident the Lord is all-powerful and we are small and insignificant. Meteorologically, it seems we will have a beautiful day tomorrow. What's it tell you, Tonto?" Tonto is silent for a moment, then says, "Kemo Sabe, you dumber then buffalo chip. Someone has stolen tent." Page 6 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructor's Program Newsletter Vol 3 Winter Issue 2008 Subject The topic of the resource Universities Description An account of the resource The Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future) and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2008-12-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/ca2bcd66767a1ce16f18208ea0513f1c.pdf 87ad867402422a245bf621df5d9218fd PDF Text Text ..:, Volume 4 Fall Issue September 2009 Native Language Instructors' Program News Boozhoo Well folks! Another summer has come and gone. What a busy summer it was and enjoyable. I trust that everyone is off to a great start for the school year. I have full confidence that you will do AWE­ SOME in whatever it is you set to do this year at work, community and home. Be sure to apply what you have learn this summer and BE SUCCESSFUL. --=�����=---E l! ea. Cl l! A u 0 •- 2 • C Cl Cl :::, Cl C !I •z ·-i This year planning for the 25th NLTC celebration was worth it. The events of the day on July 10th were successful. Kichi Miigwech to Helen Roy for her wonderful Ojibwe tunes and John Fletcher and friends who had us square dancing. Miigwech to the guys who carried the boxes into the ATAC building and got the giveaways organized on the table and my Miigwech goes out to the faculty lecturers who facili­ lated the workshops and to everyone else who was involved. Kichi Miigwech to the student support workers, student council representatives, associate teachers, fac­ ulty and to all who contributed to the graduation dinner and dance fundraising. This year was the most we've fundraised for the event and we have some money remaining to make a deposit for the NLIP 2010 hall rental. BRAVO!!! In closing, I want to acknowledge my honouring ceremony at the graduation dinner. It was a surprise and it's been my pleasure working for NLIP and to have worked with/for the staff/faculty and students. God bless you as you endeavor to save the Native Languages and may our paths cross someday. Again I ask if you would like to contribute any teaching ideas, resources or a lesson plan, even your fa­ vorite recipe(s) or NLIP memory, upcoming conferences that you are aware of, Please send them to the NLIP office via postal service or email to dmaybee@lakeheadu.ca. Sincerely, Charlotte Neckoway, Coordinator, NLIP IA Message from the Principal It has been awesome and rewarding for the Faulty to see students and our children graduate from NLIP. It was so beautiful to see many students stay behind to receive their certificates. I have asked the Year 1 students to listen and write down five expressions example: what'z up, cool, right on, high five, as if , etc that they hear from students in school or in their community. Write down the expression in English and translate in the Native Language. When they return to Lakehead University, we will write them and have a discussion about the expressions. I would like the Year 2 students to do the same. I will do the same here in my school and community . Students that are not employed with the school and want to do their 20 hours, please contact the school and show them the paper of your 20 hour contact days. The copy of the 20 hour contact days are in the blue student handbook. Students that may have any questions may contact me through my work email: florrie.sutherland@clfn.on.ca Have a wonderful summer and winter. I had a wonderful time teaching the students. Taking one step at a time in my grieving of my Dad and I thank everyone for their support in my time of need. Kitchi Meegwetch, Florrie Sutherland Inside this issue: Message from the NLIP Coordinator and Principal 1 NLIP's gratitude to the organizations that contributed to the 25th celebration 2 Recipes 3 Job Hunting?, 2010 Summer Courses, Language books 4 Native Crafts-Pinch Pots and Clay Beads 5 Joke Page/2009 NLIP Photos and Class Photos 6/7 �The Native Language Instructors' Program would like to thank the following organizations for their generous contributions to the 25th Year Celebration. I. Northern Nishnawbe Education Council 2. Matawa 3. Aboriginal Culture Support Services 4. LUNSA-Lakehead University Native Student Association 5. Alumni Board of Directors 6. Seven Generations 7. Aboriginal Initiatives 8. Anishnabek Employment and Training Services Kichi Mligwech Native �J ,.. Cook me up a VeciPe! � ........•...•........................ .........••........•.......•.•••••••.•.••...•.•••..•••.•••••.....•....•••....••....•........•.. Ingredients - 1 Can Chickpeas -­ - 1 drained Cup Bulgur -- soaked for mmutes 2Medium Onion -- finely chopped - 4 Cloves Garlic -- finely chopped 1/4 Cup Cilantro -- finely chopped - 1 Teaspoon Baking Pow­ der - 1 Teaspoon Baking Soda 1/2 Teaspoon Cumin 1/2 Teaspoon Allspice 1 Pinch Cayenne - Salt And Pepper -- to taste 1 Cup Flour s 14 Minute Maple Fudge Directions Ingredients 1.Starting cold, cook maple syrup, cream and butter together at a gentle boil for 9 minutes after boiling point is reached. - 4 cups maple syrup - 1 cup whipping cream - 1/4 cup butter - 1 cup chopped nut meats - 1 tsp lemon extract Directions 1.Place all ingredients but flour and oil in food processor. 2. Blend until thoroughly ground. 3. Transfer to mixing bowl. 4. Add flour and mix well. 5. Form into walnut sized balls then flatten into patties about 1/4 inch thick. 6.Heat oil in frying pan, fry patties until they turn a golden brown on both sides about 10 minutes per side. 2. Remove from heat, add nut meats and lemon, stir vigorously with wooden spoon for 5 minutes. 3. Pour into buttered pans. 4. When cool cut in squares . •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Wajapi Directions Ingredients - 1 Bag (5 ib) frozen berries 8 cups of Water 2 cups of Sugar - Cornstarch 1. To a 5 quart pot add all the berries and smash them use a food processor. Stop short of puree, you want fine pieces throughout. 2. Add the water and sugar. Boil this mixture lightly until everything is cooked. (Approximately 15 to 20 mins) Thicken to desired thickness with corn­ starch that has been dissolved in cold water. Serve warm and eat with lndian Fry Bread. P!ige 3 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• �Job hunting hmmmmmm? Maybe this can help ...... .. Various teaching positions may be found online. Those who are looking for positions in language and for those who are interested in teaching in First Na­ tions may want to check out the following link. www.jobsineducation.com or www.educationcanada.com Fantastic teaching resources incorporating Native language can be found at these sites: http://www.native-languages.org/ http://www.knet.ca/dictionary.html http://www.onionlake.ca/Language-Keepers/Introduction /Introduction.html Native Language courses offered for summer term 2010 Institute courses for 2010 NL 3813 Special Topics II NL 2713 Algonquin Linguistics Native Language Teacher Certification (NLTC)- 2010 July5 -30, 2010 Institute/Year 4 - 2010 July 12- 30, 2010 Ojibwe OJI 1013 Part I July 5 - 22, 2010 OJI 1015 Part ll July26-August 13,2010 Cree CR 1010 Part I July S - 22,2010 Language Resources Explore Ojibwe ISBN: 88800000540 Author: White, Lena Price: $11.45 Cree Legends & Narratives From West Coat ISBN: 0887551599 Author: Ellis, C. Douglas Moons of Winter & Other Stories Concise Dictionary Of Minne­ sota Ojibwe ISBN: 08 I 6624283 0816624283 Author: Nichols, John ISBN: 88800005789 Author: Quill,Norman l __ 1 Price: $7 .50 Ninootaan I can Hear It ISBN: 0921064144 Author: O'Meara Price: $34.95 Price: $56.25 Please visit the Lakehead Bookstore website for information about the books theyhave in stock,at http://bookstore.lakeheadu.ca Page4 �Pinch Pots Materials: • self-drying clay (no firing or baking needed) • a small container of water for each students • butcher paper to cover tables • damp paper towels for each students • assorted shells, sticks, stones, etc., for etching designs in the pots. Directions: 1. Take a small handful of clay and shape into a round ball. 2. While holding the ball in the palm of one hand, take the thumb of the other hand and make an indentation in the center of the ball. Keep turning the ball of clay and pressing down with the thumb to within 1/2 inch of the bottom. 3. When the pot is the desired depth, rotate while pinching the sides with the thumb (inside} and fingers (outside). 4. Work from the bottom up until you have achieved the desired shape. As the clay dries it may begin to crack. Keep dipping your fingers in the small container of water and wipe the surface of the pot frequently with damp pa­ per towels. 5. When the pot is finished, used small objects that would normally be found in nature, to etch designs in the pot. Make sure each students etches their initials in the bottom. 6. Allow several days to completely dry. Caution: These pots will break if not treated gently and they are not water resistant. •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Clay Beads Materials: • Clay • Paint • Yarn Directions: I. Make many sizes and shapes of beads. 2. Use a toothpick or straw to make a whole in the bead for stringing. 3. Paint them, and use yam or string to make fashionable jewelry. Page 5 �An eccentric philosophy professor gave a one question final exam after a semester dealing with a broad array of top­ ics. \. 'l \ The class was already seated and ready to go when the pro­ fessor picked up his chair, plopped it on his desk and wrote on the board: "Using everything we have learned this semes­ ter, prove that this chair does not exist." Fingers flew, erasers erased, notebooks were filled in furious fashion. Some students wrote over 30 pages in one hour at­ tempting to refute the existence of the chair. One member of the class however, was up and finished in less than a minute. Weeks later when the grades were posted, the rest of the group wondered how he could have gotten an A when he had barely written anything at all. His answer consisted of two words: "What chair?" www.ebaumsworld.com/j okes/read/5 195 You might be a Redskin lfyou know how to filet bologna www.donburnstick.com 'to) E,<� � l 7 r / I (. :t' y I II\ \l,, (0-. .tr'o -=- (o,. + =� ({>\ '1 "' ') b}V) \:, � L vi 'b ') e,,k_ ..... You might be a Redskin ... If you use your son's hockey bag for a bingo bag www.donburnstick.com 2009 Summer Photos Page 6 �Year One Year Three Year Two Year Four Institute Page 7 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructor's Program Newsletter Vol 4 Fall Issue September 2009 Subject The topic of the resource Universities Description An account of the resource The Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2009-09-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/3e37d66ea2ef94f7247b2b9f29a8d1f2.pdf 0f119cb53f0e214bb5fdf701eef07ec8 PDF Text Text _.,, -Volume 5 Spring Issue March 2010 Greetings Everyone, I am so thrilled that at this coming spring convocation (May 2010) we shall see a record number of possibly 47 NASL Diploma graduates. Isn't this exciting news! I want to encourage each potential graduate to complete all assignments by April 1, 2010. Call our office or email Diane or myself if you need assistance. The registration forms for all years are coming in quite quickly now, so please send in yours if you have not. We still want to use paper registration so our office has access to number of students so we can decide how many classes we are going to schedule. You are able to start registering online now from home or work, if you required assistance phone me at 807-343-8003 or Diane at 807-3438542. To check the dates for the summer courses for 2010, see page 4. The N.L.I.P. faculty lecturers are returning and so are the elders, Ron and Gloria. If you would like to contribute any information to the next newsletter, email Diane at dmayee@lakeheadu.ca or call her. Gidaa miigwechiwendam ekashkitooyan chi anishinaabemoyan (Be thankful you can speak your Native Language) Kichi Miigwech, Charlotte Neckoway Native Language Instructors' Program Lakehead University, 955 Oliver Road Thunder Bay, ON P7B 5E1 IA Message from tbe Principal Good Day to all Teachers, Don't forget to bring your lessons and visual aids that you have already done in your classroom, for those that are not teaching to begin writing their lesson plans and making visual aids. July is coming around and before we know it we are all meeting and having to do what we do best; teaching and speaking our Native languages. Also please don't forget to start asking your students what are the main slang words/sayings. E.g. cool man, high five and so on. Write them out in your Native language and we will share them in our classes in July See you all there in July, Meegwetch, Florrie Inside this Issue: Message from your Coordinator and Principal 1 Upcoming Conferences 2 Recipes 3 2010 Spring and Summer Courses, Language books 4 Native Crafts-Hoop Drums and Arrowhead Necklace 5 Joke Page 6 �I C t! .!C Antshinnnbomowtn An ond Ortuno Anlsh1naobo�n Ro?Ourco Oovak>pmont Amshlnn.nbomowfn Storie� on<I Musk: AddJo ond Stop Oonce Nl!)hl Sc.holarthrp Award.sand Bnnquot OorfUc Storlighl. Puppor En1orto1nor Anrshloaat>omowfn BlllQO Fun Night P,ooorv;-iUon l1111L,ttvoG Ch11drnn's Activttlos Fonst ond Socml Cmlt WOfkahops Country and Wostom MurJc Youth WorkShops ones Evening Socials l:cJucnlkm and t loallh Work.a.hops Roolstor for tho Conforonco .:md hoar Anlshlnnabomowln for 4 doysl 0 (.) ·E- D) C 8a. :, The web site for the 17th Annual Stabilizing Indigenous Languages Sympo­ sium "Indigenous Languages Across the Generations - "Language and Place" to be held June 25-27, 2010 at University of Oregon - Eugene, Oregon, USA is now accessible at http://www.uoregon.edu/~nwili/SILS/SILS.html The 6th Giving the Gift of Language Symposium and Workshop on Native Lan­ guage Instruction and Acquisition held on April 17-19, 2010, is now accessi­ ble at http://www.nsilc.org/private/GTOL1.htm Native Language Instructors' Program Newsletter Page 2 �_... Cook me up a VeciPe! ........................................................................................•..••••..................................... ...._,, ' Ingredients Directions Calabacitas (Skillet Squash} 5 cubed small summer squash 1 diced large onion 2 roasted peeled green pep­ pers or 1 small can diced green pep­ pers 1 tablespoon shortening or oil 3/4 cup shredded longhorn cheese Saute onion in shortening or oil until soft. Add squash and stir until almost tender. Add peppers; simmer briefly. Sprinkle on cheese and stir until melted. From: Dove Yield: 5 servings 7. Drain and eat like hamburgers. Chicken and Ramps with Sweet Potatoes Ingredients 2 tbsp olive oil 2 tsp chopped fresh sage 2 tbsp Dijon mustard 2 tsp grated lemon rind 2 tsp chili powder 4 boneless, skinless, chicken breasts salt and freshly ground pepper 2 sweet potatoes cut into I inch cubes 4 ramps or 2 leeks, white and light green part only, sliced I cup chicken stock 2 tbsp balsamic vinegar Directions Preheat oven to 400F Combine I tbsp olive oil, sage, mustard, lemon rind, and chili. Reserve I tbsp of mixture, and brush the rest over the chicken breasts. Season with salt and pepper. Heat remaining I tbsp oil in a large oven proof skillet over medium heat. Add chicken breasts, and cook 2 minutes per side or until browned. Remove from skillet and toss in sweet pota­ toes. Saute for I minute, add ramps or leeks and saute for 2 minutes. Add stock, reserved mustard mixture and balsamic vinegar and bring to a boil. Reduce heat, return chicken breasts to skillet and place over vegetables. Cover skillet. Place in oven and bake for 15 to 20 minutes, or until chicken juices run clear. Slice chicken breasts and serve over vegetables. Drizzle over the pan liquid . •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Grilled: Lemon, Butter, \Vorcester­ shire Planked Salmon Ingredients 4 salmon 6-8 oz fillets, about I inch thick, skin-on I cedar plank, soaked under water for at least I hour Lemon-Pepper dry seasoning I /3 cup melted butter or margarine 1/3 cup fresh lemon juice I /3 cup Worcestershire sauce 24 drops Tabasco sauce Basting Sauce: Melt butter in a sauce pan on low heat, add lemon juice1 Worcestershire sauce, and Tabasco ana heat through. Seasoning: Sprinkle fillets on all sides with lemon­ pepper dry seasoning pressing the season- i�fo the nesh and place in the refrigerator for 30 minutes. Directions Preheat grill to medium low heat, about 350 degrees, place soaked plank on grill rack, close lid, and heat for 3 minutes. Using tongs, nip plank and place salmon skin side down on heated side of plank. Baste fillets with prepared sauce. Close lid and grill for 12-15 minutes until done and salmon is opaque in the center and nakes easily with a fork. Baste a few times with basting sauce during cooking. Remove plank and salmon from the grill and serve. Garnish with lemon wedges, and goes well with sides of broccoli and parsley boiled new potatoes. Page 3 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• �Job hunting hmmmmmm? Maybe this can help........ Various teaching positions may be found online. Those who are looking for positions in language and for those who are interested in teaching in First Nations may want to check out the following link. www.jobsineducation.com or www.educationcanada.com Fantastic teaching resources incorporating Native language can be found at these sites: http://snow.utoronto.ca/index.php?option=com-content&task =v1ew&id=24&Itemid=33 http://www.native-languages.org/ojibwe_animals.htm http://www.nativetech.org/games/index.php Native Language Institute courses offered for summer term 2010 r------------------------------------------------· Institute courses for 2010 NL 2713 - Algonquian Linguistics NL 3813 - Special Topics II Native Language Teacher Certification (NLTC) 2010 July 5-30, 2010 lnstitute/Y ear 4 July 12-30, 2010 Ojibwe OJI 1013 Pan I July 5-22, 2010 OJI 1015 Part II July 26 - August 12, 2010 Cree Language Resources Intermediate Ojibwe Advance Ojibwe Introductory Ojibway (Severn) ISBN: 88800002873 Publisher: Lu Printer ISBN: 88800003687 Author: Beardy ISBN: 88800000826 Author: Beardy, Tom Price: $69.95 Price: $69.95 Price: $69.95 Cree Legends & Narratives From West Coat ISBN: 0887 5 51599 Author: Ellis, C. Douglas Price: $56.25 Ninootaan I can Hear It ISBN: 0921064144 Author: O'Meara Price: $34.95 Please visit the Lakehead Bookstore website for information about the books they have in stock, at http://bookstore.lakeheadu.ca Page 4 �_.. e Materials: Hoop Di-um • A round metal cookie tin • A can opener • Self-sticking shelf paper • Scissors, a pencil and ruler • A piece of leather large enough to fit over the top of the cookie tin • A knife • 2.5 meters (8 ft.) of leather lace Directions: Have an adult remove the bottom of the cookie tin with the can opener. f Cut a piece of shelf paper the same circumference and width as the tin. Peel of the backing and stick the paper on the tin. Trace a circle about 2.5 cm ( I -inch) bigger than the tin. Cut out the circle. Mark 12 evenly spaced dots around the edge of the rough side of the leather, about 2.5 cm (I -inch) in from the edge. Use the knife to carefully poke holes in the leather at these dots. Cut the leather lace into six equal pieces. Soak the laces and the leather circle in warm water for about 15 minutes, until they soften. Take the laces and leather out of the water and pat them dry. Thread a lace through one of the holes in the leather. Double knot the lace, leaving a length hanging. Place the cookie tin on the center of the leather on the rough side. Stretch the lace across the bot1om of the drnm and thread it up through the hole that is across from where the lace is tied. Pull it tight and double knot it. Thread and tie the next three laces the same way, pulling the leather tight but being careful not to tear it. As you pull the last two laces across the bottom of the drum, wrap them around the other laces where they cross in the center. Tie the laces tightly. Set the drum in a wann place to dry for a few days. As the leather dries, it will shrink and tighten. •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• An-owheac\ Necklace Use actual stone arrowheads to make a Native American necklace. You need: • • • Stone Arrowhead 30" Suede Cord Pony Beads Instructions: Wrap a 30" piece of suede around the arrowhead cross crossing as shown in the photo. Tie in the back. Push both ends of the cord through a pony bead. You'll need to cut the ends to a point to get them to fit through. Push the bead down to the arrowhead. Slide three more pony beads on each side. Tie ends together. Trim. Page 5 �COLD\\ INTER! The Blackfeet asked their Chief in autumn, if the winter was going to be cold or not. Not really knowing the an­ swer, the chief replies that the winter was going to be cold and that the members of the village were to collect wood to be prepared. Being a good leader, he then went to the nearest phone booth and called the National Weather Service and asked, "Is this winter to be cold?" The man on the phone responded, "This winter was going to be quite cold indeed." So the Chief went back to speed up his people to collect even more wood to be prepared. A week later he called the National Weather Service again, "Is it going to be a very cold winter?" "Yes," the man re­ plied, "its going to be a very cold winter." So the Chief goes back to his people and orders them to go and find every scrap of wood they can find. Two weeks later he calls the National Weather Service again and asks "Are you absolutely sure, that the winter is going to be very cold?" "Absolutely" the man replies, "the Blackfeet are collecting wood like crazy!" Dry Bones STRANGE WHITE I/EN TN AN./Y CLOTHES Pl.ANTING CROPS?! TIE ARST THAM<SGMNG "Youj11.�t sl,o,v 11p here i/legt1f�r t111d expect m to tell you 11bo11t com?" DON BURNSTICK JOKES YOU MIGHT BE A REDSKIN IF YOU> you have blankets for curtains ... your dogs look like their going on a hunger strike... you have more than 5 cars and only one of them works ... and that's only in the summer, because in the winter, its too cold for II to start up you use ketchup and water to fill your bingo dabber... you use a close hanger for a car antenna... your cars only alarm is the sound of it opening up a mile away and the hunger struck dog inside.... you can fit 16 Indians in a ford pickup or a Honda... you go swimming in your underwear .. . you go to AA meetings just for coffee... you hide your money in your sock, don't hide it in your bra, it'll be found anyway you go to KFC to celebrate thanksgiving you use your sons hockey bag for a bingo bag you bank at the money mart you ever skinned road kill.... "oh look at that deer...oh.... uh ... we'll come back when its dark you ever shot a deer or a moose inside your house "hey .... what is that... ... honey, bring me my .22!!!" the most confusing day in your community is fathers day ... you can properly execute the red river gig with rubber boots on .... if you carry a five gallon jug and a cut up garden hose in the trunk of your car... if you try to make dry meat out of baloney... if your pocket knife has ever been display as "exhibit A your honor" you use your probation officer as a reference... if your screen door has no screen on it... if people can hear your car long before they can see it... you been kicked out of several rehab centers for snagging... you met your current spouse in a AA rehab... your toolbox consists of duck tape and a butter knife... Page 6 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructor's Program Newsletter Vol 5 (Spring Issue) March 2010 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty of Education Lakehead University Creator An entity primarily responsible for making the resource Native Language Instructor Program Date A point or period of time associated with an event in the lifecycle of the resource 2009-03-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/e3c61b41a70507fde9996cd617f8254c.pdf 5c6ea3ce1c186fe3f505a7f6cb70f3e2 PDF Text Text January 2012 Newsletter Message from the NLIP Coordinator Bruce K. Beardy Booshoo, Waachiye, Aniin to all of you. Welcome to the latest issue of the NLIP newsletter. We are doing our best to offer two issues of the NLIP newsletter annually that will be submitted to you, NLIP students, electronically. In each issue, you will find information pertaining to Native Languages and Native Language Education. Feel free to pass it on to others. The past 2011 NLIP Summer School was a success and it was great to see many people achieve their goals. In the fall of 2011, I have been busy attending conferences and doing some research for Native Languages Immersion programming. I participated in an Indigenous Languages Institute symposium entitled "Immersion for all Environments" in Albuquerque, NM. It was a two day conference discussing the Native language immersion programs and its successes across Canada and the United States. A lot of networking resulted from this gathering. I also had an opportunity to visit an Immersion school in the state of Arizona while I was in the area. The Tse'hootsooi Dine' Bi'olta' is a Navajo immersion school located in Fort Defiance, Arizona. I felt very welcomed by the administration and staff of the school. I observed in classrooms and briefly spoke to teaching staff. It was so wonderful to see and hear the children speak in their Native language and many of them wearing their traditional Navajo clothing. More recently, I visited the Niigaane Ojibwe Immersion School at Leech Lake Indian Reservation in Minnesota. This visit was to do some research and get an idea how the immersion school operates and its' function, the role of the teachers and the community. I also attended the "Circle of Light - Learning Together for Student Success" conference in Toronto. This is a First Nation, Metis and Inuit Education conference put on jointly by Aboriginal Affairs and Northern Development and Ministry of Education. Approximately 1000 participants attended this conference. While at this conference, the Chair of the Aboriginal Education Department and I met with Ontario College of Teachers representatives to discuss some of the issues NLIP students have told us about. It was a very positive and productive meeting and we hope this will alleviate some obstacles that you are facing. We will continue to work with OCT and resolve the issues that we experience. .....Continues on page 2 ' · 'Ii • { A 'IP". � _.,1 ........., �...continued from page 1 Lakehead University, Aboriginal Education Department also co­ hosted with the Ontario College of Teachers a "Conversation Circles to Support the Development of Additional Qualification Guidelines for Teaching First Nations Students". There were approximately 30 participants of Ojibwe and Oji-Cree speakers at this gathering. Out of this conversations, teaching immersion Native languages was a big topic. The Cree speakers held their own conversations in their territory with OCT. We are hoping to offer a course Teaching Native Language Immersion to our NLIP students for 2012 summer. This course will fall under the NLIP Summer Institute program and is designed for Native Language teachers who have completed the NLTC or the NASL Diploma programs. For more information, you can call me directly at 1-807-343-8003 or e­ mail: bbeardy@lakeheadu.ca. We feel it Is Important to remind people of the description of the Native Language Instructors' Program (NLIP), Its objectives and other programs. 1. 2. 3. 4. 5, 6. 7. 8. Description of the Program The Native Language Instructors' Program (NLIP) at Lakehead University is the only program in Ontario with a mandate from the Ontario College of Teachers to provide teacher certification in Algonquian languages. Established in 1984, the purpose of NLIP is to provide persons who are fluent in their native language with a recognized (in accordance with the Ministry of Education) means of teaching that language to their respective communities. In other words, NLIP serves largely as a school that educates students in a relatively standardized method of instruction, which is applied to traditional languages. By no means restrictive, NLIP provides a learning environment that respects, encompasses and promotes traditional teaching practices and beliefs. NLIP also provides courses to those persons who wish to become fluent in a particular language. Students for the Native Language Instructors' program apply from across Ontario and other regions; once accepted they have an opportunity to earn a teaching certificate or diploma. The program is offered in the month of July for three or four summers. The purpose of the Native Language Instructors' Program is to increase the number of Native language teachers through summer programs, which will prepare them to teach Native Languages as described in Ontario Ministry of Education regulations. The program provides the students the study of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native Languages. Course requirements are met through a combination of courses and student teaching. the students will have understanding of the underlying structure of their language and will have developed literacy skills; the �udents will have a knowledge of methods and techniques for teaching Native As A Second Language; the students will have an understanding of practical pedagogical principles that will help them work within the context of the school, with administrators, teachers, students, and the community; the students will successfully complete a combination of observation and teaching experience; the students will have gained knowledge of the traditional teachings and values inherent in Native languages and culture; to maintain the survival of the Native language and culture; that the NLIP students have outlined for them the traits, skills and habits of a successful university student; that the NLIP students be trained in and measured by a single teaching formula and a common lesson planning and evaluation format; that NUP provide to its students the means to develop traits, skills and habits of a successful university !s'tlldent. Anishinaabemowin Gikino'amaadiiwigamig �Native Language Teacher's Certification A three summer program for the month of July; training in teaching Native as a second language to students whose first language is English. The Certification Program is designed for individuals who want to teach a Native Language as a second language in a primary or secondary school. It focuses on developing skills required for second language teaching. The curriculum is designed for students who enter the program with an Algonquian Language background. Admission to the NLTC Program Students will be admitted to the program provided that they meet both of the following: (a) Native language requirement of the course to which the candidate wishes to be admitted. i.e. for both NASL/NLTC - fluently speak a native language. (b) Lakehead University Admission Requirements. Requirements for Admission to Undergraduate Degree Programs (See Mature Student and Extraordinary Admissions in the Lakehead University on-line calendar at www.lakeheadu.ca). Components In order to qualify for the Transitional Certificate of Qualification and Registration through the Ontario College of Teachers (OCT), a student will be required to complete successfully each year all four half-courses of the following: 1. Algonquian Courses: Introduction to literacy in Native Language, Practice in reading and writing, curriculum materials and understanding of language structures. 2. Methodology Courses: Methods of second language teaching, planning, use of curriculum guidelines, classroom activities, evaluation, and materials production. 3. Pedagogy Courses: A survey of teacher ethics, classroom management skills, record keeping and planning. An examination of characteristics of children. Identification and solutions to common problems facing Native language teachers. An examination of bilingual education, strengths, weaknesses, problems, and opportunities. 4. Practicum: Students become familiar with Ministry of Education documents, plan for instruction, classroom observation and on-site teaching experiences in Native language classes with children aged five to sixteen. Students participate in workshops and assemblies that provide activities and resources for the classroom. Anishinaabemowin Gikino'amaadiiwigamig �- --- �-- ----�---- Native as a Second Language for Non-fluent Speakers NLTC student graduates wishing to enter the fourth year of the NASL diploma may do so providing that they complete all the NLIP requirements. NASL on-campus courses consists of: Algonquian 2233, Education 1354, and Education 1574. Education 1599 is a supervised fall and winter practicum, off-campus, in the fourth year of the Native Language Instructors' Program and is a required course to complete six prescribed assignments. Upon successful completion of the Fourth Year or NASL Program, student is awarded a Lakehead University Native as a Second Language Diploma and can attend the Lakehead University Convocation. Each summer, two Advanced Native Language and/or Linguistic courses are offered to students who have graduated from both NLTC and NASL programs wishing to extend their knowledge and do research in the area of their specialty as well as to any person similarly qualified. For 2012 NLIP Summer Session these courses are being offered: Native language 2711 Introduction to Native American linguistics A survey of the native languages of North America: present situation, historical relationships, sound systems, grammatical structures, geographic and social variation, writing systems and language maintenance. The basic principles of descriptive and historical linguistics will be introduced. Native language 3811 Special Topic I A half course on a selected topic. (Possibly an Immersion course.) The courses in this series are intended for students who wish to learn either Ojibwe or Cree, and are not normally intended for students already fluent in one of these languages. These Ojibwe and Cree courses are usually offered through-out the year including spring and summer and depending on the student enrollment. Some of these courses are cross listed with Indigenous Learning. Ojibwe as a Second Language Lakehead University offers introductory courses in two of the main dialect variants found in Ontario. Severn Ojibwe (sometimes also referred to as 'Oji-Cree,' and as Anihshininiimowin in the language itself) is the primary dialect spoken in much of Ontario north of the Berens River. It is frequently written using the traditional syllabic writing system; a wide variety of orthographic traditions, both alphabetic and syllabic, are used in Ojibwe dialects. Western Ojibwe refers to the dialects of Ojibwe spoken in communities from approximately Sault Ste. Marie in the east, along the north shore of Lake Superior, and through the Lake of the Woods area. Severn Ojibwe Courses include: Introduction to Severn Ojibwe Part I and Part II. Intermediate Ojibwe Advanced Ojibwe Western Ojibwe Courses include: Introduction to Western Ojibwe Part I and Part II. Cree as a Second Language Introduction to Cree Part I and Part II are normally offered through out the year but is dependent on the student enrollment. �The Native Language Minor Students at Lakehead University may obtain a Minor in Native Languages by taking an appropriate series of courses. NLIP Linguistic Community Residence A) The first is intended for fluent speakers of a Native language (usually Ojibwe or Cree). With the cooperation of the Lakehead University Residence and Conference Services, townhouses for NLIP students are set a side for the month of July each summer. The residence provides atmosphere conducive to serious study and encourages the use of the Native language to the greatest extent. Parents are responsible for children in the residence community and on campus. B) The second is intended for individuals who wish to learn a Native language, or to improve their fluency in a Native language. NLIP Residence Coordinator and Assistant are available to provide services day and evenings including weekends on­ site at the residence. An overall average of 60% is required in three courses chosen in consultation with the Coordinator, NLIP program. NLIP Elders Program There are two paths for obtaining the Native Language Minor. Program Requirements for Fluent Speakers The following sequence of courses is recommended for �tudents who are fluent in Ojibwe or Cree. 1) The equivalent of ONE full first year" ALGO" course. This requirement may be satisfied by taking ALGO 1212 and ALGO 1232 (Note: these courses are normally offered during the summer session only). 2) The equivalent of TWO full courses beyond the first year level. This may be met by taking a combination of"ALGO" courses and/or" NALA" courses. In consultation with the NLIP coordinator, special combinations of courses may be designed. Program Requirements for Second Language Learners and Non-Fluent Speakers The following sequence of courses is recommended for students who are learning Ojibwe or Cree. 1) The equivalent of ONE full first year"OJIB" or "CREE" course. This requirement is satisfied by taking OJIB 1013 or 1014 and OJIB 1015 or 1016 or Cree 1010 and Cree 1012. These courses are regularly offered during the fall and winter semesters, and may also be offered during the month of July. 2) The equivalent of TWO full courses beyond the first year level. This may be met by taking a combination of"OJIB" or"CREE" courses and/or appropriate "NALA" courses. In consultation with the NLIP coordinator, special combinations of courses may be designed. Elders provide counselling and general support to students regarding personal, social, guidance and cultural needs. On occasion, Elders are invited by the faculty lecturers and children's programs to share storytelling sessions and cultural knowledge and experiences to the classes. They conduct opening and closing prayers at assemblies and staff meetings, smudges, sweat lodge, and sunrise ceremonies. They maintain liaison and communication with the students, children's programs, faculty and staff. Elders are available during the day and in the evenings including weekends for the students. NLIP Student Support Workers The student support workers provide assistance and support to students in accessing University services: Aboriginal Services, Library, Learning Assistance Centre, Health Services, Financial Aid Office, etc. They also support students regarding personal, social and cultural needs. Maintain liaison and communication with the students, children's programs, faculty and staff and work with NLIP student council regarding goals and activities. They encourage students to participate in the planning and organization of activities, maintaining communication links, scheduling and advertising of events. Aboriginal Education Counsellor may be available on-site, three days per week to provide social, cultural and academic support to students during the summer programs. �Lakehead University Native Language Teacher's Certification (NLTC) July 3 - July 27, 2012 Native as a Second Language (NASL) Diploma July 9 - July 27, 2012 Institute Courses July 9 - July 27, 2012 Native Language 2 711 Introduction to Native American Linguistics A survey of the Native languages of North America: present situation, historical relationships, sound systems, grammatical structures, geographic and social variation, writing systems and language maintenance. The basic principles of descriptive and historical linguistics will be introduced. Native Language 3811 Special Topic I A half course on a selected topic. (Possibly an Immersion course.) Second Language Courses Ojibwe July 3 - July 19, 2012 Ojibwe 1013 Part I Introduction to basic Severn Ojibwe phonetics, grammar and conversation. July 23 - August 9, 2012 Ojibwe 1015 Part II Developmental of conversational skills and practice in writing. Cree July 3 - July 19, 2012 Cree 1010 Part I Introduction to basic Severn Ojibwe phonetics, grammar and conversation. July 23 - August 9, 2012 Cree 1012 Part II Developmental of conversational skills and practice in writing. �™� Ani$hinaabemowin-Teg Inc. Presents 0 March 28th to April 1, 2012 l<Gw�dln C�1tno ;md Convctntlon Centre Saull St•. M,uht, Mich,tffan R�lttrotlon f.1,&,,,dOo.odt,,.,•-­ Dotc_, IS 2'0111<: V$Ot m•oo .a«n ,,oo 1'!000 E-..:�• 0 00 �'l'o./11 This is a Drug and Alcohol Free Event Please Koop Conforoncc Aroa Smoke F roe $t-nd l'•1mitnt .end ff�••trJtton to 0t•tr-.iN- C tunJ fc:unc:t� •H.....,, S61, P o na 1"Ch� 011 POP IC.0 f•• ,�, lf7-64at morv lnformotlon phNISV vmoll Nortlna Osowomldc ot mortl1<1omlk@hotm"Gll.com or Jonis Fairbanks ot foirbonksj hotmoil.com or check out oor wetbsltv www.ateg.<<1 for ... 19th Annual Stablllzlng Indigenous Languages Symposium Thompson Rivers University, Kamloops, British Columbia, Canada, May 17-19, 2012 For more information contact Jack Miller at JamiUer@tru.ca Click here to see Tim on youtube: Tjm speaks Ojibwe[Tim ojibwemo http:/Jwww.tr:.u.ca/sils,'1tml �New Release Are you returning for NLIP 20 12 Summer School? If you were an NLTC (Year 1 , 2 and 3) student last summer, you may proceed to register on-line for the NLTC summer courses. Year 3 NLTC students who wish to do an additional year for year 4 or NASL Diploma program may also proceed to register on-line. Since many of you were able to register your courses on-line last year, this should be a little bit more easier. If you are unsure which courses you should register, please refer to your transcripts. The "ALGO" year 1 and 2 courses are a bit tricky as you will need to know which section of the ALGO course you took last year and must register the same section for second year students, i.e. for Cree speakers you took ALGO 1 21 2 AC and can register for ALGO 1 232 AC; for western Oji-Cree speakers; ALGO 1 21 2 AA for 1 232 AA; eastern Ojibwe speakers AB; and for western speakers AD. For returning first year NLTC students, ALGO 1 232 AA/AD sections of Western Ojibwe and Western Oji-Cree may be combined for the 201 2 Summer session as is the first year ALGO 1 21 2 AA/AD sections. All others, new first year NLTC applicants and Institute Courses applicants MUST apply through Lakehead ADMISSIONS office. If you require assistance or need more information, call Diane Maybee or Bruce K. Beardy at 1 -807-343-8542 or 1 -807-343-8003; E-mail: dma bee@lakeheadu.ca or bbeardy@lakeheadu.ca. Nenapohs Legends Memoir 2 Margaret Cote ISBN: 978-0-88977-219-9 Series: University of Regina Publications 25 Year: 2011 Pages: 1 1 2 Binding: Paperback $19.95 Seven traditional stories of the Saulteaux trickster. Nenapohs. In both Standard Roman Orthography and Syllabics, with English translation and a glossary of Saulteaux words. Shop on-line at WWW.CPRCPRESS.CA For returning NLTC students, using your Mylnfo (WebAdvisor) go to htt!UL howtoregister.lakeheadu.ca/ for registration instructions. PLEASE read and follow the instructions. If you are having a difficult time, call Diane or Bruce at the NLIP office. Bring your Lesson Plans The summer NLIP Practicum Planner is encouraging all returning NLTC students to bring their Lesson Plans that they used for their classes over the school year. Please review your lessons carefully and identify what worked best and how they can be improved. Bring all, if you have available, your worksheets, exemplars and rubrics that go with the lessons. With this idea, you will have all your resources to use for your practice teaching next summer. You will be required to teach a minimum of three practicums during the summer. For Ontario Ministry of Education Native Languages resources, visit the website at: hUp://www._edu_.gov.on.caLeng/ For Ontario College of Teachers, visit the website at: b_ttp;//�o_ct.ca/ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructor's Program Newsletter January 2012 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2012-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/e6b64f29f01bb178765d4cabbc0f5c05.pdf a82e514b6092d02b052645cf79d851cf PDF Text Text n io ty of Ed uc at INTRODUCTORY OJIBWE: Fa cu l Parts One and Two in Anishinaabemowin (Western Ojibwe) La ke he ad U ni v er sit y (_ Native Language Instructors' Program Lakehead University Thunder Bay, Ontario �Introductory Ojibwe: Parts One and Two in Anishinaabemowin (Western Ojibwe) ©2001, Native Language Instructors’ Program, Faculty of Education, Lakehead University, Thunder Bay, Ontario Canada The print version of this text and accompanying audio files are available at Lakehead University Libraries (Chancellor Paterson and Education Libraries) library.lakeheadu.ca This text has been scanned as part of the Anishinaabemowik - Indigenous Languages Program Historical Documents Digitization Project, Faculty of Education, Education Library (Thunder Bay Campus), Lakehead University. This work is licensed under a Creative Commons Attribution-NonCommercialNoDerivatives 4.0 International License. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/ Please contact the Faculty of Education, Office of the Dean, Lakehead University, Thunder Bay, Ontario Canada for additional information or permissions. 807-343-8010 (ext. 8520) �INTRODUCTORY OJIBWE: of Ed uc at io n PARTS ONE AND TWO IN ANISHINAABEMOWIN (WEST ERN OJIBWE) cu l Fa ni v er sit y ( Gilbert Descham ps Agnes Hardy John O'Meara Sonya Matson Bruce Beardy ty Revisons for this version: Language Consultan t Editorial Assistance: Typing and Graphics: Graphic Artist: La ke he ad U This book is an adaptation of "Introductory Ojibwe: Parts One and Two in Severn Dialect)," by Tom Beardy. A special thanks to the late Lena Odjig White for all of her help in making the books in this series a reality and for all of her devotion to the preservation of Native languages. L �cu l ty of Ed uc at io n :D LIB ,97.333 61 Fa This publication is based upon "Introductory Ojibwe: Parts One and Two in Severn Dialect, "which in tum is based partly on material contained in the following publications: 0 ni v er sit y "Introductory Ojibwe (Severn dialect)" by Mary L. Mitchell, Lakehead University, Thunder Bay, Ontario and SS 509 Conversational Ojibwe (In the Severn Dialect) Confederation College of Applied Arts and Technology, P.O. Box 398, Thunder Bay, Ontario Lakehead University Thunder Bay, Ontario P7B 5El he ad U Printed and distributed by: ke Not to be sold for profit. La © 2001 by the Native Language Instructors' Program, Lakehead University. All rights reserved. No part of this work may be reproduced in any fonn or by any means without written permission from the Native Language Instructors' Program, Lakehead University. Some illustrations© 1994, RT Graphics, NM. 0 ISBN 0-88663-034-7 �Course Description Fa cu l ty of Ed uc at io n This is the beginning of a journey in Anishinaabemowin, the language of the Anishinaabe (Ojibwe). This book will introduce students to the language and culture of the indigenous people of Northern Ontario. Students will learn basic vocabulary through listening, speaking, reading, and writing in Ojibwe. Students will develop basic communication skills in Ojibwe through study and practice. They will also become familiar with the traditional values and culture, which are vital when working with indigenous people. ke he ad U ni v er sit y ( La t~v\~\J>- vJJJ ~ ~ V\, \, \J"' ~\ LET'S CONTINUE OUR JOURNEY UP THE RIVER TO DISCOVER ANISHINAABEMOWIN �What is Anishinaabemowin? Q io n Anishinaabemowin is the indigenous name for the Ojibwe language. Anishinaabemowin is spoken in several different DlALECTS throughout Canada and parts of the United States. In this book we are focussing on the dialect of Anishinaabemowin which is spoken in Ontario, in the area between Thunder Bay, Ontario, at the west end of Lake Superior, and Sault Ste Marie, Ontario. Similar dialects of Anishinaabemowin are spoken in the Lake of the Woods area, in the area between Thunder Bay and the Ontario-Manitoba border, and also in Minnesota. Ed uc at This book was prepared in conjunction with the Native Language Instructors' Program (NLIP) at Lakehead University in Thunder Bay. For convenience the Anishinaabemowin dialect being studied here is sometimes called 'Western Ojibwe,' in order to distinguish the varieties of Anishinaabemowin spoken in Ontario west of Sault Ste Marie from those spoken in southern Ontario. In the book, however, we will use the term Anishinaabemowin. cu l ty of Some of the communities where the dialect of Anishinaabemowin being studied here is spoken include Rocky Bay and Gull Bay, on the shores of Lake Nipigon. Other communities include Pays Plat, Pie Heron, Mobert, Lake Helen, Batchewana Bay, and Whitesands. y Fa Because there are many different dialects of Anishinaabemowin, you may find that Anishinaabe people from other areas use words, pronunciation, and spelling that are somewhat different from the ones used in this book. But at the same time there are many similarities between all dialects of Anishinaabemowin. sit If you are interested in more detailed information about the dialects of Anishinaabemowin, you ni v er may wish to consult the following book. Although much of the discussion is technical in nature and requires some knowledge of linguistics, there are many maps and lists of words which may be interesting to the general reader. ad U J. Randolph Valentine. 1994. Ojibwe Dialect Variation. PhD dissertation, University of Texas, Austin. ke he Another useful reference which is recommended for students using this book is this dictionary of a closely related dialect of Anishinaabemowin spoken in Minnesota. La Earl Nyholm and John Nichols. 1995. A Concise Dictionary ofMinnesota Ojibwe. Minneapolis: University of Minnesota Press. What is in this course? There are two units of study. This book is intended as an introduction to Anishinaabewmowin. In these units, you will be given instructions in English and guided through exercises. Many of the answers are included in the book, so you can check your work. At the back of the book there are glossaries which list all the words used in this book. You are encouraged to listen carefully to your instructor, and to other speakers of Anishinaabemowin, who can introduce you to new words and expressions. ii 0 �But these are only a beginning - to learn more Anishinaabemowin please be certain to learn from speakers of Anishinaabemowin in your community. By the end of the course of studies, you will be able to carry on a short conversation in Anishinaabemowin. n SUBJECT OUTLINE io Subject Name: Introductory Ojibwe (Western dialect) uc at Subject Number: OJ 1010 Part One and OJ 101~ Part Two Ed Subject Description: ty of The aim of this subject is to provide students with the skills necessary to speak Anishinaabemowin. In this functional and conversational program, students will learn basic vocabulary through listening, speaking, writing and understanding. y Fa to understand through conversation the structure of Anishinaabemowin. to listen with understanding and to converse at a basic level in Anishinaabemowin. to pronounce words accurately. to demonstrate effective use of Anishinaabemowin in culturally appropriate contexts. er What is this subject about? sit ( - cu l Objectives: ke he ad U ni v This is an introductory course for students who wish to learn to speak the Anishinaabemowin dialect. It is designed to give practice in conversation using everyday situations that students might encounter as they live and work in a Native community. It can be used to practice Native language by students of Native ancestry or by students from other backgrounds. Leaming a Native language can lead to a better appreciation and understanding of the whole society who uses it. Both Native and non-Native learners can gain a sense of the traditions, the customs, and both the historical and modem view of Native life. La Where should the learning begin? There is no right or wrong dialect. What is important is to keep the Native language alive and growing in use. Perhaps then, it is important to become familiar with one dialect of the language to start, and it would be simple from there to learn the differences in sounds of words to learn other dialects. Appreciating the dialects of other communities takes a trained ear and a curiosity to understand one another. Perhaps this first step will help to bring a stronger unity among our Native communities to keep alive the Native culture. L Although people in their own communities must be the ones to decide how to carry on their language through the generations, this advanced course of studies uses Anishinaabemowin. iii �Writing Anishinaabemowin In this section we discuss the writing system which is used in this book. First there is a discussion of 0 the basic letters and combinations of letters which are used to write Anishinaabemowin. Following this there is a discussion of some issues which arise in writing and reading Anishinaabemowin. You io n do not need to read all the information at once. You may find it helpful to read it over from time to Ed uc standable to you after you have been exposed to the language for some time. at time as you progress through the course. Some of the topics discussed here will become more under- The Writing System of In this book Anishinaabemowin is written with Roman (alphabetic) letters. Anishinaabemowin uses ty some of the letters used in writing English. However Anishinaabemowin is written in a way that is cu l more consistent than English writing. Although English writing is basically fairly regular, there are Fa enough irregularities found in English writing that we would not want to import them into y Anishinaabemowin writing. When we use letters or combinations of letters in Anishinaabemowin, sit these consistently represent the same sound or combination of sounds. Each letter corresponds to a 0 er certain sound, and is only used to represent that sound. VOWELS and CONSONANTS. U ni v Sounds in Anishinaabemowin are divided into two basic types: ad Vowels he There are seven vowel sounds in Anishinaabemowin. Vowels are divided into two types: LONG ke vowels and SHORT vowels. Long vowels take longer to say. With one exception, there is a long vowel La corresponding to each short vowel. In elementary school you may have learned that certain English vowels were long and others were short. However, the way that vowels are analysed as long and short in Anishinaabemowin is different from the way they are presented in English, and you should ignore the English usage. Here is a chart of the long and short vowels. You will learn how they are pronounced in the following paragraphs. IV Q �LONG r SHORT ii 00 0 aa a at io n e uc You can see that the first three long vowels are represented by writing them double. Each is still one Ed vowel, though. Further, each of the first three long vowels has a corresponding short vowel, and each short vowel is written with a single letter. The last long vowel, e, has no corresponding short of vowel. Because there is no need to indicate a distinction between a long and short e sound, the long cu l ty e is written with a single letter. You will find that some of the letters do not represent what we might expect them to in English. Fa But remember that when we use these letters to write words in Anishinaabemowin, they are sit expect them to be pronounced the same way they are pronounced in English. Every language has its ni v er own rules for how letters are to be pronounced, and Anishinaabemowin is no exception. Here are some examples of Anishinaabemowin words that contain long vowels. The examples U show the vowel in three positions: beginning, middle, and end of a word. The vowel in question in ad each word is written in bold type. The approximate English equivalent of the Ojibwe vowel sound is ke he also given. Most of the words given in this section are also used in the book. Vowel ii Ojibweword iidog ·supposedly' niin •1, me' anokii 'he/she is working' Approximate English Equivalent seat 00 oojii 'fly' mooz 'moose' giigoo 'finish' note, toot aa aakozi 'he/she is sick' anishinaabe 'native person' maajaa 'he/she leaves' father La (_ y Anishinaabemowin letters! So the letters represent Anishinaabemowin sounds and you should not V �bed emikwaan 'spoon• bekaa 'slowly' giiwe 'he/she goes home' e 0 io n Now here are some examples of words that contain short vowels. Approximate English Equivalent sit 0 onaagan 'plate' animosh 'dog• bijiinaago 'yesterday' put a abwi 'paddle' but uc Ed of ty cu l i at Ojibwe word ikwe 'woman' nika 'Canada goose' aakozi 'he/she is sick' Vowel y Fa gaye 'and, also' makwa 'bear' sit Consonants 0 er There are more consonants than vowels in Anishinaabemowin. All the letters used to write conso- ni v nants are also found in English. Some have a pronunciation very similar to that which they have in ad U English, while others are quite different. he The consonant letters used to write Anishinaabemowin are: b, d, g, ', j, k, m, n, p, s, sh, t, w, y, z, zh. ke Not used are c, f, q, v, x. The letter h is used in only a very small number of words. The letters l and La r do occur in some word borrowed from English or French. Some of the letters used for consonants are virtually the same as ones used in English: m, n, w, and y. They should not cause you any difficulty. The sounds m, n and w can appear in any position in a word: beginning, middle, and end. Ojibwe m Ojibwe examples English equivalent makizin 'shoe' man o'omaa 'here' doodam 'he/she goes something' vi a �nagamo 'he/she is singing' bine 'partridge' waakaa'igan 'house' name w waasa 'far' gaawiin 'no' wiindamaw 'tell him!' win io n n uc ty of y English equivalent yes Ed Ojibwe examples geyaabi 'still' ninday 'my dog!' Ojibwe at The sound y usually does not appear at the beginning of a word. cu l Anishinaabemowin has one letter (and sound) which does not correspond to any letter in English. This is the apostrophe('), which in Anishinaabemowin represents the sound called a GLOTTAL STOP. Fa In English the glottal stop sometimes occurs: listen carefully to the pause between the two syllables y of 'oh-oh.• But in English there is no letter to represent this sound. sit ( Ojibwe examples English equivalent mazina'igan 'book' oh-oh U ni v er Phonetic ad The sound h normally does not occur in Anishinaabemowin words. But you will find it in the word ke he that means 'okay.' English equivalent him La Phonetic Ojibwe examples h ahaaw 'okay' The remaining consonants are divided into two series, which are called the WEAK consonants and the STRONG consonants. The L weak and strong consonants come in pairs. WEAK b d g J z zh STRONG p t k ch s sh vii �The strong consonants normally do not appear at the beginning of a word, only in the middle or at the end of a word. The weak consonants may occur in any position in a word: beginning, middle, Q end. Notice also that in Anishinaabemowin the sequence of letters sh, ch, and zh are used to io n represent single sounds, even though two letters are used for each. at The following table presents examples of the weak consonants. The second English equivalent uc sound is the one that occurs between vowel (or between n or m and a vowel sound; see the of Ed discussion below in the 'Spelling Notes' section). English equivalent pit, bit Ojibwe examples bine 'partridge' nibi 'water' wewiib 'hurry' d debwe 'really' badaka' igan 'fork' wiisagad 'pepper' Fa cu l ty Sound b time, dime er sit y 0 giiwe 'he/she goes home' nagamo 'he/she is singing' biindig 'inside' j jiimaan 'canoe' agwajiing •outside' amanj igo 'don't know' chip.judge U ni v g zaaga'igan 'lake' gwiiwizens 'boy' waabooz 'rabbit' sit, zip zhiishiib 'duck' bezhig •one' biizh 'bring him!' ship, measure La ke z he ad keep, game zh The following table presents examples of the strong consonants. The strong consonants appear in the middle of a word or at the end of a word, but do not appear at the beginning of a word. viii Q �Ojibwe examples apii 'when' nimbaap 'I laugh· t eta 'only' k ikido 'he/she says' amik 'beaver' ch waasecbigan 'window' miigwech 'thank you' s asin 'stone' wiiyaas 'meat' sh mashi 'yet' ty of Ed uc at io n Sounds p cu l dash 'but, and' Fa A sequence of two strong consonants may also occur in the middle of a word or at the end of a word, but not at the beginning of a word. sit y ( Ojibwe examples miskwi 'blood' sbp ishpiming 'above' ni v U jiishta'igan 'broom' ad sht er Sounds sk weshkad 'long ago' giiyaashk 'seagull' La ke he shk SPELLING NOTES These notes discuss several aspects of Anishinaabemowin spelling and pronunciation. You may find it helpful to read them over as you become more familiar with the materials in the course, and L as you become more accustomed to hearing Anishinaabemowin words and sentences. The pronunciation of words in Anishinaabemowin does not always consistently match the spelling ix �of words in this book. There are several sources of variation in pronunciation which may make the pronunciation of words different from their speliing. Variations in pronunciaton affect both vowels Q and consonants. You may find that some speakers have slightly different pronunciations of some words. and even that a single speaker may vary in the way that they pronounce particular words. In n this book the way that words are written does not reflect these different types of variation. We have of Ed to other speakers of Anishinaabemowin. and follow their pronunciation. uc at io attempted to use a more consistent spelling which can be used by a wide variety of learners and speakers. However as a result language learners will need to listen carefully to their instructors and 1. VOWELS cu l ty The pronunciation of short vowels is subject to several sources of variation. Some of the more common ones are summarized in this section. Fa (a) Dropping of short vowels y A common feature of the dialect of Anishinaabemowin being spoken here is that SHORT VOWELS are 0 er sit frequently dropped. That is. they are not pronounced. Note that long vowels are not affected by this phenomenon. Dropping of vowels is common in everyday speech; when individuals are speaking end of a word. ad U ni v more slowly they may drop vowels less frequently. Vowel dropping occurs at the beginning of words or internal to a word; the type of vowel dropping being discussed here does not occur at the he Vowel dropping is common at the beginning of a word. In the first column we give the full form of ke the word, without vowel dropping. In the second column we give the form of the word with vowel La dropping. In the second column, the location of the vowel which is dropped is marked with an underline(_); this use of underlining appears only in this section. Full Pronunciation Everday Pronunciation Translation agwajiing _gwajiing 'outside' inini _nini 'man• ikwe _kwe 'woman' X 0 �Short vowels may also dropped internal to a word. Everday Pronunciation Translation gwiiwizens gwiiw_zens 'boy' aapiji aap_ji 'very, quite' Ed uc at io n Full Pronunciation As noted above, in this book we write all words in their full form, including all short vowels. This of makes it easier for students to recognize that there is a common word underlying the variations in cu l ty pronunciation which you may hear. Fa (b) Modification of short vowels. you may notice that speakers may pronounce certain words with a different vowel. In particular, sit ( y Apart form the dropping of short vowels, if you listen to different speakers of Anishinaabemowin er where the general pronunciation of a word begins with the short vowel i, you may find that some ni v speakers will have a short a sound at the beginning instead. Compare the first vowel of the words in ad U the next two columns. Bold type highlights the vowels under discussion. Everyday Pronunciation inini anini 'man' ke he General Pronunciation akwe 'woman' La i.kwe (c) Modification of short vowels word-internally. You may also find that sometimes the pronunciation of a short vowel which appears internal to a word may change: sometimes one short vowel is used, and sometimes another. In these examples the vowel under discussion is in bold type; note also that in the word for 'forty' the second vowel is L often dropped, marked here with an underline. xi �General Pronunciation Everyday Pronunciation gisayenh gisiyenh 'your older brother' niimiclana niim_dina 'forty' n 0 at io Listen carefully to your instructor and other speakers of Anishinaabemowin, and follow their models Ed uc for pronunciation. 2. PERSONAL PREFIXES of The pronunciation of the personal prefixes which are used on nouns and verbs is also subject to ty variation. cu l (a) Personal Prefixes Fa Anishinaabemowin has three personal prefixes which appear on verbs and nouns. Here are the basic Meaning ni- •1, me' gi- 0 er Prefix ni v sit y forms of the three prefixes. U 'you' 'he, she' ad o- he Please note that in this section we write the prefixes followed by a hyphen, to indicate that these are ke only word parts, not words. La The pronunciation of the the prefixes may vary depending upon whether the word the prefix is added to begins with a VOWEL or a CONSONANT. Here are examples of the prefixes added to the word makizin 'shoe.' For convenience, in the examples the prefix is in bold type. Ojibwe Word Meaning nimakizin 'my shoe' gimakizin 'your shoe' 0 xii �omakizin 'his/her shoe' When the prefixes are added to a word that begins with a VOWEL, the sound d appears as a 'connector' between the prefix and the main word. These examples show the prefixes added to the word io n aazhogan 'bridge.• Meaning nindaazhogan 1 'my bridge' gidaazhogan 'your bridge' odaazhogan 'his/her bridge' ty of Ed uc at Ojibwe Word cu l (b) The First-Person Prefix Fa The pronunciation of the personal prefix ni- 'I, me,' which is also called the 'first-person personal prefix,• changes depending upon the initial sound of the word it is added to. sit y For words that begin with the sounds m, s, sh, or w the prefix stays the same. nisayenh U nishiime Meaning ni v Ojibwe Word er ( 'my younger sibling' 'I eat' he ad niwiisin 'my older brother' ke If the word begins with the sound b, the sound m is added between the prefix and the beginning of La the word. As well, speakers of Anishinaabemowin will often not pronounce the initial part of the prefix itself. In this book, the variation in pronunciation is reflected by placing the first consonant of the prefix in brackets. It is advisable to listen carefully to your instructor to find out just how he or she pronounces these words. L 1. Further information on the pronunciation of the first-person prefix when added to words that begin with a vowel is given on the following page. xiii �OjibweWord Meaning (n)imbaap 'I laugh' 0 Similar modifications of pronunciation occur when the first-person prefix is added to nouns or verbs io consonants). In these cases the sound n is inserted between the prefix and the beginning of the at WEAK z. zh, (recall that the these are the the sounds referred to as the n that begin with the sounds d, g, j, Meaning (n)indaanis 'my daughter' (n)ingozis 'my son' (n)injiimaan 'my canoe' (n)inzegiz 'I'm afraid' Fa cu l ty Ojibwe Word of Ed of the prefix is written in brackets to reflect the variation in pronunciation. uc word, and it is oftend the case that the initial part of the prefix ni- is dropped. Again, the first letter 0 er sit y (n)inzhaaganaashiim 'I speak English' ni v As noted above, when the first-person prefix is added to a word that begins with a vowel, the sound U d is added between the prefix and the beginning of the word. As well, the sound n is added between the prefix and the inserted d. Here we will repeat the example already given above of ni- added to he ad the noun aazhogan 'bridge,• which begins with a vowel. Meaning (n)indaazhogan 'my bridge' La ke OjibweWord (c) The Second-Person Prefix. The second person prefix 'you' has the form gi-, or gid- when added to a word that begins with a vowel. When added to a word that begins with a g the prefix is often not pronounced. In these cases the prefix is still written - you should listen carefully to your instructor and follow their pronuncia- tion. xiv 0 �OjibweWord Meaning gigiiwe 'you are going home' 3. OTHER VARIATION IN CONSONANTS io n There are other variations in the pronunciation of consonants which occur. You will find, particu- the weak consonant and the vowel will not be pronounced (look at the chart on uc STRONG consonant, at larly at the beginning of a word, that when a WEAK consonant is followed by a short vowel and a Ed page vi to remind yourself of which consonants are weak and which are strong). In the examples an gakina _kina gakiiwe _kiiwe Fa 'all, every' y C ty Everyday Pronunciation cu l General Pronunciation of underline is used to indicate where the consonant and vowel have been deleted. 'portage' sit As with other such cases, we write the word in its full form, and you can listen to your instructor to La ke he ad U ni v er hear how they pronounce these words. L xv �CONTENTS UNIT ONE "What's On The Kitchen Table?"..................................... . "Pass the Bannock Please." - Sounding Syllables - Spelling System - Nouns: Animate and Inanimate - Singular and Plural Lesson Two: "How Much/Many?' ................................................... . - Numbers 1-24 - How many are there? (animate) -How many are there? (inanimate) - Singular and Plural Lesson Three: "What is Your Name?"................................................ . -My name is... -I am from ... - Some Useful Phrase - Translations Lesson Four: "Command!"............................................................ . - Imperatives; singular and Plural - Word Search -Locatives - Some Useful Particles Lesson Five: "What 1s . HeI she D 01ng. . ?".............................................. . 1 24 30 sit y Fa cu l ty of Ed uc at io n Lesson One: 45 La ke he ad Lesson Six: U ni v er - Intransitive Verbs - Hfshe is Singing - Making Verbs Negative - Personal Pronouns. singular - Questions and Answers - Some Useful Particles and Translation "What Time Is It?" ...................................................... . - Understanding and Practice Writing - Listening and Speaking - Understanding and Practice Writing - Listening and Speaking - Understanding and Practice Writing - Listening and Speaking - Understanding and Practice Writing - Exercise Review Test 56 Review the Words You Know Lessons l-6 .............................................. .. 67 Translation Section Lessons 1-6.............................................................. 70 L xvii �CONTENTS UNIT TWO 0 Lesson Two: Plural Pronouns.......................................................... - Inclusive and exclusive - Let's talk around the table -Dialogues - Diminutives - Introduction to Transitive Verbs - "How is the Weather?" - Some useful expressions Lesson Three: Introduction to the Obviative........................................... - Forming the Obviative - More about verb types - Introduction to possession - New vocabulary - Understanding different classes of words - Introduction to kinship :My family: -Additional vocabulary (optional) - More about TA verbs - New vocabulary 112 Scenery and Useful Articles............................................ - Reading and Understanding - Translation - Mini-dialogues - Introduction to Preverbs - More Preverbs - New Vocabulary and Expressions - Introduction to the Dubitative - More Mini-dialogues 131 Lesson Five: The Sun and The Moon................................................. - Introduction to the Preterit -Dibaajimo - Introduction to the pejorative - Preterit, Pejorative, and Diminutive - Map exercises 143 Lesson Six: Unit 1 Review Lessons 1-6............................................. - Twenty-four articles - Using numbers - Using numbers in verb forms - May I introduce myself? 153 at io n Singular and Plural Nouns and Verbs................................. - "What are they doing?" - Translation - The Voluntative - Some useful expressions - Yesterday, today and tomorrow - Using the tenses - New vocabulary ni v 79 Lesson One: Fa cu l ty of Ed uc 93 er sit y 0 La ke he ad U Lesson Four: xviii 0 �- Imperatives and Locatives - Intransitive verbs (vai) - What time is it? n 157 ty of Ed uc at Unit 2 Review Lessons 1-5............................................. - What are they doing? - Voluntatives - Vocabulary and diminutives - Transitive verbs - How is the weather? - Some useful expression - Obviatives - Possessive nouns - More about TA verbs - Scenery and useful articles - Vocabulary Expressions - Certain and uncertain - More Inanimate Intransitive verbs (VII) - Preterit and geographical terms io ( y Fa cu l Review the Words You Know Lessons 1 - 5............................................... Translation Section Lessons 1 - 6............................................................ Guide to the Glossaries ..........................................................;.............................. Anishinaabemowin - English.................................................................. English - Anishinaabemowin.................................................................. La ke he ad U ni v er sit (_ xix 166 169 203 214 234 �ad he ke La y sit er ni v U ty cu l C Fa of at uc Ed n io r Part One Migizi �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 1 Exercise A r What's on the Kitchen Table? Listen carefully as your instructor says these words. Each word will be repeated three or four times. English translation on page 70. io 1 n a Ed of 8 10 'C9 11 ni v er sit y 9 7 ty Fa ( i 6 cu l i 0 5 uc at 3 1S 16 17 18 19 20 21 22 0 La ke he ad U 14 24 l �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 1 Exercise 8 In this exercise, there are 24 numbered pictures. Accompanying the words is a small box to the left of the word. Using a pencil, write the number which matches the picture in the appropriate box. n s at 12 11 Ed ,lo~ 0 17 ty 14 io -~ :1 ,.0 @] of 7 •✓ 14 uc 20 := I~ 0 Fa __ ,__ 21 __, 22 .I 24 er U giigoo ad mookomaan he zhiiwitaagan nibi La badaka' igan minikwaajigan opin D 0 0 ni v wiiyaas ke □ □ □ □ □ □ □ □ sit y 20 cu l . .. .... □ □ □ □ □ waabooz zhiishiib bimide abwewin emikwaanens2 nitiiwakik onaagan okaadaak D D D D □ D D D wiisagad bakwezhiganikaan doodooshaaboo waawan akik bine napenh looloot l The term emikwaanens is used for a 'teaspoon'; the general word for 'spoon' is emikwaan. 2 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 1 In the Native Language, two different words are used when asking for an article to be brought, or passed to you. The language has a structural rule that divides all nouns into two classes, called GENDER. One gender is called ANIMATE. In this gender, are found all Jiving things, animals, birds, reptiles, bugs, people, etc., and also some other things such as stars, tobacco, drums, fishnets, and kettles that we don't usually think of as living. The other gender is called INANIMATE, and in it are found all the nouns that are not animate. n Since there is no way to figure out whether a noun is animate or inanimate, you will just have to remember each one. cu l ty of Ed uc at io You have already learned the gender of 24 nouns. If you say "biizh" with a noun, it's because it's an animate noun. If you say "biidoon'' it's because the noun is inanimate. For writing and thinking practice, you may now rewrite all 24 nouns with either "biizh" (animate) or "biidoon" (inanimate). Miigwan La ke he ad U ni v er sit y Fa ( L 3 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 1 Exercise C 1. In this exercise you will need to remember the gender of each of the numbered items below. For each one, in your notebook write the sentence that means "Bring__", and write the gender of the noun in brackets after the sentence. The first two responses have been done for you. 0 For example: 17. wiisagad 9. waabooz 10. zhiishiib 18. bakwezhiganikaan 3. mookomaan 11. bimide 19.doodooshaaboo 4. zhiiwitaagan 12. abwewin 20. waawan 5. nibi 13. emikwaanens 21. akik 6. badaka'igan 14. nitiiwakik 22. bine 7. minikwaajigan 15.onaagan 23.napenh 8. opin 16.okaadaak 24. looloot Fa cu l ty of Ed uc 2. giigoo * at 1. wiiyaas * io n 1 - Biidoon wiiyaas (ni). 2 - Biizh giigoo (na). 0 er sit y 2. In this exercise you will need to refer to the 24 numbered pictures in Unit 1, Lesson 1, Exercise B. For each picture write the sentence that means "Bring_" and write the gender on the same line. The first two responses have been done for you. Gender ni v 1. na U 2. *Biizh giigoo 3. 7. he 13. 14. 15. 16. *Biidoon wiiyaas ni 17. 18. 19. 20. La 8. ke 5. 6. ad 4. Gender 9. 21. 10. 22. 11. 23. 12. 24. 0 4 �INTRODUCTORY·OJIBWE (Western Dialect) - UNIT 1; LESSON 1 Exercise D Using the language that you have learned: You now know the names of 24 items often used on the kitchen table and how to ask for them. The secret to learning the language well will be to !!SE what you learn whenever you get the chance. n In this exercise, work in pairs talcing turns asking for an article to be brought, or passed to you using the word either •'biizh or biidoon". Individual articles in picture form will be provided by the instructor for this exercise. at io Exercise E uc Here are two listening exercises to work on: Ed Assemble all the articles (or pictures of the articles) you see at the beginning of this lesson. frying pan of pepper duck cup water pot cu l ty fish bannock rabbit porridge meat partridge Reading and writing: y C salt fork milk teakettle bread plate carrot lard Fa spoon knife egg potato U he (t) wiiyaas giigoo mookomaan zhii witaagan nibi badaka' igan minikwaajigan opin ad (a) (b) (c) (d) (e) ni v er sit Here is a list of all the articles you have learned, given in mixed order. Use the numbered pictures on page I to match up numbers and letters in the spaces below. ke (g) La (h) L (i) waabooz G) zhiishiib (k) bimide (1) abwewin (m) emikwaanens (n) nitiiwakik (o) onaagan (p) okaadaak 1. 7. 13. 19. 2. 8. 14. 20. 3. 4. 5. 6. 9. 15. 21. 10. 16. 22. 11. 17. 23. 12. 18. 24. 5 wiisagad (r) bakwezhiganikaan (s) doodooshaaboo (t) waawan (u) akik (v) bine (w) napenh (x) looloot (q) �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 1 Exercise F (5) (6) (7) giigoo bakwezhiganikaan bine waabooz wiiyaas napenh waawan doodooshaaboo abwewin looloot opin okaadaak zhiishiib Ed uc (8) akik (17) (18) (19) (20) (21) (22) (23) (24) io (4) nibi nitiiwakik (9) (10) (11) (12) (13) (14) (15) (16) onaagan minikwaajigan mookomaan emikwaanens badaka'igan zhiiwitaagan wiisagad bimide at (1) (2) (3) 0 n For review, listen carefully to your instructor say these following words, and imitate what you hear. You can also practise saying these words with your partner. Exercise G na penh waa wan doo doo shaa boo gii goo loo loot opm o kaadaak zhii shiib y Fa cu l (17) (18) (19) (20) (21) (22) (23) (24) 0 La ke he ad U ni v (5) (6) (7) (8) (10) (11) (12) (13) (14) (15) (16) ni bi ni tiiw a kik akik a bwewin ba kwe zhi ga ni kaan bi ne waa booz wii yaas sit (4) (9) o naagan mi ni kwaa ji gan mooko maan e mi kwaa nens ba da ka'i gan zhii wi taa gan wii sa gad bi mi de er (1) (2) (3) ty of Listen carefully as your instructor says these words. Notice how they can be broken down into syllables. To help you identify the syllables we have written a space between each one. 0 6 �INTRODUCTORY OJIBWE (Western Dialect)- UNIT 1; LESSON 1 Exercise H For each of the following words, fill in the missing letters. Then match up the pictures with the words by writing the number which corresponds to each picture beside the correctly spelled word. D D D o ___ g __ _aa ___ z _ii ___ nh 0 i D _aa __ n 0 0 o ___ d __ _ __ ii ____ b ty D a_i_ O __ da __ ' __ a_ D _oo __ m __ _ D e __ k __ a __ n_ n 0 _b ___ i_ 0 __ u_n __ a __ _ 0 l __ l __ t __ ii __ t __ g __ io □ □ □ □ at D _a_ wez_i ___ik __n D _ u.. ___ _ d oo ___ s ___ b uc 0 __ ni _ waa _ i __ _ _n_aa_ Ed _i_e of D cu l D ___ i_e D a enh O_ib_ ~ ./ ~ ~ ~ ,.0 ~ 11 .fu sit .0 t 4 er C 3 5 6 11 12 8 he 7 ad U ni v 1 y Fa C La ke ~ 13 L 19 i \ C, \' ~ 14 16 17 ✓ 0 18 H\~ ~ ~ 20 21 22 7 "I @] 24 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 1 Exercise I 1. Your instructor will say twelve words from the vocabulary you have learned. Listen carefully as your instructor says each word. Then you can either write the word in a square or make a little drawing in the square to represent the word your instructor said. Check your answers with the instructor. Nouns: Animate and Inanimate Ed uc at io n Listening Exercise: Q 3 cu l ty of 2 Fa 0 6 ad U ni v er sit y 5 8 9 11 12 La ke he 7 IO 2. Now. go back over each of the words and for each one decide whether you would say "biidoon" or "biizh." Write your answers in the squares. 8 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 1 ExerciseJ Look back to the pictures at the beginning of this lesson and listen while your instructor gives the plural fonns of these nouns. Did you notice that there are two kinds of "endings" that form the plural? The ending -n is heard on ______ nouns. The ending -g is heard O D - - - - - nouns. Plural biizh emikwaanens -ag ty cu l Fa minikwaaiilrnn zhiiwitaagan io nitiiwakik zhiishiib mookomaan 2iiswo badaka'igan ooin ni v er bakwezhii!anikaan sit looloot y doodooshaaboo Noun onaagan wiivaas ( Gender of Noun Ed Do the following exercise as shown in the example: ':;ender at uc The plural endings of"animate" nouns are ____ , _ , and _ _ n The plural endings of "inanimate" nouns are _ _ _ , _ , and_ _ . waabooz abwewin waawan bimide akik ad U okaadaak wiisagad he bine napenh La ke nibi L 9 Plural �INTRODUCTORY OJIBWE - UNIT 1; LESSON 2 Introduction to Numbers Using numbers is part of daily life. Numbers are found everywhere. Now you will learn the numbers from 1 to 24 in Anishinaabemowin (Western Ojibwe). This will be especially useful to you as you will hear the numbers from 1 to 24 constantly in the lessons that follow. 0 n In this exercise, you will be introduced to the numbers 1 to 24 in Anishinaabemowin. After completing these lessons, you will be able to ask the question Aaniin minik? ("How much/How many?") and respond appropriately by stating a number from 1 to 24. Look at the numbers on the opposite page. 2. You will hear the Anishinaabemowin words for the numbers from 1 to 24. uc at io 1. Practice makes perfect: Practice until you are sure that you can name each number. You must know them well in order to do the rest of the exercises. 0 La ke he ad U ni v er sit y Fa cu l ty 3. of Ed Listen as the instructor calls the numbers in the order that they are shown in the pictures. Each number will be repeated three times. Makizinan (plural form) 0 �INTRODUCTORY OJIBWE · UNIT 1; LESSON 2 Exercise A Listen carefully as your instructor says these words. The English translations are on page 70. La ke he ad U ni v er sit y Fa cu l ty of Ed uc at io n 4 L 11 �INTRODUCTORY OJIBWE - UNIT 1; LESSON 2 Exercise B 0 Reading and writing practice: In this exercise, you will practice recognizing the words in writing for numbers. Listen carefully as your instructor says these words. Notice how they can be broken down into syllables. io at uc Ed Fa cu l ty of Mi daa so ashi ni swi Mi daa so ashi nii win Mi daa so ashi naa nan Mi daa so ashi nin go dwaa swi Mi daa so ashi nii zhwaa swi Mi daa so ashi ni shwaa swi Mi daa so ashi zhaan ga swi Niish ta na Niish ta na ashi be zhig Niish ta na ashi nii zhin Niish ta na ashi ni swi Niish ta na ashi naa nan Be zhig Nii zhin Ni swi Nii win Naa nan Nin go dwaa si Nii zhwaa swi Ni shwaa swi Zhaan ga swi Mi daa swi Mi daa so ashi be zhig Mi daa so ashi niizhin n Note: The word ashi found in many numbers above 'ten' is also pronounced shi in informal speech. sit y Exercise C 0 er In this exercise, you will practice pronunciation and recognizing the number words. On the next page are twenty.four boxes labelled A to X. In each box are 5 numbers. 2. The instructor will tell you which row you are to look at, then he/she will call a number in Anishinaabemowin and you are to circle the number that you hear. 3. Remember to use a pencil to mark your answers so that you can try this exercise again if you wish. he ad U ni v l. La ke * As an example, the answer in Row A have been circled for you. 0 12 �INTRODUCTORY OJIBWE - UNIT 1; LESSON 2 I 20 8 12 9 5 I I I I I ol 8 4 11 20 21 I 22 15 2 7 10 Fl 3 12 9 1 5 17 3 9 23 14 HI 116 16 14 11 2 8 18 13 24 J Kl 16 2 19 22 6 Ml 4 8 11 21 20 0 9 12 3 5 1 Q 16 2 6 11 14 I at io I 9 10 24 13 4 LI 23 15 3 19 23 NI 20 22 12 17 9 er sit y Fa ( U ni v p 1 15 6 10 4 10 4 9 13 24 Tl 2 10 22 15 7 u 15 3 21 23 19 vi 23 3 9 17 14 wl 17 9 20 12 22 xi 13 24 2 18 8 ke he ad 5 20 8 12 9 La L I RI s n 2 16 19 22 6 B uc G © I Ed E 6 10 1 15 of C I ty A cu l r 13 �INTRODUCTORY OJIBWE - UNIT 1; LESSON 2 Exercise D 0 This Exercise will give you more practice recognizing words for numbers. On the next page are twenty-four boxes labelled A to X. 2. The instructor will tell you which box to look at. Then he will call the number in Anishinaabemowin and you are to write the number that you hear, (you don't have to write number in Ojibwe). 3. Remember to use a pencil to mark your answers so that you can try this exercise again if you wish. 0 La ke he ad U ni v er sit y Fa cu l ty of Ed uc at io n 1. Wiigiwaam (Tent) 0 )4 �B C D E F G H I J K L C Fa cu l ty of Ed uc at io A n INTRODUCTORY OJIBWE - UNIT 1; LESSON 2 0 p R s T V w X N u La ke he ad U ni v er sit y M L 15 �INTRODUCTORY OJIBWE - UNIT 1; LESSON 2 Exercise E In this exercise, you will learn a question, Aaniin minik "How much/many?" and you will answer by naming a number from one to twenty-four (1 to 24). On the next page are boxes labelled A to X. 2. The instructor will tell you which box you are to look at. Then he will ask you a question "How many?" You are to answer by saying out loud the number of dots that you see in each box. 3. The instructor will give you the answer so that you can check to see if you are correct. 4. When you have completed the exercise, practice more until you can easily state the number of dots you see in each box. 0 La ke he ad U ni v er sit y Fa cu l ty of Ed uc at io n 1. Q Miskwaadesi (turtle) 0 16 �INTRODUCTORY OJIBWE • UNIT 1; LESSON 2 A B C D • •••• ••••• ••••• • •••• • ••• • • • ••• ••••• • • • • • • • • • • E F G • • • • • • • • • • • I J K • • ••• • • ••• • •• •• • • •••• • • ••••• • ••• • • • •• • • y sit er ni v • • • R n io at uc • • • • • • • • 0 p • •••• •• ••••• •• •• • ••••• • • ••• • s T • • u V w X • • •• • • •• •• • • ••• • ••••• • • ••• • •• • ••• •• •••• ••• ••••• • •••• • •••• • ••• • •••• U ••••• ••• ••••• ad he ke La L • ••• • ••••• • ••• -···· • ••• • L • ••• • • •••• • •••• • ••• Ed of cu l ty ••••• • • ••• •• • • • • • H ••••• N M • • • •• •• • Fa ( • • •••••• •••• 17 • �INTRODUCTORY OJIBWE - UNIT 1; LESSON 2 Exercise F 0 Zhaangaswi = N) Midaaso ashi bezhig = C) Midaaso ashi niizhin = 0) Midaaso ashi nishwaaswi = D) Niizhwaaswi = P) Midaaso ashi zhaangaswi = E) Naanan= Q) Midaaso ashi naanan = F) Niizhin = R) Niishtana ashi bezhig = G) Midaaso ashi niizhin = S) Midaaso ashi ningodwaaswi = H) Nishwaaswi = T) Niishtana ashi niiwin = I) Midaaso ashi niswi = U) Midaaso ashi niizhwaaswi = J) Bezhig = V) K) Midaaso = L) Niiwin = uc Ed of ty cu l Niishtana ashi niizhin = Fa B) 6 io Niishtana = Ningodwaaswi = at M) A) n Reading exercise for number recognition. Do the exercise as shown in example A. Niswi = X) Niishtana ashi niswi = 0 La ke he ad U ni v er sit y W) 0 18 �INTRODUCTORY OJIBWE - UNIT 1; LESSON 2 Exercise G In this exercise, fill in the missing letters for each of the following words. The numbers are in order. N id_a_o_s_ _ _ _sw_ _ _ _ _ _ aas_ b z _idasoa _ _ n ng__w_ M_ _a_sw_ N_ _zh_ _ z___ _g Ni_ _ M _ _aa_ _ a_iin_ _w_n B_ _ h_g z wai M_d_ _ so _sh_ b_zh _g _id_o a i n zh n M_d_ _ s_ _ sh_ n_sh_ _as_ _ N _ _g_dw_ _ _s_ _ M_ a o _sh_ n _ _g_d_a N _ _ zh_n N_ _z_ _ a_s_ _ Nsh__ a a i ii i _ M _ _ _ oa h z _ ng_s N_ _shta_ _ _ _i_ _t_na as_ _ _ _ _wi n N_ _ n__ Ni_sh_ _ _ _ as_i _ _ana of ty cu l ad U ni v er sit y Fa ( he io Ed uc wi N_sh_ _ _sw_ Aamoo (bee) La ke _aa a at _ d a o_s L 19 i �INTRODUCTORY OJIBWE - UNIT 1; LESSON 2 Exercise H Using Numbers in Verb Forms: 0 In this lesson, you have learned to count from 1 to 24. Often, numbers are in verb form, as in: A. Bezhigo waabooz. There is one rabbit, the rabbit is alone. Q. Aaniin endasingin? How many (inanimate)? A. Bezhigwan waawan. There is one egg, the egg is alone. io n Q. Aaniin endasiwaad? How many (animate)? Ed uc at Notice that in order to use "verbs" of number, you must know whether what you are describing is animate or inanimate. Listen carefully as your instructor says these sentences. Check with your instructor to make sure you understand what they mean. English translation on page 70. Bezhigwan waawan. Niizhiwag binewag. Niizhinoon onaaganan. Nisiwag giigooyag. Nisinoon mookomaanan. Niiwiwag emikwaanensag. Niiwinoon badaka'iganan. Naananiwag okaadaakwag. Naananinoon waawanoon. Fa cu l ty of Bezhigo waabooz. Ningodwaasinoon minikwaajiganan. Nishwaasinoon wiiyaasan. Zhaangasinoon doodooshaaboon. Midaasinoon abwewinan. La ke he ad U ni v Zhaangasiwag nitiiwakikwag. er Nishwaasiwag zhiishiibag. sit Niizhwaasinoon bimiden. Niizhwaasiwag akikwag. Midaasiwag binewag. 0 y Ningodwaasiwag bakwezhiganikaanag. 0 20 �INTRODUCTORY OJIBWE - UNIT 1; LESSON 2 Exercise I ( Read and answer each question correctly using the appropriate number verb. The first one has been done for you. 5. Aaniin endasingin? at io n 1. Aaniin endasi waad? uc Nisiwag akikwag 6. Aaniin endasingin? cu l ty of Ed 2. Aaniin endasiwaad? Fa ( 7. Aaniin endasingin? sit y 3. Aaniin endasiwaad? U ni v er 100000 00000 8. Aan endasingin? La ke he ad 4. Aaniin endasiwaad? L 21 �INTRODUCTORY OJIBWE - UNIT 1; LESSON 2 ExerciseJ In Ojibwe, for each picture, write the appropriate fonn of the question .. how many" in Severn dialect and answer with the correct ..number verb" fonn. Q 5. ty of :r sit ~@)~~ ~~~ r ni v U ad 0 7. er 3. y Fa ;: e' ?' 0 6. cu l 2. Ed uc at io n 1. , - - - - - - - - - - - - - - 8. La ke he 4 . _ _ _ _ _ _ _ _ _ _ __ 0 22 �INTRODUCTORY OJIBWE - UNIT 1; LESSON 2 Exercise K The following two columns give the Animate and Inanimate number verbs for numbers eleven through twenty-four. Inanimate Verb Form Midaaso ashi bezhig dasinoon. Midaaso ashi niizhin dasinoon. Midaaso ashi niswi dasinoon. Midaaso ashi niiwin dasinoon. Midaaso ashi naanan dasinoon. Midaaso ashi ningodwaaso dasinoon. Midaaso shi niizhwaaso dasinoon. Midaaso ashi nishwaaso dasinoon. Niishtana ashi zhangaso dasinoon. Nishtana dasinoon. Niishtana ashi bezhig dasinoon. Niishtana ashi niizhin dasinoon. Niishtana ashi niswi dasinoon. Niishtana ashi niiwin dasinoon. of Ed uc at io n Animate Verb Form Midaaso ashi bezhig dasi wag. Midaaso ashi niizhing dasiwag. Midaaso ashi niswi dasiwag. Midaaso ashi niiwin dasiwag. Midaaso ashi naanan dasiwag. Midaaso ashi ningodwaaso dasiwag. Midaaso ashi niizhwaaso dasiwag. Midaaso ashi nishwaaso dasiwag. Midaaso ashi zhaangaso dasiwag. Niishtana dasiwag. Niishtana ashi bezhig dasiwag. Niishtana ashi niizhin dasiwag. Niishtana ashi niswi dasiwag. Niishtana ashi niiwin dasiwag. cu l zhiiwitaaganan bakwezhiganikaanag onaaganan opiniin nitiiwakikoog nibiin Fa y mookomaanan akikwag okaadaakwag wiisagadan doodooshaaboon waaboozoog giigoonyag abwewinan zhiishiibag napenyag bimiden sit ( minikwaajiganan emikwaanensag wiiyaasan waawanoon binewag badaka' iganan ty Here are the plural forms of twenty-four nouns. Some are animate and some are inanimate. ni v er Using nouns of your choice from the above list, give the appropriate question that means "How many_ _ are there?" in the first column. Then in the second column, give the answer that uses the appropriate form of the number verb. The first two have been done for you. U 1. Aaniin endasingiin minikwaajiganan? 2. Aan endasiwaad emikwaanensag? Midaaso ashi bezhig dasinoon minkwaaiignanan. Niishtana dasiwag emikwaanensag. he ad 3. - - - - - - - - - - - - 4. - - - - - - - - - - - - - ke 5. - - - - - - - - - - - - 6. - - - - - - - - - - - - La 7. - - - - - - - - - - - - 8. - - - - - - - - - - - - - 9. -_ -_ -_ --_ -_10.___ ___ 11._ _ _ _ _ _ _ _ _ _ __ 12._ _ _ _ _ _ _ _ _ _ __ L 13._ _ _ _ _ _ _ _ _ _ __ 14._ _ _ _ _ _ _ _ _ _ __ 15._ _ _ _ _ _ _ _ _ _ __ 23 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 3 Exercise A May I Introduce Myself! 0 Before you begin listening to the instructor, read these instructions: When you listen to the instructor, you will hear in Anishinaabemowin: - the number of the picture you are to look at. - the instructor will ask, "Aaniin ezhinikaazoyan ?" ("What is your name?" ) (N)indizhinikaaz." ("My name is (shown in the picture)".) - an answer," 2) Follow the pictures 1 to 7 below as the names shown are used in the answer. Listen carefully as the instructor repeats each question and answer 2 times. 1. Don of Ed uc at io n 1) 3. Paul YourName 4. Maida 0 6. Dolores er sit 5. Elame y Fa cu l ty 2. David ni v Exercise B U Before you begin listening to the instructor, read these instructions. Look at the illustrations on the opposite page. Notice that there are six pictures around the map. Each box has an arrow pointing to a community on the map from which each person illustrated comes from. 2) When you listen to the instructor, you will hear in Anishinaabemowin: - the number of the picture you are to look at. - the question, "Aandi wenjiiyan?" ("Where are you from?") - the answer, "(N)indoonjii." ("I am from (the community shown on the map)".) La ke he ad 1) 3) Look at each picture and listen to the instructor ask the question. Follow the arrow pointing to the community on the map. Then you will hear the answer to the question, naming the community shown. 4) Keep practicing until you feel comfortable with the questions and answers. 24 0 �INTRODUCTORY OJIBWE (Western Dialect)- UNIT 1; LESSON 3 Exercise B r Ed uc at io n 1 • KJNGFISHERLAKE ty of DEER.LAKE • he ad U ni v er sit y C • AROLAND Fa () cu l GRASSY NARROWS• La ke \ L 4 YOURCOMMUNITY s 25 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 3 Exercise C io • at R>RT SBYERN Ed uc _ _ _ _ _ _ _ _ _ _ _ (n)indoonjll Q n In this exercise, you are talking to each of the following people. Write their answers in the spaces below their names. • BIO TRO~ I WAPEICBICA PAUL I KASmONIKA ty UJCE DON of BBARSICIN UJCE SACHIGO l..AEE I cu l .LONODOOL • IWBBPQUIE - - - - - - - - - 0 .UMMBR BEAVER Fa WEA sit y e LANSDOWNE DAVID REDLAICB ni v I er e CATLAICB eR>ltTHOPB I PICKLE l..AEE ARMSTRONG AU.AN WA1Ell I UX LOOKOt.rr • PBRLAND • CXlllNS e I AUDEN IDRYDEN I ke he ad U LACSEUL La MAIDA .NEWSIA1EP ALLS GBRALDTON .NIPIOON ------------ lllUNDE:l t~ DOLORES 0 26 �INTRODUCTORY OJIBWE (Western Dialect)- UNIT 1; LESSON 3 Exercise D at io • BIG TRO~ I WAPl!ICEKA I cu l ICINGFISlfl ILONGOOGL t WBAOOMOW WUNNUNINI..AICE t NOR.TII SPIRIT tWEBF.QUIE LAKE t LANSDOWNE y • ---------- .UMMPJl BEAVP.R. Fa ( KASIBONIKA ty LUE • I of ''BA'JSKJN LAKB SACIDGO 1..A1CE I MUSDAT DAM Ed uc R>RTSEVBRN n Give each of the following people a name and a place that they come from. Then working with a partner, ask and answer questions about them. sit MAC>OWEU.. LAICE CATI..AICE ni v er t REDI..AICE ad INEW Sl.A'll! PAU.S ARMSTRONG All.AN WA'JEll I I SIOUX LOOKOUT • FERLAND • • CXlllINS I I AUDEN DRYDEN OUU.BAYe I La ke he I PICKLE l.ilB t LAC SEUL U I tR>RTHOPE tNJPIGON THUNDER. BAYI 27 GERALDTON �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 3 Exercise E 0 SOME USEFUL PHRASES Yes No Thank you What is your name? My name is _ _ __ Where are you from? lam from _ _ Me too. How about you? Say it again. Say it slowly. Do you understand? Yes, I understand. I do not understand. What is that (inanimate)? Who is/what is that (animate)? What is his/her name? His/her name is _ _ Eya Gaawiin Miigwech Aaniin ezhinikaazoyan? (N)indizhinikaaz Aandi wenjiiyan? (N)indoonjii. Geniin Giin dash (wiin)? Miinawaa ikidon! Bekaa ikidonH Ginisidotaan ina? Eya, ninisidotaan. Gaawiin ninisidotanziin. Wegonen awe? 1 Awenen awe? Aaniin ezhinikaazod? _ izhinikaazo. 2. Fill in the missing words using the words above. Write English translations in this column. Fa cu l ty of Ed uc at io n 1. Q y Check your translations from the above list. sit 1. Mary _ _ __ 5. Miinawaa _ __ ad 6. _ _ _ ikidon! U 4. _ _ _wenjiiyan? ni v 3. Thunder Bay _ __ er 2. Aaniin _ _ _ __ 8. he 7. Giin _ _ _ wiin? ina? La ke 9. Eya, 10. Gaawii•.___ _ _ __ 11. _ _ _ _ _ awe? 12. Awenen _ _ _ _ __ 13. Aaniin _ _ _ __ 14. Tanya._ _ __ l An alternative way of saying 'what is that?' is Wegonen dinokaan awe? The word dinokaan is often pronounced nikaan or dnikaan. 28 Q �INTRODUCTORY OJIBWE (Western Dialect)- UNIT 1; LESSON 3 3. For each of the following words, fill in the missing letters. _ _n _zh _ _k _z. Aa _ _ _ _ hi_ k z _ Aa _ _ i w _ _ _ _iy _? _i_d_ _nj_ _. K _ _ _ _n. n? G_ _n d_ _ _ w _ _ _? t _n _ _a? at _ _d n n i_id_ _ ! _ek_ _ G 1_ _ _ 00! io M _ _n_w_ _ ___ n n _ o aa si n. _ Ed G uc _y_ n_n_ _id_t_ _n. A _ _ n _ _h n_k _ _ _? ___ e in __ k _ ? o of Aa ty _zh_ _ _k_ _z_. Write these in English: 1. Naansii (n)indizhinikaaz. 2. Biizh zhiishiib. 3. Miinawaa ikidon! 4. Biidoon wiiyaas ! 5. Aandi wenjiiyan? 6. Biidoon onaagan! 7. Biizh okaadaak ! 8. Geniin. 9. Giin dash wiin? 10. Webique (n)indoonjii. 11. Ginisidotaan ina? 12. Miigwech. ad Write these in Ojibwe: 1. I don't understand. 2. Bring the salt! 3. Bring the fork! 4. Bring the partridge! 5. What is your name? 6. How about you? La ke he (b) U ni v er sit (a) Fa Complete these exercises: y ( cu l Exercise F (c) L 7. What is that (animate)? 8. Bring the teakettle! 9. I am from Thunder Bay. 10. Say it slowly! 11. My name is Nancy. 12. Bring the bread! Ask and answer these questions in Ojibwe: 1. Do you understand? 2. What is his/her name? 3. Where are you from? 4. My name is___ How about you? 5. I am from _ _ _ How about you? 6. What is your name? 29 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 4 Exercise A Introduction to Imperatives Imperatives are those words we use when we want to "tell" someone what to do. They are, in fact, commands. Now you will learn ten imperatives in the following lesson. 0 In this exercise, you will be introduced to sentences for making commands or imperatives. On the opposite page are pictures of ten imperative sentences. When you listen to the instructor, you will hear the number of the picture you are to look at, and an imperative statement. They are presented in this order. For your convenience, each word is written twice, the first time in 'regular' writing, and the second time with the word broken into syllables. English translations are on page 71. Ed of ty cu l 5. 6. 7. 8. 9. 10. Biin di gen Na ma da bin Nii ba win Bii zhaan Maajaan Booda wen Gii wen Nagamon Ni baan Wa ni shkaan Biindigen! Namadabin! Niibawin! Biizhaan! Maajaan! Boodawen! Giiwen! Nagamon! Nibaan! W anishkaan! must think er sit y You are to clearly understand what imperative statement each picture represents. Once you are certain that you know which statement each picture represents. you of these sentences in Anishinaabemowin only. ni v Look at each picture and listen as an instructor repeats each imperative statement. Keep practicing on your own until you are sure you can easily recognize and use these ten imperatives. La ke he ad U 3) 0 Fa 1. 2. 3. 4. uc at io n 1) 2) 0 30 �INTRODUCTORY OJIBWE (Western Dialect) ~ UNIT 1; LESSON 4 Exercise A 1 io n yJe\ton.e 2 cu l ty of Ed uc at 3 4 5 U ni v er sit y Fa C La ke he ad 6 8 9 L 31 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 4 Exercise B 0 In this exercise, you will practice recognizing imperatives. On the opposite page are six rows labelled A to F. In each row are four pictures representing the imperatives you are studying. In the upper left hand comer of each picture is a small box. 2) When you listen to the instructor, he will tell you which row you are to look at. Then you will hear in Western Ojibwe an imperative expression. In each row you may hear more than one imperative. 3) Place a check mark or a number in the box matching the imperative you hear. As an example, the first row has been done for you. Pay particular attention to the pronunciation as you are at io n 1) 0 La ke he ad U ni v er sit y Fa cu l ty of Ed uc going along doing the exercise. Jiiweganaabizhiish (dragonfly) 0 32 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 4 cu l ty of Ed uc at io n Exercise B ni v er sit y Fa ( U Er---,--------------r------~-.------. .. ... ~ ad ROW ~ La ke he " 33 ~ �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 4 Exercise C 0 Listening: Your instructor will give some commands. Watch for clues as to meaning, and try to respond correctly to each command. Notice that sometimes the instructor is speaking to only one person (singular) and sometimes to two or more people at once (plural). Here are the imperatives you'll be asked to do (in any order). Maajaan Maajaayog Giiwen Giiweyog Nibaan Nibaayog Biindigen Biindigeyog Boodawen Boodaweyog Nagamon Nagamoyog Biizhaan Biizhaayog Namadabin Namadabiyog Wanishkaan Wanishkaayog Write the correct imperative for each of the following: io at uc cu l ty 2. of SINGULAR IMPERATIVES n Niibawin Niibawiyog Ed 1. Fa 0 2. ni v er sit y 1. 5. ....__ _ _ ____, 4. La ke he ad U 3. 6. 7. 0 9. 34 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 4 Exercise D PLURAL IMPERATIVES io n Write the correct plural imperatives for each of the following: 2. cu l ty of Ed uc at L 4. y Fa C sit .,_ -- ni v er .:I, 1/2_ t I. 8. La ke he ad 6. U _J;;_ L 35 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 4 Exercise E 0 Reading and Writing: Here are the words you have been using. Try sorting them out for meaning by filling in the chart below. Your instructor will help you check your answers. For the plural imperatives, notice that the ending is yog. These endings are listed. Boodawen Boodaweyog Maajaan Maajaayog Nagamon Nagamoyog Giiwen Giiweyog Biizhaan Biizhaayog Nibaan Nibaayog Namadabin Namadabiyog Biindigen Biindigeyog Wanishkaan Wanishkaayog Ed uc at io n Niibawin Niibawiyog of s·meuar I ty Come in! Plural cu l Stand up! Go away! Fa Go home! Go to sleep! y Sit down! 0 sit Come here! er Make (build) a fire ni v Sing! U Get up! ad Speaking: La ke he When you think you've heard and understood the commands well, try telling someone (or several people) to do some of these things. If you do it successfully, you should have all the people making the appropriate responses. 0 36 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 4 Exercise F Fill in the missing letters to complete the words. 1. B __nd_g_n 2. N__b_w_n 3. _iizh__n 4. B__d_w_y_g 5. N___d_b_y__ 6. _iiw__ _g 7. _ii_a_iy__ 9. _ii_aw__o_ 13. __m_d___n 10. __nish_aa_ 11. _oo_a_e 15. Wan___k___o_ 8. _aa_aa_ 12. _a_ad__iy__ 14. N_g_m_n 18. _ii__a_ey __ 19. G__w __n io 17. _a_a_o_ _g 16. _ii__aa_o_ 20. M_j___ _g n r at Exercise G Sin211lar Imperative cu l ty of English Ed uc In this exercise, fill in the chart below by using the words from the previous page exercise E. La ke he ad U ni v er sit y Fa C L 37 Plural Imperative �INTROD UCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 4 Exercise H-1 0 Word Search: 1. The words listed in 1-30 below can be found in the puzzle. Look for these and circle each one as you find it. 0 T E E H N 0 A N s s I N I A A N N N N 0 A A MA N G H 0 A z 0 N I N N I B I B A I I z N z H n io at 0 D A I B N I G N I uc ws I N A z E G MI z A y A AN H B A y N D I A ' y 0 0 I B N A N 0 s 0 I N I N H s N I M J I A I s I I I A s H B I B D I H D I N I D N 0 D WMOO D A A N T 0 I p A A A B N I WA A w A N A B N A H I N I I B A B A K WA Ed H I D B E G I N E N E of s I G I N E ty B A A H WI A A N N A T 0 B 0 0 0 D MO D E z H D A G I G A A B 0 0 B N MO A I K A MON AMA A Z N H I N s MI cu l s N D A s H N I K 0 0 B I s 0 E z A B z H H A H E A B I y s A G A A K A • H A 0 G A A B D A N I z H I N N A G A I B A D N A T A A 0 s K E N 0 Fa I s A D N E N I I N A A 0 sit y D I G 0 G I B A WE N E D I B s N A M I N I I G I N KE I N I N I N N z G I I G 0 0 E G D I WI N 0 0 MB A I I DO 0 D I WI D G E N A AW I D A A N I I N A N I G E N B s p WMA B I I s A B B I N MI D G A AW I I 1. giin dash wiin? = 2. biizh = he 5. niiwin = ad U 3. nibaan = 4. aaniin endasingin? = ni v er 2. For each of the following give the English translation. ke 6. bezhig = 7. gaawin = 19. midaaso = 20. waabooz = 21. eya = 22. niswi = 23. giiwen = La 8. giigoo = 16. zhiishiib = 17. eya, ninisidotaan = 18. awenesh nikaan? = 9. geniin = 10. doodooshaaboo = 11. biizhaan = 12. (n)indoonjii = 24. nagamon = 25. wiisagad = 26. aaniin ezhinikaazod? = 27. midaaso ashi niizhin = 13. bimide = 14. naanan = 28. zhiiwitaagan? = 15. namadabin = 29. waawan= 30. bine= 38 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 4 Exercise H-2 Word Search: There are thirty Ojibwe words or phrases in the puzzle. As you find each one, circle the letters. Then write the Ojibwe word or phrase in the appropriate space in 1-30 below. I io n A A 0 B K A A WN I A N N A I I A p N A I N D I B A N D A I I WE I A WI A G G K s WNA E 0 A S N A N H A A I B A A WAH MD 0 D W Z A I N 0 H 0 A N A G Z D J E N N I I A N WI I G A 0 I N N I N 0 D 0 0 B I B of ty s E ' Ed G N I I 0 I N N MI A I s G I I I s D H A 0 z G T E 0 A WI A K I N A ' I B N N N A A 0 y E WI A N A B A D N A G 0 y E WA at K 0 uc 0 N A H I J I N A WI A G A N A N K A B I E p A s H I A A N H A N s H I E N E N A S N E N A WE A N D A A N K ' A y E I E N s E A B N A I B N I E N WA A I A N A K G N A N A B A A A s D A A G cu l K I D K H s T A A 0 s A N A I WH A A A K AWE N K B H N 0 H I N H T A N I T K I T C H s I y A WA A K I N Fa A I A A WI T I I N I I N I I p K A A A I z I s p 0 I s WE WI s H s H er 1. Bring it (animate)= 2. plate= ad U ni v 3. No= 4. Water= 5. Metoo= 6. Bannock= he 7. Meat= Yes= Salt= Thank you= Carrot= Say it slowly= Partridge = Come in! = How many (animate)?= 24. Do you understand?= 25. Go home(plu.)! = 11. Nine= 12. Two= 13. Six= 26. Stand up!= 27. Wake/get up! = 28. Who/what's that (animate)?= 14. Eight= 15. Seven= 29. Go/go away!= 30. Build a fire (plural)! = La L 16. 17. 18. 19. 20. 21. 22. 23. ke 8. Bread= 9. An egg= 10. Twenty= sit y C B E K A I z N N s H I I B A WI N A A B B N B s 0 G I I D A I N N s N N I WA N B I N I I I N I 0 MN I G I B I MI I G C H I I B I N I N I B A 39 �INTRODUCTORY OJIBWE (Western Dialect) ~ UNIT 1; LESSON 4 Exercise I - 1 Introduction to Nouns: 2 s 6 4 7 Listen as your instructor pronounces the names of the things pictured above. After you have heard each word several times, try to match the pictures to the words written below: English translations are on page 71. 0 ombaasin• U ishkwaandem ni v gizhaabikizigan er sit y 1. Fa cu l ty of Ed 8 uc at io n 1 0 # # # nibaagan # # # # # # # # wiigiwaam3 # ad jiimaan apabiwin he waakaa' igan ke waasechigan La odaabaanens adoopowin babagiwayaanegamig2 1 The word ombaasin is often pronounced 'ambwaasin.' Some speakers may also use other words such as gaa-ombaasing or bimisewin. 2,3 The word babagiwayaanegamig is used for 'canvas tent'; wiigiwaam is a word for 'tent' in general. 40 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 4 2. Fill in the missing letters to complete the words. The numbers are in order from section 3 below. Check your own spelling. 1. a _ _ _ p _ _ _ n 2. _ _ab_ _ _n 3. g _ _ _ aa _ _ _ _ z _ _ _ n 4. w _ _ s _ _ h a at io n 5. n ew n 6.i _ _ _ wa _ _ _ e_ 7. w _ _k _ _ _ g _ _ 8. b_j _ _ _ h _ _ _ o _ _ _ n Ed uc 9. o aa n 10. j _ _ m __ _ 11. b _ _ a_i_wa _ _ _ ne _ _ _ _g ty 7. waa kaa 'i gan Fa 1. a doo po win 8. ba jiish ka 'o gaan 5. ni baa gan 1 L ba ba gi wa yaa ne ga mig 12. o daa baan ke he ad U ni v 6. ish kwaan dem 10. jii maan er 4. waa se chi gan 9. om baa sin sit 3. gi zhaa bi ki zi gan y 2. a pa bi win La C Listen carefully as your instructor repeats these words. Notice the words are broken down into syllables. This will help you to concentrate on pronunciation. cu l 3. of 12. o _ _ _ b_ _ n 41 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 4 Exercise I - 2 Introduction to Locatives 0 Ed uc at io n 2 6......:11---....11.._ 0 y Fa cu l ty of 5 er sit Now, watch and listen as your instructor repeats the names of the items you have just learned. Pay special attention to the new ending on each word. The English translation are on page 71. ombaasinini jiimaaning waakaa' iganing odaabaaning babagiwayaanegamigQn& wiigiwaami..n& ke he ad U gizhaabik.iziganing ishkwaandeming apabiwinin.i waasechiganing adoopowin.ini nibaaganing ni v LOCATIVE means the form that tells you where something is located. La Remember, locative endings can mean "in," "at" or "on." Repeat the pronunciation as many times as you want. When you think you understand the names of the items with the locative endings, learn the word for "where." It should look like this: "Aandi." Now that you know these locative forms, in this exercise, work in pairs. Your partner will now ask you questions such as: "Aandi minikwaajigan?" or "Aandi mookomaan?" by referring to the following pictures. By taking turns asking and answering questions, complete this exercise until you have mastered these questions and answers. 42 Q �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 4 Exercise J How can you make a noun locative? (a) (b) (c) Usually, just add /-ing/ to the simple noun. However, if the simple noun ends with a /-g/, add /-ong/ instead. And, if the simple noun ends in a vowel, just add /-ng/. n A few nouns don't follow these rules, but they will be pointed out to you as we come to them. at io Using what you have learned: Ed uc To continue practicing with locative forms, look back to the 24 pictures on page 1 of your text. For exercise writing, list those 24 articles with locative forms and underline the locative endings. Continue reading and writing practice: cu l biinjayi •ii zhiibaaya' ii beshonjiya'ii jiigayi'ii inside it under it closer to it by it y C along side it on top of it under it beyond it Fa opimeya'ii wagijiya' ii anaamiya'ii awasaya'ii ty of If you want to be more specific about a location, it is helpful to use one of the following words with the locative form of the noun: La ke he ad U ni v ashi! atoon! bakite'o! gwayak na! bangii eta bangii eta (o)sha! i' imaa, imaa o' omaa, omaa omwaadi 1 wedi i'iwedi waasa aaniinpii? apii er New Vocabulary sit (biindig (indoors) and agwajiing (outdoors) are used without nouns.) put him! (animate) put it! (inanimate) hit him! well (correctly, thoroughly) look! a little bit only only a little bit emphatic particle there here over here, this way there that (inanimate) over there way over there, far when? (in question only) when 1 The word omwaadi is probably a contraction of omaa 'here' and owidi 'over here.' 43 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 4 ExerciseK Working in pairs with the language. Read until you understand well the following mini-dialogues. Translations of the dialogues may be found on page 71. (b) Biizhaan! Aandi? Owedi! Namadabin omwaadi! Atoon miijim adoopowining. Aandi zhiiwitaagan gaye wiisagad? Imaa opimeya'ii onaaganing. Biizh bakwezhiganikaan gaye bimide. Gegiin wiisinin ! Ahaaw, miigwech. Ed uc at io (a) • Na! Wedi! Aandi? Iwidi! Awenen a'a? Waabooz gaye bine. Aazha ninisidotaan ! Bine gaye waabooz. Aazha ninisidotaan. Miigwech. 0 n 1. Using what you have learned, now, write two mini-dialogues of your own by trying to use all the nouns and verbs and particles that you can think of. 3. Continue working in pairs with the language. Share what you have learned and take turns with your partner sharing your own dialogue. Make sure that you both understand! cu l ty of 2. Review this lesson with your instructor. Pay particular attention to pronunciation. 0 La ke he ad U ni v er sit y 4. Fa Note: At this time, your instructor will be concentrating on pronunciation and grammatical structure. 0 44 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 5 Introduction to Intransitive Verbs (VAl) What is an intransitive verb? An intransitive verb is a word that: - describes what the activity is. - describes what the state is. - describes what the condition is. In the Native language, all intransitive verbs are complete sentences. For example, "Anokii" means "He/she is working." English translations of the following verbs may be found on page 72. io n Exercise A of Ed uc at (1) cu l Fa ( ty - :========== . . . .--;; ; ._----"" '-; . ._-----_ ~ ::====:::::~ !:::::~~~~= U ni v er sit y ....J- (4) wiisini (5) aakozi (8) debisinii he ad The pictures above show persons who are: (1) nagamo (2) nishkaadizi (3) nibaa ke (9) boodawe (6) giiwe ( 10) jiibaakwe (7) niimi (11) anokii (12) odamino La Watch the pictures as you listen to your instructor. (2) Pronunciation Practice: As your instructor says these words, listen to how they are broken down into syllables. (1) na ga mo (2) nish kaa di zi (3) ni baa (4) wii si ni (6) gii we (7) nii mi (8) de bi si nii (5) aa ko zi (9) boo da we (10) jii baa kwe (11) a no kii 45 (12) o da mi no �INTRODUCTORY OJIBWE (Western Ojibwe) - UNIT 1; LESSON 5 (3) Practice speaking with a partner by asking questions and giving answers. First, learn the sentence for "What is he/she doing?" It should look like this: "Aaniin endoodang?" Your partner will now ask you questions such as: "Aaniin endoodang?" the answer would be "Nagamo" or "Anokii" etc. Pay particular attention to good pronunciation on both questions and answers. Repeat taking turns asking questions and answers until you have completely mastered the pronunciation. Example: 0 n Question: Aaniin endoodang? Answer: Nagamo at Fill in the blank spaces for your answers by using the pictures from the previous page. 2.___________ 3.__________ 4._ _ _ _ _ _ _ _ __ 5.__________ 6.___________ 7.,_ _ _ _ _ _ _ _ _ __ 8. ___________ 9. _ _ _ _ _ _ _ _ __ 10. _ _ _ _ _ _ _ __ 12. _ _ _ _ _ _ _ _ __ of Ed uc Aaniin endoodang? l. _ _ _ _ _ _ _ _ __ ty (4) io Exercise writing cu l 11 . _ _ _ _ _ _ _ __ 0 In this exercise, you will continue practice speaking with your partner by asking questions and answers. This time, your partner will ask questions such as, "Is Mary going home?" Translation in the Native language should look like this: "Giiwe na Mary?" For now, the answer should be either "Gaawiin" or "Eya." Continue this exercise until you complete all 12 verbs. Once again, pay particular attention to good pronunciation. Beside each of the questions below, write positive or negative answers. The first one is done for you. U ni v er sit y 1. Fa Exercise B Nagamo na Jane? w,. ad Aakozi na Richard? he Boodawe na Aaron? ke Jiibaakwe na? Anokii na Duane? La Odamino na Tony? Debisinii na? Wiisini na Judy? Nibaa na zhiishiib? Nishkaadizi na Ann? 0 Giiwe na Nancy? Niimi na? 46 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 5 Exercise C Reading and Writing: (a) Here is a list of the verbs you have been learning, given in mixed order. See if you can identify them by matching numbers and letters and the numbers which correspond to each picture. Remember, the pictures are at the beginning of this lesson in Exercise A. (A) (B) wiisini debisinii 7._ _ 10. 8._ _ 6._ _ 9._ _ 11. 12.- - n io Fa Exercise D sit y Introduction to Negatives ni v Turn back to the beginning of this lesson, and use the twelve verb pictures for reference as you listen to your instructor ask and answer questions like these U 1. er Listening: ad Nagamo na Jane? Nagamo na Jane? Eya, nagamo Jane. Gaawiin nagamosii Jane. ke he As you listen to the examples your instructor gives, notice how to give a NEGATIVE ("no") answer correctly. Negative responses always follow the pattern of: La ( 8-B 9-F 10-H 11 - J 12-K cu l 3-G 7-C of 4-A 5-E 6- I 1 -L 2-D Answer key: ty 2. 3.- - Ed 4. 5._ _ -- l.- - (K) (L) giiwe anokii odamino nagamo at (C) mum (D) nishkaadizi (I) (J) uc (E) aakozi (F) boodawe (G) nibaa (H) jiibaakwe Gaawiin + Verb +sii As an example: Gaawiin nagamo+sii Jane. 47 �INTRODUCTORY OJIBWE (Western Ojibwe) ~ UNIT 1; LESSON 5 Reading and Writing: 2. Answer the following questions in the negative only. The first one has been done for you. Q Gaawiin giiwesii Nancy. Giiwe na Nancy? Nishkaadizi na? Nagamo na Kim? Aakozi na Richard? n Nibaa na zhiishiib? io Niimi na John? at Wiisini na bine? uc Boodawe na Scott? Ed Debisinii na? Jiibaakwe na? of Anokii na Duane? ty Odamino na Tony? cu l Exercise E Fa Speaking: 0 La ke he ad U ni v er sit y When you believe you've got it ... answer the questions the instructor asks using the negative forms of the verbs. Mooz 48 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 5 Exercise F Positive and Negative Responses Answer the following questions with either a positive or a negative response. Make sure each answer makes sense. Remember, you have to do this exercise on your own. 1. Nagamo na Jane? 2. Odamino na Don? n 3. Boodawe na Paul? io 4. Nibaa na Sarah? at 5. Wiisini na bine? uc 6. Debisinii na Maida? 7. Aakozi na Betty? Ed 8. Jiibaakwe na Delores? of 9. Nishkaadizi na? 10. Niimi na Dave? ty 11. Giiwe na Jonathan? ( 14. Odamino na Lisa? ------------------ Fa 13. Wiisini na Elaine? cu l 12. Debisinii na? 15. Nagamo na Sally? 17. Nibaa na John? er 18. Boodawe na Paul? sit y 16. Anokii na Lena? ni v 19. Aakozi na Susan? U 20. Niimi na Wendy? ad 21. Giiwe na Paul? 22. Jiibaakwe na? he 23. Anokii na Dave? La ke 24. Nishkaadizi na Don? L 49 �INTRODUCTORY OHBWE (Western Ojibwe) - UNIT 1; LESSON 5 ExerciseG Introduction to Person: 0 Listening Exercise: io at uc You'll need to know how to express these ideas: _ _ _ _called "first" person." "You" _ _ _ _called "second person... "He/she" or Him/her" _ _ _ _called "third person." of Ed "I" or "Me.. In lesson three. page 28. you learned to say "Giin dash wiin" (often shortened to "Giin dash"). Now listen to your instructor so you •u hear and understand the meaning of: 0 y Fa (b) cu l ty (a) wiin giin niin n Listen to your instructor as he/she says these words in Ojibwe (Severn dialect) and watch him as he identifies what each word means. When you think you've got it, tell which word below is first person, which is second person. and which is third person: sit "Niin dash wiin?" and "Wiin dash wiin?" ni v er Note that these are often shortened to Niin dash and Wiin dash. Now listen to these phrases until you understand them easily too. The English translations are on page 72. he ad (c) "Linda dash wiin?" and "Jimmy dash wiin?" U What would these mean? 5. gaawiin niin 9. eya niin 13. niinitam 2. gegiin 6. gaawiin giin 10. eya giin 14. giinitam 3. gewiin 7. gaawiin wiin 11. eya wiin 15. wiinitam 4. gaye James 8. gaawiin Joan 12. eya Mary 16. wiinitam Tim La ke 1. geniin (d) Listen to your instructor and pay particular attention to the pronunciation and to find out the exact meaning of each of the following words on the next page. The English translations are on page 72. 50 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 5 ninishkaadiz ginishkaadiz nishkaadizi nigiiwe gigiiwe giiwe (n)indaakos gidaakos aakozi niwiisin giwiisin wiisini ninibaa ginibaa nibaa Ed uc at io n ninagam ginagam nagamo niboodawe nijiibaakwe (n)indanokii (n)indoodamin giniim gidebisinii gijiibaakwe gidanokii gidoodamin niimi debisinii giboodawe boodawe anokii odamino cu l jiibaakwe Fa Exercise H (a) of (n)indebisinii Now you know twelve verbs. Before you continue. practice how to ask and answer questions with them in the first, second. and third person forms. First you have to learn some phrases for asking questions. Here they are: sit y ( niniim ty 11 What are you doing? What am I doing? What is he/she doing? U Working with the language, in pairs. take turns going through all twelve verbs. both asking and answering questions. For example: ad (b) ni v er Aaniin endoodaman? Aaniin endoodamaan? Aaniin endood~? Answer Aaniin endoodaman? Aaniin endoodamaan? Aaniin endoodang? (N)indanokii. (also pronounced (n)indanokwii) Gigiiwe. Nibaa. ke he Ouestion La Before doing some exercise speaking with your partner, look back to the words under the pictures in exercise G (d) of this lesson. They seem to follow a fairly regular pattern. What information do you understand from "ni-" at the beginning of a verb? What information do you understand from "gi-" at the beginning? (_ Notice the verb listed for pictures 5, 8. 11. Is there anything different about these examples? How do you account for these irregularities? (The added "d" is just slipped in to make the word easier to pronounce. in much the same way we add and "n" in English phrases such as "an apple".) 51 �INTRODUCTORY OJIBWE (Western Ojibwe) - UNIT 1; LESSON 5 Notice too. that the first and second person forms of the verb sometimes keep the final vowel and sometimes drop it. From your own observation, can you think of any ..rule" you could make to predict when the vowel will drop? The third person form of the verb is also the verb Q STEM. (c) Here are some exercises for you to complete using the pictures and phrases from the previous page. The first one has been done for you. Ninagam. Aaniin endoodamaan? Qinagam. Aaniin endoodang? Nagamo. 0 Continue working in pairs and take turns going through all twelve verbs. both asking and answering questions. This time, questions and answers should look like this: Question U ni v (d) er sit y Fa cu l ty of Ed uc at io n Aaniin endoodaman? Gaawiin (n)indaakozisii. Gaawiin gidaakozisii. Gaawiin aakozisii. Gaawiin aakozisii Mary. ke he ad Gidaakoz ina? (N)indaakoz ina? Aakozi na? Aakozi na Mary? Answer La Here are some questions for you to answer in the negative form only. Ninagam ina? Ninishkaadiz ina? Nibaa na Jane? Niwiisin na? Gigiiwe na? 0 Niimi na Paul? 52 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 5 Debisinii na? Niboodawe na? Ninishkaadiz ina? Dave na anokii? or Eya, gigiiwe. Gaawiin gigiiwesii. or Eya, giiwe. Gaawiin giiwesii. or Eya, giiwe Mary. Gaawiin giiwesii Mary. Giiwe na Mary? SOME USEFUL PHRASES uc ni v er sit y Again, and Also, too Hurry! quick! soon (not a verb) More, still Now, then, yet, already Really ("It's the truth") Really? ("Is that true?") Right away Maybe, perhaps he ad U Miinawaa Gaye Wiiba! Geyaabi Aazha Debwe Debwe na? Baabige Maagizhaa Ed cu l ty Giiwe na? of Nigiiwe na? at or Eya, nigiiwe. Gaawiin ningiiwesii. Gigiiwe na? ( io Continue working in pairs. This time mix asking questions and answers. For example: Fa (e) n Odamino na Susan? Gidoodamin ina? ke Exercise I Read the following mini-dialogues until you fully understand them. Translations are on page 73. La (a) (1) (2) Henry biizhaan ! Bi-wiisinin! Namadabin, wiisinin! Biizh giigoo gaye opin ! Miigwech. Geyaabi na opin? Gaawiin, aazha (n)indebisinii. Gidanokii na? Eya, giin dash wiin? Gaawiin, (n)indaakoz. Gigiiwe na baabige? Eya nigiiwe wiiba. Gaawiin niin. Maagizhaa geyaabi (n)indanokii. 53 �INTRODUCTORY OJIBWE (Western Ojibwe) ~ UNIT 1; LESSON 5 (b) Now, write one of your own. uc at io n 0 Working in pairs, share your dialogue with your partner. Both of you should read it through, making sure that you can understand it all, and that you can pronounce all the words. Check with your instructor if you need help. (d) Complete these exercises. Translations are on page 73. Say in English: Fa (1) cu l ty of Ed (c) 0 Say in Ojibwe: I'm sick. Are you sick? He/she is sick. Is Sam sick? You are sick. La ke he ad (2) Debwena? Biizhaan baabige! Bi-wiisinin! Ginishkaadiz ina? Gidebisinii na? Eya, miigwech. Biizh emikwaanens gaye ziinzibaakwad. U ni v er sit y Miinawaa ikidon ! Aazha na giiwe? Mary (n)indizhinikaaz. Geyaabi na giigoo? Nibaa na Samuel? Gaawiin nimaajaasii. Biidoon mookomaan gaye onaagan. Do all five of the sentences in (2) above again, changing the verb to: (3) eating (8) sleeping (4) angry (9) dance (5) going home (10) playing (6) make a fire (11) cooking (7) full (12) working 54 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 5 (e) Say these pronouns in Ojibwe: (1) Not me! You too! Jane too! (2) Not you! Me too! (3) Not him/her. My turn. Your turn. Jack's turn. How about him? How about me? How about you? Exercise J n Practice writing these following mini-dialogues. Translations are on page 74. at io Write in Ojibwe: (1) What is your name? uc My name is George. Where are you from? Ed I'm from Gull Bayi. of Really? Gull Bay. (2) Sam is sleeping. Are you sleeping too? cu l Not me ... I'm eating. ty Me too, I'm from Gull Bay. ( Fa Bring the bannock! The Partridge too. Bring the knife! The fork too. y More bannock? Is Mary dancing? er (3) sit No, I'm already full. Thank you. ni v No, she's working. How about you? Are you working? ad U Yes, me too, I am working. Me, I am not dancing also I'm not working., _ _ _ _ _ _ _ _ _ _ _ _ _ __ he I am eating. La ke 1 The Anishinaabemowin name for Gull Bay is Giiyaashko-Zaagiing. L 55 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 6 Exercise A What Time Is It? 0 Listening and Speaking: Listen carefully as your instructor reads the times displayed on the following clocks. The instructor will repeat the words three times the first time around, then, repeat after him. The English translations are on page 74. Fa cu l ty of Ed uc at io n 1. Niizho- diba'igane Niso- diba'igane Niiyo- diba'igane sit diba'igane U ni v er Bezhigo- 0 y Aan endaso-dibai'iganeg? (or: Aan ezhiseg?) diba'igane he Ningodwaaso- ad diba'igane Naano- diba'igane Nishwaaswi- diba'igane Zhaangaswi- diba'igane Midaaso- diba'igane La ke Niizhwaaso- Midaaso ashi bezhigo- diba'igane Midaaso ashi niizho- 0 diba' igane 56 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 6 In this exercise you should look at the clocks above and say the time in Anishinaabemowin. Then write it in the corresponding space below. The first one is done for you. Check your answers and spelling from the previous page. ty of 2. Ed uc at io n Understanding and Practice Writing: Bezhigo-diba' igane. Fa 1. 2. sit y 3. er 4. ni v 5. U 6. ad 7. ke 9. he 8. 10. La ( cu l Aan endaso-diba 'iganeg? 11. 12. 57 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 6 Exercise B 0 Listening and Speaking: Listen carefully as your instructor reads the time displayed on the following clocks. The instructor will repeat the words three times the first time around, then, repeat after him. English translations are on page 74 and 75. Fa cu l ty of Ed uc at io n 1. diba'igane Niizho- ashi aabita diba'igane ni v er sit Bezhig ashi aabita diba'igane ad Naano- ashi aabita U Niso- ashi aabita Niiyo- ashi aabita 0 y Aan eshihsek? diba'igane diba'igane diba'igane Niizhwaaso- ashi aabita diba'igane Nishwaaso- ashi aabita diba'igane Zhaaangaso- ashi aabita diba'igane Midaaswi ashi aabita diba'igane Midaaswi ashi bezhigo- aabita diba'igane Midaaswi ashi niizho- aabita diba'igane La ke he Ningodwaaso- ashi aabita 0 58 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 6 In this exercise you should look at the clocks above, and say the time in Severn Ojibwe. Then write it in the corresponding space below. The first one is done for you. Check your answers and spelling from the previous page. ty of 2. Ed uc at io n Understanding and Practice Writing: cu l Bezhigo-diba•igane 1. y 3. sit 4. er 5. ni v 6. U 7. ad 8. ke 10. he 9. 11. La ( Fa 2. 12. 59 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 6 Exercise C 0 Listening and Speaking: I. Before we move on asking what time it is, we need to add some numbers first. Let's start from fifteen (15) to sixty (60). Translations are on page 75. Midaaswi ashi naanan Niishtana Niishtana ashi naanan io n Nisimidana at Nisimidana ashi naanan Niimidana uc Niimidana ashi naanan Ed Naanimidana Naanimidana ashi naanan of Ningodwaasimidana cu l Listen carefully as your instructor reads the time displayed on the following clocks. Translations on page 75. 0 ni v er sit y Fa 2. ty Listening and Speaking: U 4 5 ad 7 8 he Aan ezhiseg? (or Aan endaso-diba'iganeg?) La ke Naano-dib a' igaans ishkwaa-bezhigo-diba' iganeg. Midaaso-d iba' igaans ishkwaa-niizho-diba' iganeg. Midaaswi ashi naanan diba' igaans ishkwaa-niso-diba'iganeg. Niishtana diba'igaan s ishkwaa-niiyo-diba'ig aneg. 5. Niishtana ashi naanan diba'igaans ishkwaa-naano-diba' iganeg. 6. Ningodwaaswi ashi aabita. 7. Niishtana ashi naanan diba'igaans jibwaa-nishwaaswi-diba'iganeg. 8. Niishtana diba'igaan s jibwaa-zha angaso-dib a'iganeg. 9. Midaaswi ashi naanan diba' igaans jibwaa-mid aaso-diba'i ganeg. IO. Midaaso-d iba'igaans jibwaa-mid aaswi ashi bezhig diba'iganeg . 11. Naano-dib a'igaans jibwaa-naa wakweg. [noon] OR ...jibwaa-abitoo-dibikak. [midnight] 12. Naawakwe. [noon] OR Aabitoo-dibikad. [midnight] . 1. 2. 3. 4. 60 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 6 Ed uc at io n Understanding and Practice Writing: ty of 3. In this exercise, you should look at the clocks above and say the time in Anishinaabemowin. Then write it in the corresponding space below. All of the answers will contain the words diba'igaans, which means "minutes" and ishkwaa- which means "after." cu l 1. y 3. sit 4. er 5. ni v 6. U 7. ad 8. ke 10. he 9. 11. La C Fa 2. 12. 61 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 6 Exercise D 0 Listening and Speaking: 1. Listen carefully as your instructor reads the time displayed on the following clocks. All of the answers will contain the word jibwaa- which means "before," except # l, which is 'twelvethirty.' The English translations are on page 75. 2 n l io 3 ' at 5 cu l ty of Ed uc 6 Aan ezbiseg? (OR Aan endaso-diba'iganeg?) Fa 1. Aabita naawakwe (noon). 0 sit y 2. Niishtana ashi niizhwaaswi-diba'igaans jibwaa-bezhigo-diba'iganeg. er 3. Niishtana ashi naano-diba'igaans jibwaa-niizho-diba'iganeg. ni v 4. Niishtana ashi niizhin diba'igaans jibwaa-niiyo-diba'iganeg. 5. Niishtana diba'igaans jibwaa-naano-diba'iganeg. U 6. Midaaso ashi nishwaaswi-diba'igaans jibwaa-ningodwaaswi-diba'iganeg. ad 7. Midaaso ashi niiwin-diba'igaans jibwaa-niizhwaaswi-diba'iganeg. he 8. Midaaso ashi niizho-diba'igaans jibwaa-nishwaaswi-diba'iganeg. ke 9. Midaaswi-diba' igaans jibwaa-zhaangaswi-diba'iganeg. La 10. Midaaswi ashi naano diba'igaans jibwaa-diba'iganeg. 11. Nishwaaswi-diba'igaans jibwaa-naano-diba'iganeg. 12. Ningodwaaswi-diba' igaans jibwaa-ningodwaaso-diba' iganeg. 0 62 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 6 Understanding and Practice Writing: Listen carefully as your instructor reads the time displayed on the following clocks. All of the the answers will contain the word jibwaa- 'before.' You have to do this exercise on your own. If you are doing this exercise in class, check your answers with your instructor. ty of Ed uc at io n 2. cu l 1. 2. 3. Fa C sit y 4. er 5. ni v 6. 7. he 10. ad 9. U 8. ke 11. La 12. L 63 �INTRO DUCTO RY OJIBW E (Wester n Dialect) - UNIT 1; LESSON 6 Exercise E 0 n Understanding and Practice Writing: io I at 9 uc 8 Ed 7 of Look at the clocks above and say the time in Anishinaabemowin. Then write it in the corresponding space below. You have to do this exercise on your own. If you are doing this exercise in class, check your answers with your instructor. cu l ty 1. 1. Fa 2. sit 4. ni v er 5. 6. U 7. he ke 10. ad 8. 9. 0 y 3. La 11. 12. 0 64 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; LESSON 6 Exercise F io n Continuation of Understanding and Practice Writing: 2 3 Ed uc at 1 1. Fa ( cu l ty of Look at the clocks above and say the time in Anishinaabemowin. Then write it in the corresponding space below. The answers may contain either ishkwaa- 'after' or jibwaa- •before.' Please try to do this exercise on your own. If you are doing this exercise in class. check your answers with your instructor. sit y 2. er 3. ni v 4. 5. he 8. ad 7. U 6. ke 9. La 10. 11. 12. L 65 �INTRO DUCT ORY OJIBW E (Western Dialect) - UNIT 1; LESSO N 6 Exercis eG Review Test n 0 io l 3 Ed uc at • of iate Translate each of the following sentences into English. Then draw the hands in the appropr position on the clocks above. Translations are on page 76. _ _ _ __ ty _ 1. Bezhigo-diba'igane._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Fa cu l _ __ 2. Bezhigo- ashi aabita -diba'igane.,_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 3. Niishtana ashi niiwin ishkwaa-niizho-diba'iganeg . _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 0 sit y _ 4. Midaaswi ashi niso-diba'igaans ishkwaa-naano-diba'iganeg.,_ _ _ _ _ _ _ _ _ _ __ er _ 5. Midaaswi ashi naano-diba'igaans jibwaa-zhaangaswi-diba'iganeg. _ _ _ _ _ _ _ ni v __ 6. Niishtana diba'igaans ishkwaa-midaaswi-diba'iganeg.,_ _ _ _ _ _ _ _ _ _ _ ad U _ 7. Niishtana ashi niizhwaaswi jibwaa-ningodwaaso-diba'iganeg._ _ _ _ _ _ _ _ _ he _ 8. Nishwaaswi-diba'igaans jibwaa-nishwaaswi-diba'iganeg. _ _ _ _ _ _ _ _ _ _ __ _ __ _ 9. Midaaswi ashi niizho-diba'igaans ishkwaa-niso-diba'iganeg._ _ _ _ _ _ _ _ _ _ __ La ke __ _ __ 10. Ningodwaaswi-diba'igaans ishkwaa-ningodwaaswi-diba'iganeg._ _ _ _ _ _ _ _ _ __ 11. Niishtana ashi niizho-diba' igaans jibwaa-midaaswi- ashi bezhigo- diba' iganeg.,_ _ __ 12. Niishtana dibai' igaans jibwaa-naawakweg (OR jibwaa-aabitoo-dibikak). _ _ _ _ 66 __ 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; REVIEW LESSONS UNIT 1: Let's Look Back at What You Have Learned- Lessons 1 to 6 1. Vocabulary - Review the words you know: Translations are on pages 77 and 78. A. Nominals niin giin geniin gegiin niinitam giinitam nitiiwakik odaabaanens waabooz zhiishiib io emikwaanens gizhaabik.izigan giigoo napenh uc at akik bakwezhiganikaan bine diba'igiiziswaan n Animate Nouns: of wiin wiinitam cu l ty gewiin y looloot miijim minikwaajigan mookomaan nibaagan nibi nitii ombaasin onaagan opin ad U ni v er sit abwewin adoopowin anishinaabemowin apabiwin babagiwayaanegamig badaka'igan bimide doodooshaaboo ishkwaandem Fa Inanimate Nouns: C Ed Pronouns: B. Verbs La ke he Jnmaan waakaa'igan waasechigan waawan wiigiwaam wiisagad wiiyaas zhiiwitaagan ziinzibaakwad You have learned the following IMPERATIVE forms: anokiin ashi atoon bakite'o bi-wiisinin biidoon biindigen biizh biizhaan boodawen giiwen ikidon 67 maajaan nagamon namadabin nibaan niibawin wanishkaan �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; REVIEW LESSONS You have also learned the following verbs and can make simple statements with them (you should also be able to make imperative forms for them as well): 0 Independent Verbs niimi nishkaadizi odamino wanishkaa wiisini gotaaji izhinikaazo jiibaakwe nagarno nibaa at io n aakozi anokii boodawe debisinii giiwe uc C. Number Verbs Ed Animate Verbs: zhaangasiwag niizhiwag ningodwaasiwag nisiwag niizhwaasiwag niiwiwag nishwaasiwag midaasiwag of naananiwag cu l ty bezhigo Fa Inanimate Verbs: naananinoon zhaangasinoon niizhinoon ningodwaasinoon midaasinoon nisinoon niizhwaasinoon niwinoon nishwaasinoon er ni v D. Particles midaaso ashi bezhig niizhwaaswi midaaso ashi niizhin niswi nishwaaswi midaaso ashi niswi niiwin zhaangaswi midaaso ashi niiwin naanan midaaswi midaaso ashi naanan La he niizhin ad ningodwaaswi ke U Numbers: bezhig 0 sit y bezhigwan midaaso ashi ningodwaaswi niishtana ashi bezhig midaaso ashi niizhwaaswi niishtana ashi niizhin midaaso ashi nishwaaswi niishtana ashi niswi midaaso ashi zhaangaswi niishtana ashi niiwin niishtana 68 0 �miigwech miinawaa na! o'omaa omwaadi opimeya'ii waasa wagijiya' ii wiiba zhiibaa'ii of Ed uc at io dash debwe eta eya gaawiin gaye geyaabi gwayak i'imaa ina (na) iwedi iwidi maagizhaa agwajiing ahaaw anaamiya'ii apane apii awasaya'ii aandi aaniinpii aazha baabige beshonjiya'ii biindig biinjiya'ii n INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; REVIEW LESSONS Particles: ty E. Expressions Aaniin endoodaman? Giin dash (wiin)? cu l Wegonen iwe? Fa ( Aaniin ezhiseg? / Aaniin endaso-diba'iganeg Aaniin endoodamaan? y Aaniin endoodang? Ginisidotaan ina? Osha. Miinawaa ikidon ! Aaniin ezhinikaazod? (N)indizhinikaaz (N)indoonjii ni v Aaniin minik? er sit Aaniin ezhinikaazoyan? Ninisidotaan Aaniin endasiwaad? Bekaa ikidon ! Aandi wenjiiyan? Izhise ad U Aaniin endasingin? he Awenen awe? ke 2. Structure - Things you can do with the words you know: La - Find the difference between an animate and an inanimate noun by using them in different kinds of sentences. - Give singular and plural commands. - Give first, second, and third person forms of verbs. - Ask questions in writing and answer them with positive and negative statements. - Use locative endings to indicate where things are. To be more specific about a location, use additional particle locative forms. - Recognize and use counting numbers and number verbs. - Tell time. L 69 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1: TRANSLATION SECTION Unit 1; Lessons 1-6 In this section we have provided English translations for the Anishinaabemowin words and sentences introduced in Unit 1. 0 Lesson 1: io at of Lesson 2: Spoon Lard Frying pan Meat Fish Duck uc 10. Teakettle 14. Partridge 18. Egg 22. Potato 4. 8. 12. 16. 20. 24. Ed 3. Knife 7. Pepper 11. Pot 15. Rabbit 19. Mille 23. Carrot 2. Cup 6. Salt Plate Fork Water Bannock Bread Porridge 1. 5. 9. 13. 17. 21. n 24 Articles (page 1J cu l ty Numbers (pages J1, 12) 2. Two Fa Six 3. Three 7. Seven 11. Eleven 15. Fifteen 19. Nineteen 23. Twenty three Ten Fourteen Eighteen Twenty two 4. 8. 12. 16. 20. 24. Four Eight Twelve Sixteen Twenty Twenty four 0 U Number Verbs (page 20) ni v er Five Nine Thirteen Seventeen 21. Twenty one y 6. 10. 14. 18. 22. 5. 9. 13. 17. sit 1. One La ke he ad Animate There is one rabbit. There are two partridges. There are three fish. There are four spoons. There are five carrots. There are six pieces of bannock. There are seven pots. There are eight ducks. There are nine teakettles. There are ten frying pans. Inanimate There is one egg. There are two plates. There are three knives. There are four forks. There are five eggs. There are six peppers. There are seven cartons of lard. There are eight pieces of meat. There are nine cartons of millc. There are ten containers of salt. 0 70 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; TRANSLATION SECTION Lesson 4: Imperatives (page 30) 6. Build the fire! 7. Go home! 8. Sing! 9. Go to sleep! 10. Get up! 1. Come in! Lesson 4, Exercise I (1) (page 40) 6. Door 7. House 1 l. Tent 10. Canoe 4. Window 8. Tipi at 3. Stove uc 2. Chair 12. Car Ed 1. Kitchen table 5. Bed 9. Airplane of Lesson 4, Exercise I (2) (page 42) ty Locatives; 7. On the house 8. On the tipi 9. On the airplane 10. In the canoe 1 l. On the tent 12. On the car Look! There! Where? Over there? Who is that? Rabbit and partridge. Say it again! Partridge and rabbit. I understand now. Thank you. (B) Come here! Where? Over here? Sit right here! Put food on the kitchen table. Where the salt and pepper? Right there beside the plate. Pass the bannock and lard. You too eat! Okay, thank you. La ke he ad l. (A) U Dialogues <page 44> ni v Lesson 4, Exercise K: er sit y Fa cu l 1. On the kitchen table 2. On the chair 3. On the stove 4. At the window 5. On the bed 6. At the door ( io n 2. Sit down! 3. Stand up! 4. Come here ! 5. Go away or leave! 71 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1: TRANSLATION SECTION Lesson S, Exercise A: 0 (page 45) Verbs; 1. Singing 2. Angry 3. Sleeping 4.Eating 5. Sick 6. Going home 7. Dancing 8.Full 11. Working 12. Playing 13. My turn n 10. Cooking 9. Build a fire io Lesson 5, Exercise G (c) (page 50) 5. Not me 9. Yes me 2. You too 6. Not you 10. Yes you 3. Her/Him too 7. Not him/her 11. Yes her/him 4. Also James 8. Not Joan 12. Yes Mary at 1. Me too uc 14. Your turn Ed 15. Him/her turn of 16. Jim's turn Lesson 5, Exercise G (d): ty (pages 50-51) cu l Verbs; 3. I am sleeping 2. I am angry Fa 1. I am singing You are angry You are sleeping He/she is singing He/she is angry He/she is sleeping sit y You are singing 5. I am sick er 4. I am eating ad 7. I am dancing U He/she is eating he You are dancing ke He/she is dancing La 10. I am cooking 6. I am going home You are sick You are going home He/she is sick he/she is going home ni v You are eating 0 9. I am building a fire 8. I am full You are full You are building a fire He/she is full He/she is building a fire 11. I am working 12. I am playing You are cooking You are working You are playing He/she is cooking He/she is working He/she is playing 0 72 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; TRANSLATION SECTION (page 53) Dialogues: Say it again! Are you going home now? My name is Mary. Do you want some more fish? Is Samuel sleeping? I am not leaving. Bring the knife also plate. Fa (page 54) sit y ( he ad U ni v er Is that true? Come here right now! (right away) come and eat! Are you angry? Are you full? Yes, thanks. Bring the spoon, and also sugar. Say in Ojibwe: ke ill (page 54) La uc cu l (d) (1) ty Are you working? Yes, How about you? No, I am sick. Are you going home right now? (right away?) Yes, I am going home soon. Not me. Maybe I am working still. at io n Henry, come here! Come and eat! Sit down, eat! Pass the fish also potato. Thank you. More Potato? No, I am already full. Ed (a) (1) of r Lesson 5 Exercise I: (N)indaakoz. Gidaakoz ina? Aakozi. Sam ina aakozi? Gidaakoz. L 73 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1: TRANSLATION SECTION Lesson 5 Exercise J: 0 (page 55) Write in Oiibwe: Aaniin ezhinikaazoyan? George (n)indizhinikaaz. Aandi wenjiiyan? Giiyaashko-Zaagiing (n)indoonjii. Debwe na? Giiyaashko-Zaagiing. Geniin, Giiyaashko-Zaagiing (n)indoonjii. (2). Sam nibaa. Gegiin ina ginibaa? Gaawiin niin. Niwiisin. Biizh bakwezhiganikaan. Gaye bine. Biidoon mookomaan! Badaka'igan gaye. Geyaabi na bakwezhiganikaan? Gaawiin, aazha (n)indebisinii. Miigwech. (3). Mary na niimi? Gaawiin, anokii. Giin dash wiin? Gidanokii na? Eya' geniin (n)indanokii. Niin, gaawiin niniimisii gaye gaawiin (n)indanokiisii. Niwiisin. 0 sit y Fa cu l ty of Ed uc at io n (1) Lesson 6: er (page 56) ni v Exercise A U What time is it? It is seven o'clock. It is eight o'clock. It is nine o'clock. It is ten o'clock. It is eleven o'clock. it is twelve o'clock. La ke he ad It is one o'clock. It is two o'clock. It is three o'clock. It is four o'clock. It is five o'clock. It is six o'clock. Exercise B (page 58) What time is it? It is half past one./ It is one-thirty. It is half past two. / It is two-thirty. It is half past three. / It is three-thirty. It is half past four. / It is four-thirty. 0 74 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1; TRANSLATION SECTION It is half past five. / It is five-thirty. It is half past six. / It is six-thirty. It is half past seven. / It is seven-thirty. It is half past eight./ It is eight-thirty. It is half past nine. / It is nine-thirty. It is half past ten. / It is ten-thirty. it is half past eleven. / It is eleven-thirty. It is half past twelve. / It is twelve-thirty. n Exercise C cu l er sit y Fa 3). 4). 5). 6). 8). 9). 10). 11). 12). ni v ( Five minutes after one o'clock. Ten minutes after two o'clock. Fifteen minutes after three o'clock. Twenty minutes after four o'clock. Twenty five minutes after five o'clock. Thirty five minutes after seven o'clock. Forty minutes after eight o'clock. Forty five minutes after nice o'clock. Fifty minutes after ten o'clock. Fifty five minutes after eleven o'clock. Explained in text already. ty (page60) 1). 2). U Exercise D ad (page 62) he What time is it? It is half past twelve./ It is twelve thirty. It is twenty seven minutes before one o'clock. It is twenty-five minutes before two o'clock. It is twenty-three minutes before four o'clock. It is twenty minutes before five o'clock. It is eighteen minutes before six o'clock. It is fourteen minutes before seven o'clock. It is twelve minutes before eight o'clock. It is ten minutes before nine o'clock. It is fifteen minutes before ten o'clock. It is eight minutes before five o'clock. It is six minutes before six o'clock. La ke I). 2). 3). 4). 5). 6). 7). 8). 9). 10). 11 ). 12). l. at What time is it? uc (2). forty forty-five fifty fifty-five sixty Ed fifteen twenty twenty-five thirty thirty-five of (1 ). io (page 60) 75 �INTRODUCTORY OJIBWE (Western Dialect) • UNIT 1: TRANSLATION SECTION Exercise G Review Test 0 (page 66) l). It is one o'clock. 2). It is half past one. / It is one-thirty. 3). lt is twenty-four minutes after two o'clock. 4). It is thirteen minutes after five o'clock. 5). It is fifteen minutes before nine o'clock. io n 6). it is twenty minutes after ten o'clock. at 7). It is twenty-seven minutes before six o'clock. uc 8). It is eight minutes before eight o'clock. 9). It is twelve minutes after three o'clock. Ed 10). It is six minutes before six o'clock. 11). It is twenty-two minutes before eleven o'clock. 0 La ke he ad U ni v er sit y Fa cu l ty of 12). lt is twenty minutes before twelve o'clock. 0 76 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT l; TRANSLATION SECTION A.Nominals (page 67) Animate Nouns: pail/pot bannock partridge clock teaspoon stove fish bread me me too it's my tum you you too it's your tum teakettle car rabbit duck io n Pronouns: Ed uc at him/her him/her too it's his/her tum Inanimate nouns: rolled oats, porridge food cup knife bed water tea airplane dish, plate potato (page 67) ty cu l Fa y he ad Work! Put/place him! Put/place it! Hit him! Come and eat! Bring it! ke La house window egg tent pepper meat salt sugar sit U Imperative Verbs: ni v er C of frying pan table native language chair canvas tent fork lard milk door canoe B. Verbs Leave! Sing! Sit down! Sleep! Stand! Get up! Come inside! Bring him! Come here! Make a fire! Go home! Say it! Independent Verbs: (page 30) L is sick is working is making a fire is full from eating is afraid is named is cooking is singing 77 is dancing is angry is playing is eating �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 1: TRANSLATION SECTION C. Number Verbs (page 68) 0 Animate Verbs: there is one of animate there are two of animate there are three of animate there are four of animate there are five of animate there are six of animate there are seven of animate there are eight of animate there are nine of animate there are ten of animate there are five of inanimate there are six of inanimate there are seven of inanimate there are eight of inanimate there are nine of inanimate there are ten of inanimate io at uc there is one of inanimate there are two of inanimate there are three of inanimate there are four of inanimate n Inanimate Verbs: Ed D. Particles cu l sit true y and, but er only yes no and still, yet correct there question marker that over there over there perhaps La ke he ad U ni v outside okay inside it always when on the other side of it where when? now. then, already right away close to it indoors. inside inside it Fa Particles: sixteen seventeen eighteen nineteen twenty ty eleven twelve thirteen fourteen fifteen six seven eight nine ten one two three four five What time is it? What are you doing? What am I doing? What is he doing? What is your name? How much? How many? (inanimate) of Numbers: twenty-one twenty-two twenty-three twenty-four thank you and Look! here right here alongside it far on top of it hurry, soon. early underneath it 0 E. Expressions How many? (animate) Where are you from? Who is that? What is that? How about you? Do you understand? Emphatic. particle 78 Say it again? My name is .. . I am from .. . I understand. Say it slowly. The time is ... 0 �ad he ke La y C sit er ni v U ty cu l Fa of at uc Ed Makwa n io Part Two �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 1 r Exercise A Singular and Plural Nouns and Verbs 5. abinoojii 6. abinoojiiyag 7. gwiiwizens 8. gwiiwizensag 9. ikwezens 10. ikwezensag Fa cu l ty 3. inini 4. ininiwag 1. ikwe 2. ikwewag of Ed uc at io n Here are some nouns to learn, with their singular and plural forms given. Listen carefully as the instructor says these words. Pay particular attention to the endings of the plural forms. English translations are on page 169. #__ ininiwag ( y #__ abinoojii er #__ ikwe sit #__ ikwezensag ni v # __ abinoojiiyag # _ _ gwiiwizens U # __ ikwewag ad # _ _ inini #__ ikwezens ke he #__ gwiiwizensag Fill in the missing letters to complete the words. La 2. 1. 2. 3. 4. 5. _ _e w_w i_1_1 i __ n ___ g a ___n _ _ j _ _ 6. a _ _n_ _ j _ _ y _ _ 7. gw _ _ w_z _ _ s 8. gw _ _ w_ z_ _ s_ _ 9. _k __ z _ _ s 10. _k_ _ z _ _ s _ _ L 79 �INTRODUCTORY OJIBWE(Western Dialect) - UNIT 2; LESSON 1 Exercise B What are They Doing? of Ed uc at io n 0 0 ni v er sit y Fa cu l ty s #_ _ Wiisini bine. Gotaajiwag giigooyag he #_ ad U I. Listen to and imitate the sentences describing the following pictures. Then identify each one by number. English translations on page 169. Anokiiwag ininiwag. #_ #_ Anokii ikwe. Wiisiniwag binewag #_ Boodawe ikwezens. #_ Anokiiwag ikwewag. #_ Nibaa abinoojii. #_ Gotaaji giigoo. #_ _ Anokii inini. #_ Nibaawag abinoojiiyag #_ Boodawewag ikwezensag. La ke #_ 0 80 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 1 2. Read and understand the sentences below. Then translate them in the Native language. A. The man is working. B. n The men are working. io C. at The fish is afraid. uc D. The fish are afraid. Ed E. The baby is sleeping. of F. ty The babies are sleeping. cu l G. The girl is building (or making) a fire. Fa H. The girls are building (or making) a fire. y I. sit ( The partridge is eating. er J. ni v The partridges are eating. U K. L. ad The woman is working. La ke he The women are working. C 81 �INTRODUCTORY OJIBWE(Western Dialect) - UNIT 2; LESSON 1 Now you know four verb fonns as follows. English translations on page 169. (Practice by reading aloud.) 4) They're ninishkaadiz ginishkaadiz nishkaadizi nishkaadiziwag (n)indoodarnin gidoodamin odamino odaminowag ninibaa ginibaa nibaa nibaawag 1) I'm 2) You're 3) He/she's 0 n 3. ninishkaadizisii ginishkaadizisii nishkaadizisii nishkaadizisiiwag Ed gaawiin ninibaasii gaawiin ginibaasii 3) He/she's not_ _ gaawiin nibaasii 4) They're not._ _ _ gaawiin nibaasiiwag uc (n)indoodarninosii gidoodaminosii odaminosii odaminosiiwag 1) I'm not 2) You're not at io Let's also practise these forms in the negative. Here are some verbs listed below to be used for further exercises. You might have to use a seperate sheet to do the exercises properly. cu l 4. ty of Although you already have a very good idea how to fonn the negative response, do more practice in writing by using the verbs that you already have learned. boodawe giiwe y 1. I'm___ _ sit 2. You're__ _ nagamo wanishkaa 0 er 3. He/she's__ ni v 4. They're__ _ U 1. I'm___ _ 2. You're__ _ Fa anokii aakozi ke Negatives: English translations on page 169. 1. I'm not___ _ La 5. he ad 3. He/she's__ 4. They're__ _ 2. You're not__ _ 3. He/she's not 4. They're not 1. I'm not___ _ 2. You're not_ __ 0 3. He/she's not 4. They're not 82 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 1 r- , 6. Read each phrase below, and be sure to pronounce the words carefully. Be sure you know the meaning of each phrase you read. Use your textbook to help you with the meanings of the words, if necessary. Gotaajiwag abinoojiiyag. n Giiwewag gwiiwizensag. at io Ninibaa. uc Anokiiwag ikwezensag. Ed Debisiniiwag ina binewag? Nishkaadiziwag ina gwiizensag? of Gaawiin, boodawewag. ty Maagizhaa aakoziwag. cu l Wiisiniwag wiiba. Fa Nagamowag ikwewag. Gotaajiwag ina giigooyag? er Say in Ojibwe: They're angry. They're sleeping. U They' re working. They're playing. ad They're making a fire. They' re sick. They're eating. They're cooking. They're singing. They' re afraid. They' re dancing. La ke he They're getting up. They're going home. They're full. ni v 7. sit y ( C 83 �INTRODUCTORY OJIBWE(Western Dialect) . UNIT 2; LESSON 1 Exercise C In this exercise, write your own dialogue by using singular and plural nouns and verbs and as many particles as you can. English translations on page 170. () For example: n 1 - Aandi abinoojiiyag? Ed uc at io 2 - Odaminowag agwajiing 1 - Aandi agwajiing? 2 - Iwidi jiigiya'ii wiigiwaaming. 1 - Gegiin ina gidoodamin? 2 - Gaawiin, (n)indanokii. Giin dash wiin? 1 - Gaawiin, geniin (n)indanokii of Sharing What You Have Learned: Fa cu l ty With your partner practice reading the above dialogue, as well as your own. Pay particular attention to pronunciation and grammatical structure. Your instructor will give you further instructions. Exercise D The Voluntative sit y 0 ni v er 1. It is possible to put the prefix "wii-" on most verbs. Doing this gives the idea of "want to" or "intend to." Listen to, read, and understand the following: U Example: Voluntative Prefix+ Verb wiisini "eat" he ad wii+ "wants to" ke Here are some more examples both in statement and negative forms. 1st line guwe wii-giiwe wii-giiwe na? gaawiin wii-giiwesii nibaawag wii-nibaawag wii-nibaawag na? gaawiin wii-niaahiiwag 3rd line gidanokii giwii-anokii giwii-anokii na? gaawiin giwii-anokiisii 4th line boodawe wii-boodawe wii-boodawe na? gaawiin wii-boodawesii La 2nd line 0 84 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 1 Now let's work with some new verbs. Practice reading aloud the verbs under each picture. As you read, think about what each verb means. Pay particular attention to the prefixes on each verb. These prefixes indicate the person who is doing the action of the verb. English translations on page 170. niminikwe at io n 2. giminikwe nimaw gimaw gibaap minikwe mawi baapi wiisini minikwewag mawiwag baapiwag wiisiniwag niwiisin giwiisin uc of Ed nibaap cu l ty Now read each of the verbs again, this time adding the voluntative prefix to each one. Here are some examples for you. The English translations are on page 170. niwii-minikwe giwii-baap Fa wii-mawi 1 - Mawi abinoojii. 2 - Maagizhaa wii-minikwe. 1 - Doodooshaaboo na? 2 - Minikwe aazha. 1 - Wii-nibaa. 2 - Nibaa aazha. sit A. B. 1 - Aandi ikwewag? 2 - Boodawewag. Wii-jiibaakwewag. 1 - Aandi? 2 - Wedi bajiishka'ogaaning. 1 - Wii-wiisiniwag na? 2-Eya. 1 - Gegiin bi-wiisinin. he ad U ni v er ( y 3. Read and understand the following dialogues with a partner for practice speaking. 1 - Nishkaadiziwag na gwiiwizensag? 2 - Gaawiin, anokiiwag. 1 - Wii-giiwewag na wiiba? 2 - Eya, wii-giiwewag. 1 - Wii-wiisiniwag gaye wii-nibaawag. Giin dash wiin? 2 - Geniin niwii-giiwe naanaage. La ke C. C 85 �INTRODUCTORY OJIBWE(Westem Dialect) - UNIT 2; LESSON 1 Some Useful Expressions uc at io n 0 of Ed I don't know. What are you doing? (singular) What am I doing? What is he/she doing? What are they doing? What are l'.QY._doing? (pl.) What are~ doing? (pl. inclusive) What do you want to do? What do I want to do? What does he/she want to do? What do they want to do? What do El! want to do? (pl.) What is he/she called? (What's his name?) What is it called? (What's its name?) Ask him! Tell him! cu l Amanj igo. Aaniin endoodaman? Aaniin endoodamaan? Aaniin endoodang? Aaniin endoodamowaad? Aaniin endoodameg? Aaniin endoodamang? Aaniin waa-doodaman? Aaniin waa-doodamaan? Aaniin waa-doodang? Aaniin waa-doodamowaad? Aaniin waa-doodameg? Aaniin ezhinikaazod? Aaniin ezhinikaadeg? Gagwejim! Wiindamaw! ty 4. Now write your own dialogues. Try to use sentences which contain the prefix wii- in your dialogue. 6. Sharing what you have learned with your partner, practice reading the dialogues in section #3 a, b, and c, as well as your own. Concentrate mainly on pronunciation and grammar structure. Your instructor will give you further instructions. Q er sit y Fa 5. ni v ExerciseE Remember in Lesson One how it was important to distinguish singular from plural forms when giving commands? In the same way one must distinguish between these two ideas: he ad 1. U Reading and Understanding: La ke Giwii-giiwe na? Do you want to go home? (talking to one person) Giwii-giiwem ina? (talking to more than one person) Do you want to go home? (You plural) Example: /\~jn~~ pronominal prefix "you" volu~~tive\ "you" plural question prefix verb suffix marker 86 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 1 Here are some more examples: play? work? Giwii-odamin ina? Giwii-odaminom ina? playing? working? Gidoodamin ina? Gidoodaminom ina? Gidanokii na? Gidanokiim ina? at "YJpl~on suffix marker ty of verb Ed uc Gidoodaminom ina? pro~ prefix "you" n Are you: Singular: Plural: Giwii-anokii na? Giwii-anokiim ina? io Do you want to: Singular: Plural: Fa cu l To practice this distinction, work in groups of three. Each member of your group takes a tum asking "you" questions, first to only one member of the group, then to both. Ask different questions by using different AI verbs. Some are listed below. sit debisinii wanishkaa wiisini niimi er ( giiwe gotaaji nagamo nibaa y aakozi anokii nishkaadizi jiibaakwe ni v 2. Negative forms with "you" plural he ad U Continue practice speaking in groups with negative forms by using same verbs from the box above. Listen as your instructor says these examples. Notice particularly where the negative suffix sii occurs. La ke Examples: C //~iw\_ . You (plural) don't want to go home. Negative / Particle Pronominal prefix "you" oluntative prefix Negative suffix verb 87 "you" plural suffix �INTRODUCTORY OJIBWE(Western Dialect) - UNIT 2; LESSON 1 You (Plural) are not playing. 0 Gaawiin giwii-odaminosiim ~~"plum suffix suffix at io Pronominal prefix "you" uc Particle 71 n Ne~ Ed Exercise F of Read the following two dialogues. Then write two of your own, using as many of the new expressions you have learned at the beginning of this lesson as you can. Here are 2 examples. Aaniin endoodamowaad? Gaawiin anokiisiiwag. Nibaawag. Giin dash wiin? Gaawiin niwii-nibaasii. Niwii-anokii. Aandi? Jiigayi'ii waakaa'iganing. Geniin niwii-anokii. ty A: B: A: B: A: B: A: Fa cu l 2. y A: Aaniin endoodaman? B: Niin ina? A: Eya, giin. B: Nijiibaakwe. Giin dash wiin? A: Gaawiin niwii-jiibaakwesii. Niwii-odamin. B: Giwii-wiisin ina? A: Ahaaw, bangii eta. B: Geniin bangii niwii-wiisin. 0 La ke he ad U ni v er sit 1. 0 88 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 1 Exercise G Yesterday, Today and Tomorrow ( io at uc Fa cu l ty of yesterday day before yesterday a long time ago today now tomorrow day after tomorrow hurry! soon later much later wait! not yet when? when Ed bijiinaago awasinaago weshkad noongom gaa-giizhigak noongom waabang awasiwaabang wiiba naanaage baanimaa / baamaa bekaa! gaa mashi! aaniinpii? apii n 1. Past, Present and Future Tenses. When talking about time, you will need to know these expressions: English translations on page 171. 2. sit Starting with the Present Tense nigiiwe gigiiwe giiwe gigiiwem giiwewag U ni v er (_ y Note: Use "aaniinpii" only in a question. Use "apii" only in a statement. What do you do to form the Future Tense? he ad What do you do to form the Past Tense? La ke nigii-giiwe gigii-giiwe gii-giiwe gigii-giiwem gii-giiwewag niga-giiwe giga-giiwe da-giiwe giga-giiwem da-giiwewag JJ What did you do in Unit 2, Lesson 1, Exercise D to form the Voluntative? C niwii-giiwe giwii-giiwe wii-giiwe giwii-giiwem wii-giiwewag 89 �INTRODUCTORY OJIBWE(Westem Dialect) - UNIT 2; LESSON 1 Noongom odamino. Bijiinaago ningii-anokii. Awasinaago gii-odamino. Waabang niga-anokii. Awasiwaabang da-odamino. Giwii-nibaa na noongom? Noongom ina gidaakoz? Gigii-wii-nibaa na bijiinaago? Weshkad ina gigii-aakoz? Giga-wii-nibaa na waabang? Baanimaa na giga-aakoz? 0 uc at io n Noongom gaa-giizhigak (n)indanokii. Now try using the tenses in your own speech. The first few are done for you: English translations on pages 172 and 173. I was nigii-giiwe I'll niga-giiwe He was gii-boodawe He'll be da-boodawe sleepmg angry 0 ni v er sit boodawe crymg y making a fire He is sick cu l nigiiwe Fa lam cooking laughing ty going home Ed 4. Listen to these sentences, and think about what they mean: English translation on pages 172 and 173. of 3. working scared drinking smgmg drinking playmg crymg anokiiwag U They are gii-anokiiwag They'll be da-anokii wag eanng You're (singular)_ giwiisin You were gigii-wiisin You'll be giga-wiisin La ke he ad They were_ _ laughing Are you (plural)_ gibaapim ina? Were you gigii-baapim ina? Will you be giga-baapim ina? sleeping full 0 90 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 1 Exercise H Using the Tenses For practice speaking, work with a partner to create mini-dialogues using some of the words in numbers 3 and 4 on the previous pages. Make sure to use different tense forms. 2. Continue working with a partner, and think of your own short dialogues to write in which you will need to use past, present and future tenses. io n 1. at For example: Gigii-anokii na bijiinaago? Gaawiin, ningii-aakoz. Noongom dash wiin, gidanokii na? Eya, bangii eta. Giin dash wiin? Eya, geniin ninga-anokii. B. Gigii-aakoz ina awasinaago? Gaawiin, ningii-nibaa. Noongom gaa-giizhigak (n)indoodamin. Gegiin na giwii-odamin? Gaawiin, baanimaa waabang ninga-odamin. Fa cu l ty of Ed uc A. La ke he ad U ni v er sit y ( C Amik 91 �INTRODUCTORY OJIBWE(Westem Dialect) - UNIT 2; LESSON 1 Exercise I New Vocabulary An( Ed ~ ty w 10 C D 12 sit y 9 8 7 6 of s at uc - ' 4 3 io ~ cu l l / n Listen carefully as your instructor says the following words. Fa 1. 0 0 ni v er Match the pictures to the words by writing the appropriate number beside each word. English translation on page 173. #_ _ Ozhibii' iganaak2 #_ _ #_ _ Waabowayaan # #_ _ Apikweshimon # Dikinaagan #_ _ Opwaagan #_ _ Waazakonenjigan #_ _ Waagaakwad #_ _ Jiishta' igan #_ _ Aabaabika' igan #_ _ Makizin La Note: ke he ad Mazina'iganl U Animosh 1. This word can mean: book, textbook, notebook, bill, writing paper, newspaper, letter, etc. It really just means ..anything on which something is written." 2. This word can mean "pen" or "pencil." It refers to almost any writing utensil. Excercise J For a final exercise in this lesson, review your new vocabulary and the words you already know by writing two mini-dialogues of no less than six lines each. Your instructor will help you to review pronunciation. 92 Q �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 Exercise A Plural Pronouns Listening and Understanding: giinawind first person plural we/us giinawaa second person plural you wiinawaa third person plural io we/us at first person plural Ed uc niinawind n 1. In Unit 1, Lesson 6, Exercise A, you learned the meaning of niin, giin, and wiin. These are all singular pronouns, because each one refers to only one person. Now you will look at the plural pronouns, each of which stands for more than one person. of they/them Listen to and then practice saying these phrases until their meaning is clear to you, and you can pronounce them clearly. The English translations are on page 173. Fa 2. cu l ty Note that Ojibwe has two ways of saying 'we' or 'us.' These will be discussed below. Eya, niinawind. Eya, giinawind. sit y In the second column in the box immediately below the word 'wiin' is often left out. Niinawind dash (wiin). er ( Geniinawind. Gegiinawind. Eya, giinawaa. Giinawaa dash (wiin). Gegiinawaa. Eya, wiinawaa. Wiinawaa dash (wiin). Gewiinawaa. La ke he ad U ni v Giinawind dash (wiin). Niinawind nitarn. Gaawiin niinawind. Giinawind nitarn. Gaawiin giinawind. Giinawaa nitam. Gaawiin giinawaa. Wiinawaa nitam. Gaawiin wiinawaa. C 93 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 First Person Plural Gigiiwemin Giwiisinimin Giboodawemin Ginagamomin Gibaapimin Gidanokiimin io Kidaakozimin Gidoozhibii' igemin Gimawimin 0 n The English word "we., can mean "you and I." For example, if you call someone with whom you're going on a trip, and say, "We'll be leaving at six,.. you are including the person you're talking to in the "we" you use. This kind of "we" is expressed in examples like the following: at This fonn of the verb is called the first person plural INCLUSIVE. It corresponds to the pronoun uc giinawind which we introduced above in 1. The important thing to remember about the inclusive Ed is that the person doing the action or asking the question is INCLUDED among those that the verb or pronoun refers to. For example, if we ask the following question, of Aaniin endoodamanii? What are we (inclusive) doing? cu l ty then we could answer with any of the inclusive verb fonns above. er Niwii-wiisinimin Nidebi-wiisinimin Ninibaamin Q Nijiibaakwemin Niboodawemin Nindanokiimin U ni v Niminikwemin Nidoozhibii' igemin Ningotaajimin sit y Fa 3. The English word "we.. can also mean I and someone else (him/her/them), but not you. For example, if you call someone who is not going on the trip with you, you may say, "We will be leaving at six." This "we" is different from the inclusive "we.,, because that "we" INCLUDES the person you're talking to, while the exclusive "we., EXCLUDES the person you're talking to. This second kind of "we., is expressed in the following: ke he ad This fonn of the verb is called the first person plural EXCLUSIVE. It corresponds to the pronoun niinawind which we introduced above in 1. The important thing to remember about the exclusive is that the person doing the action or asking the question is EXCLUDED from those that the verb or pronoun refers to. For example, if we ask the following question, What are you (plural) doing? La Aaniin endoodameg? then we could answer with any of the exclusive verb fonns above. 4. Since English speakers don't make a distinction between the two meanings of "we., you will have to pay close attention to these ideas for a while, until they become automatic to you. Take extra time to review these two kinds of "we." Answer the following questions. What part of both sets of words is the same?._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ What part is different between the first and second sets?_ _ _ _ _ _ _ _ _ _ _ _ _ __ In which set of words are the speaker excluded?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 94 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 Using What You Have Learned: 5. Ask questions and answers by using the question phrases "Aaniin endoodamang?" and "Aaniin endoodameg?" You can use the AI verbs below. Try these with a partner, and then write them down. The English translations are on page 174. Wanishkaa Maajaa Biindige Boodawe io n Nagamo Biizhaa Gizhiwaazi Niimi uc Ed ty cu l Fa y Exercise B er Reading and Understanding: sit ( (getting up) (crying) (drinking) (dancing) (making a fire) (entering) (working) (sleeping) (singing) (eating) (playing) (going home) of Aaniin endoodaman? Aaniin endoodamaan? Aaniin endoodang? Aaniin endoodamowaad? Aaniin endoodameg? Aaniin endoodamang? Aaniin waa-doodaman? Aaniin waa-doodamaan? Aaniin waa-doodang? Aaniin waa-doodamowaad? Aaniin waa-doodameg? Aaniin waa-doodamang? at 6. Reply in full sentences to these questions: English translation on page 174. ni v 1. Work in groups of three, being careful to look at the person you're talking to, and clearly U understand these mini-dialogues, thinking about who you mean by "we" in each case. The English translations are on pages 174 and 175. he ad Gidanokiim ina noongom gaa-giizhigak? Eya, nidanokiimin. ke Giga-anokiimin ina noongom gaa-giizhigak? Eya, giga-anohkiimin. La Giga-giiwem ina waabang? Gaawiin, gaawiin ninga-giiwesiimin. Giga-maajaamin ina waabang? Gaawiin giga-maajaasiimin waabang. Gigii-nagamom ina bijiinaago? Eya, ningii-nagamomin. C Wiiba na giga-gijiibaakwemin? Eya, wiiba giga-giijiibaakwemin. Aazha na ginibaam? Gaawiin mashi ninibaasiimin. 95 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 2. Translate these sentences and reply in full sentences. The English translations are on page 175. Giwii-wiisinim ina?_ _ __ _ _ _ _ _ __ __ _ _ __ __ _ _ __ _ 0 Giga-giiwe na waabang?_ __ _ _ _ _ _ __ __ _ _ __ __ _ _ __ __ _ Gigii-aakozim ina bijiinaago?._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Giga-anokiimin ina awasiwaabang?._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ io n Aazha na wiiba giga-maajaamin?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Aazha na wii-nibaawak?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ at Aazha na gidebi-wiisin?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Ed uc Waabang na giga-boodawemin gizhaabikiziganing?_ _ _ _ _ _ _ _ _ _ _ _ _ __ 0 La ke he ad U ni v er sit y Fa cu l ty of 3. For practice speaking, work with a partner using the questions and answers you just completed. Mitigwaab miinawaa Bikwak 0 96 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 Exercise C Fa cu l ty of Ed uc at io n Let's Talk Around the Table sit y ( ni v er Reply to these questions in full sentences by using locative endings and location words. The first one is done for you. The English translations are on page 175. Aandi giizisoo-mazina' igan?_Jiigi-waasechiganing. Aandi diba'igiiziswaan?_ _ _ _ _ _ _ _ _ _ _ _ _ _ __ U · Aandi animosh?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ ad Aandi waazakonenjigan?._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ he Aandi dikinaagan?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Aandi mazina'igan?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ ke Aandi waakaa'igan?_ _ _ _ _ _ _ _ _ _ _ _ _ _ __ La Aandi waagaakwad?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Practice Speaking: Study this picture, and see how many things and events you can see. For example, you could: - Ask and answer questions about the naming of articles. - Ask and answer questions about the naming of people. - Ask and answer questions about the locations of things. - Ask and answer questions about the activities or people. - Repeating the same questions and answers by using past and future tenses. - Make plural forms of the articles. 97 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 ExerciseD Read and Understand: io at uc Ed of ty m. n. o. p. cu l I. Aazha nibaa animosh. Diba'igiiziswaan adoopowining abi. Mawiwag abinoojiinyag. Aazha jiibaakwe ikwe gizhaabikiziganing. Waazakonenjigan adoopowining. Aazha minikwe inini. Aazha boodawe ikwezens. Dikinaagan ishkwaandeming. Aazha ozhibii'ige gwiiwizens. Giizisoo-masina'igan ate apabiwining. Makizinan atewan ishkwaandeming. Baapi ikwe. Nagamo animosh. Inini, gwiiwizens miina ikwezens wiisiniwag adoopowining. Bine waasechiganing. Boodawewag abinoojiiyag. Fa a. b. c. d. e. f. g. h. i. j. k. Q er sit y Notes: In sentence (b) above, abi means 'to be (sitting) there' (something animate); in sentence (j) above ate means 'to be there' (something inanimate); in sentence (k) above atewan means 'to be there' (several inanimate things). ni v Dialogues: Listen to these dialogues carefully in class, then practice them with your partner. The English translations are on page 176. A. I - Aandi animosh? C. Knock! Knock! 1 - Awenen awe? 2 - I'iwedi naaniya'ii babagiwayaanegamigong. 2 - Niin (oh)sha John. l - Aaniin endoodang? 1 - Ahaaw biindigen! Abin o'omaa! 2 - Wiisini. Giwii-minikwe na nitii? l - Giin dash wiin? Aaniin endoodaman? 2 Gaawiin, nibi eta. 2 - Geniin niwii-wiisin. 1 - Gaawiin niin niwii-wiisinisiin. Niwii-maajaa. La ke he ad U 2. Q n 1. Your instructor will ask you the following questions about the picture. Try not to look at the questions; just listen to what your instructor says and answer each question with either debwe or gaawiin. The English translations are on page 175. B. 1 - Aaniin waa-doodaman? 2 - Biizh bakwezhiganikaan miina waawanoon ! Gegiin na giwii-wiisin? l - Gaawiin, niwii-anokii. 2- Aandi? 1 - Waasa noopiming. Gegiin na? 2 - Gaawiin, niwii-nibaa. 98 0 �12121212- of Ed Aaniin waa-doodameg noongorn gaa-giizhigak? Niwii-ozhibii'igernin. Geniinawind. Aandi ozhibii'iganaakoog? Wedi jiigiya'ii mazina'iganing. Daga biizh omaa. Gegiin ornaa namadabin ! Atoon gimazina'iganan omaa! io E. at 1 - Aaniin endoodang ikwe? 2 - Boodawe gizhaabikiziganing. Wii-jiibaakwe. 1 - Aazha na gii-wiisiniwag gwiiwizensag? 2 - Gaawiin. Geshdine wii-wiisiniwag. 1 - Giin dash wiin. Gegiin na giwii-wiisin? 2 - Gaawiin. Aazha niin nigii-wiisin. Geshdine niwii-anokii. uc D. n INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 cu l ty Practice writing: The English translations are on pages 176 and 177. Fa 3. Write full answers to these questions about the picture at the beginning of this lesson. Aaniin endoodamowaad abinoojiiyag?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Aandi diba'igiiziswaan?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Aaniin endoodang ikwe?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ y ( er sit Wiisiniwag ina inini gaye gwiiwizens?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Aandi makizinan?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ ni v Aazha na gii-boodawe ikwe?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ U Wiiba na da-debisiniiwag ikwezensag?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Aandi waazakonenjigan?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Aaniin endoodang gwiiwizens?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ ad Aaniin endoodang animosh?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ ke he 4. Answer these questions from your own experience. Aaniin endoodaman noongorn?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ La Aaniin ezhinikaazoyan?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Aandi wenjiiyan?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Giwii-wiisin ina?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Giwii-nagarn ina?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Giwii-nibaam ina?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Gigii-aakozim ina awasinaago?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Aaniin endoodameg noongorn gaa-giizhigak?_ _ _ _ _ _ _ _ _ _ _ _ _ __ Giga-maajaam ina awasiwaabang?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Giboodawern ina?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 99 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 5. Complete each of these phrases with a suitable word. 0 A. Wewiib!Bakite'o _ _ _ _ _ _ _ _ __ B. Biidoon zhiiwitaagan gaye _ _ _ _ _ _ _ __ C. Wewiib biizhaan bi-_ _ _ _ _ _ __ io n D. Gegiin ina _ _ _ _ _ _ _ _ _? E. Atoon mazina'igan _ _ _ _ _ _ _ _ __ F. Waabang giga-_ _ _ _ _ _ _ _ _ __ Ed uc at G. _ _ _ _ _ _ _ _ noongom gaa-giizhigak? H. (N)indanokii. _ _ _ _ _ _ _ _ _ _? I. Gigiiwe na _ _ _ _ _ _ _ _ _ _? J. _ _ _ _ _ _ _ _ da-maajaawag. wiin? N. (n)indizhinikaaz. of K. Giinawaa L. Gegiinawind M. Animosh dash cu l ty waabang. ? Gewiin na _ _ _ _ _ _ _? Fa 0. ezhinikaazoyan? P. Baapiwag _ _ _ _ _ _ _ _ __ y Q. Da-nagamo _ _ _ _ _ _ _ _ _ _ _. sit R. _ _ _ _ _ _ _ _ _ niwii-nibaa. ? gii-gotaajiwag. er S. Debwe 0 La ke he ad U ni v T. 0 100 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 Exercise E Noopiming Diminutives: Fa cu l ty of Ed uc at io n 1. Listen to the names of the animals listed below and watch as your instructor points to them. When you think you can identify them yourself, try doing so, imitating Ojibwe pronunciation carefully. Next, write the correct identifying number beside each picture. English translations on page 177. La ke he ad U ni v er sit y ( L 1. zhigaag 2. zhigaagoons 3. mooz 4. moozoons 5. makwa 6. makoons 7. waabooz 8. waaboozoons 9. amik 10. amikoons 11. adik 12. adikoons 13. nika 15. bineshii 14. nikens 16. bineshiiyens 17. ma'iingan 18. ma'iinganens 19. waagosh 20. waagoshens 101 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 2. How does an Ojibwe speaker indicate a "small'' (young) animal? When the ending (ns) is used to indicate smallness, the form is called a DIMINUTIVE. Diminutive forms can be made from animate and inanimate nouns. Listen, for example, to these: English translation on page 177. emikwaan emikwaanens 1 bakwezhiganikaan bakwezhiganikaanens mazina'igan mazina' iganens onaagan onaagaans giigoo giigoons animosh animoons waasechigan waasechiganens dikinaagan dikinaaganens Ed uc at io n apabiwin apabiwinens Q c. bimide = d. mooz= e. adik= f. akik= g. jiimaan = h. nika= i. onaagan = J· k. n. makwa= o. mookomaan= minikwaajigan = q. waabooz= r. waasechigan = s. zhiiwitaagan = t. apabiwin = u. zhiishiib = nibaagan = v. ma'iingan = giigoo = w. dikinaagan = animosh = x. waazakonenjigan = ad U ni v er p. 0 La ke I. badaka'igan = Fa amik= y b. m. sit zhigaag = he a. cu l ty of 3. You may find that the form of the diminutive suffix changes slightly when you add it to different nouns. Look at the dimunitive forms above and see if you can spot the differences we are talking about. Can you see a pattern which predicts when the forms are different? For the following list of nouns, write the dimunitive form beside each one. Check your answers with the instructor if you need help. The English translations are on page 178. 1 The word emikwaan is the general word for 'spoon,' while the diminutive fonn emikwaanens is used specifically to refer to 'teaspoon.' 0 102 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 4. In this exercise, put the dimunitive nouns from part 3 above into the proper columns. A .___ __._ ; - T + - ,.,_ - ~ 1 io n ,., at ~ uc A Ed .( ,:;,_ of ., 12 ty 0 cu l 11\ 11 Fa 1 ') La ke he ad U ni v er sit y ( Memengwe (butterfly) 103 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 5. Diminutives are used in Ojibwe to refer to small and young animals. Fill in the missing letters and then write the correct diminutive fonn as shown in the example. Go back to page 101 for spelling corrections. 3. n_ ka 2. bineshiiyens 4. - - - - - 5. amik 7. _d_k Ed 6. ·_ _ _ __ uc at io n 1. bineshii 0 cu l ty of 8. - - - - - - 11. __'iin 12. _ _ _ _ __ 0 ni v er sit y Fa 9. waa h 10. _ _ _ _ __ U 13. mak 16. _ _ _ __ ke he ad 14. - - - - - ....___ 15. ___ gaag La 17. zh __ sh __ b 18. _ _ _ _ __ 19. ___ booz 20. _ _ __ 21. - - - 22. _ _ _ __ 0 104 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 Exercise F Introduction to Transitive Verbs uc at io Niwaabandaan dikinaagan. Giwaabandaan ina wiiwakwaan? Apabiwinens niwaabandaan. Giwaabandaan ina adiko-wiiyaas? Niwaabandaan mazina'igan. Niwaabamaa mooz. Giwaabamaa na nika? Makoons niwaabamaa. Giwaabamaa na waabooz? Niwaabamaa amik. n 1. Listen to understand, and then pronounce the following sentences. In each sentence the verb means "see": English translations on page 178 for sections 1 to 5. of Ed 2. Now, with a partner, turn back to the picture of the animals at the beginning of this lesson, and put each of the animal names in one of the sentences: "I see _____." or "Do you see ___?" Experiment with a variety of word orders, as the sentences above illustrate. It is also possible to simply say "Niwaabamaa" or "Niwaabandaan" without any other words to fonn a complete sentence. In this case, you would mean, "I see him" or "I see it." cu l ty 3. Did you notice in section 1 that the Ojibwe word for "see" was written in two different ways? How do you account for this difference? Fa "Niwaabamaa" and "Giwaabamaa" are _ _ _ _ _ _ _ _ _ fonns. "Niwaabandaan" and "Giwaabandaan" are forms. Nimiijin wiiyaas. Gimiijin ina bagishkiboojiganaaboo? Opin nimiijin. Bimide na gimiijin? sit (N)indamwaa waabooz Gidamwaa na makwa? Giigoo (n)indamwaa. Adik ina gidamwaa? ni v er (_ y 4. Now look at these sentences. In each case below, the verb means "eat". ad U You now know three Ojibwe words for "eat". How are they different? 1. niwiisin 2. (n)indamwaa he 3. nimiijin 5. Using the verbs niwaabamaa, niwaabandaan. {n}indamwaa and nimiijin, go back over all the La ke nouns you have learned so far in the course, and, using one of these four verbs, put each into at least one sentence. If you can make more than one. do so. Use your file cards for this, supplemented with the list of animal names from Exercise E of this lesson. Now go through your noun list again, asking the following questions of each noun: 1. L Gi waabamaa na? or Giwaabandaanina? 2. Gidamwaa na? or Gimiijin ina? In both 1 and 2 use whichever form is appropriate for the noun in question. 105 �INTROD UCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 Thinking about verb types: 0 6. In the chart below, you'll notice that all three of the sentences have subjects and verbs, but that only two of the sentences have objects. Verb eat. eat eat n fish. meat. io I I I Obj~s;;t Ed uc - Verbs that take an object are called TRANSITIVE VERBS. - Verbs that do not take an object are called INTRANSITIVE VERBS. at Subje~t cu l ty of When we talk about subjects and objects, what do we mean? Roughly, the SUBJECT of a sentence is the person or thing that is doing the action, or in some cases, the person or thing that is being described. The OBJECT is the person or thing that the action is being done to, or in some way is affected by the verb. If you look at the English translations in the box above, you can see how these rough definitions apply. y Fa Which of the following verbs are transitive and which are intransitive? Put a 'T' beside the transitive one and an 'I' beside the intransitive ones. (n)indamwaa niwaabandaan biidoon 0 nimiijin (n)indanokii namadabin ni v er sit niwiisin niwaabamaa biizh • U Notice that on each line above there are two transitive verbs but only one intransitive verb. What is the difference between the two transitive verbs in each case (look back to section 3)? ke he ad Some transitive verbs take an ANIMATE object. These are called TRANSITIVE ANIMATE verbs or (VTA) for short. Other transitive verbs take an INANIMATE object. These are called TRANSITIVE INANIMATE or (VTI) for short. From now on, when we need to talk about verb types, we'll use the short forms: VTA and VTI verbs. La Now you should be able to fill in this chart, using the nine verbs from above: lnlransiti n V~tbs VTA Verbs VTI Vtrbs 0 106 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 Exercise G New Vocabulary (VD) 2 3 4 Fa cu l ty of Ed 1 uc at io n 1. Listen carefully as your instructor says the words that correspond to each of the following pictures. Aaniin ezhiwebak? / How is the Weather? U ni v er sit y ( ad Write the number which corresponds to each picture. English translations on page 179. #_ _ Zaagaate #_ _ Awanl #_ _ Dakaayaa #_ _ Gimiwan #_ _ Gizhide #_ _ Animikiikaa #_ _ Anwaatin Maazhi-giizhigad2 #_ _ #_ _ Zoogipon #_ _ Waawaate #_ _ Ningwakwad3 #_ _ La ke he Noodin 2. Learn this vocabulary in the usual way: Listen, then pronounce the words, then in your notebook make up a little sentence for each of the words. Be creative when writing sentences. For example: "Naanda da-dakaayaa waabang." "Gii-awan bijiinaago." 1 The word gashkawan is often used with the same meaning. 2 This word is used to mean 'it is an unpleasant day, the weather is bad.' The word baabiidaanakwad 'there are clouds coming' is often used to suggest a similar meaning, 'be cloudy.' 3 The word ningwaanakwad has a similar meaning. 107 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 Exercise H Working with the Language: 0 1. Say these words and sentences in the Native language. nidandawaabamaa (VTA) nidandawaabandaan (VTI) cu l (n)indamwaa (VTA) nimiijin (VTI) Fa niwaabamaa (VTA) niwaabandaan (VTI) ty of Ed uc 2. Some More Transitive Verbs: The English translations are on page 179. at io n - a little canoe, a small house, a baby partridge. - far away in the bush, the dog is under the table. - by the tipi, a moose is in the bush, it was hot yesterday. - maybe it will rain tomorrow, it was snowing yesterday. - today is windy, today is a sunny day. ni v er sit y 0 U nimaaminonenimaa (VTA) nimaaminonendaan (VTI) niminopwaa (VTA) niminopodaan (VTI) ninisaa (VTA) ninitoon (VTI) ad 3. With which picture does each of the following words go? La ke he look for, see, like the taste of. eat, kill, think Wegonen? Wegonen endawendaman? Aaniish? Aaniin danaa? Aaniish wiin danaa? Aaniish wiin? Aandiezhaayan? Aandiezhaayeg? Aaniin ezhiwebak? Aaniin enakamigak? Aapiji. Some Useful Expressions What? What do you want? What about? or what for? Why not? Why is it not so? Why, how come? Where are you (singular) going? Where are you (plural) going? How's the weather? What's going on? Very, quite 108 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 Reading and understanding exercise: 4. Read these dialogues carefully and make sure you understand them. Work with a partner for practice speaking. B. 1 - Wegonen andawendaman? 2 - Gaawiin gegoon nidandawendanziin. 1 - Aaniish dash? 2 - Niwii-nibaa. 1 - Aandi ezhaayan? 2 - Nigiiwe 1 - Aaniish? 2 - (N)indaakoz. C. D. 1 - Giwii-nibaa na? 2-Gaawiin. 1 - Aaniish wiin dash? 2 - Nimaaminonenimaa (n)indinawemaagan. E. 1 - Aandi ezhaayeg? 2 - Nigiiwemin. 1 - Aaniish wiin? 2 - Niwii-wiisinimin gaye aapiji niwii-nibaamin. F. 1 - Na! Aazha zoogipon! 2 - Giwii-odamin ina agwajiing? 1 - Gaawiin, nimaajaa. 2 -Oonh! Aandi ezhaayan? 1 - Waasa noopiming. Niwii-andawaabamaa waabooz. 2- Gigii-waabamaa dash waabooz bijiinaago? 1 - Eya, bezhig eta nigii-waabamaa. G. 1 - Gigii-waabamaa na mooz awasinaago? 2 - Eya, nigii-waabamaa. 1 - Aandi? 2 - Iwidi besho noopiming. 1 - Gigii-nisaa na mooz? 2 - Eya, gigii-minopwaa na mooz? 1 - Miinawaa ikidon ! 2 - Giminopodaan ina moozo-wiiyaas? 1 - Eya, aapiji niminopodaan. at io n A. y Fa cu l ty of Ed uc 1 - Aan ezhiwebak agwajiing? 2 - Zoogipon. 1 - Giwii-odamin ina agwajiing? 2 - Gaawiin, niwii-nibaa. La ke he ad U ni v er sit ( Exercise I In this exercise, write two mini-dialogues of no less than eight lines each. After you have done that, practice speaking using these mini-dialogues. You can also work with the dialogues from Exercise H - 4 (A-G) and the expressions from Exercise H - 3. 109 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 Exercise J 0 Write sentences in Ojibwe using the Present, Past and Future tenses. ·:••:;•ttfi - i ., .- • • Iii> . n • 1 2 io • 3 at • I._ _ _ _ _ _ __ I._ _ _ _ _ _ __ 2. 3. 2._ _ _ _ _ _ __ 3._ _ _ _ _ _ __ 2._ _ _ _ _ _ __ 3._ _ _ _ _ _ __ of Ed uc 1. cu l ty 1{ s Fa 4 1. I._ _ _ _ _ _ __ l._ _ _ _ _ _ __ 2._ _ _ _ _ _ __ 2._ _ _ _ _ _ __ 3._ _ _ _ _ _ __ y 2. 3. 6 0 U ni v er sit 3._ _ _ _ _ _ __ he 1. 1. 2. 3. 2. 3. La 3. ke 1. 2. 8 ad 7 11 I._ _ _ _ _ _ __ 2._ _ _ _ _ _ __ 3._ _ _ _ _ _ __ I.._ _ _ _ _ _ __ l._ _ _ _ _ _ __ 2.,_ _ _ _ _ _ __ 3._ _ _ _ _ _ __ 2._ _ _ _ _ _ __ 3._ _ _ _ _ _ __ 110 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 2 ( ExerciseK Translate the following sentences into Ojibwe. io n 1. I see the bear cub. uc at 2. I am looking for the skunk. of Ed 3. I am eating one potato. y sit 6. I like the taste of bannock. er ( Fa 5. I am thinking about a small canoe. cu l ty 4. I will kill a moose tomorrow. ni v 7. I saw a pipe the day before yesterday. ad U 8. I am eating bread. ke he 9. I am looking for a small plate. La 10. I saw a small house yesterday. 11. I am thinking about the small bed. 12. I like the taste of moose-meat. L �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 3 Exercise A Introduction to the Obviative 0 1. Listen to and imitate these sets of sentences: Translations are on page 180. Nimiijin wiiyaas. Gimiijin wiiyaas. Odamwaan giigooyan. Omiijin wiiyaas. Niwaabamaa zhigaag. Giwaabamaa zhigaag. Niwaabandaan waakaa'igan. Giwaabandaan waakaa'igan. Owaabamaan zhigaagoon. Owaabandaan waakaa'igan. Ed uc at io n (N)indamwaa giigoo. Gidamwaa giigoo. ty of Look carefully at the objects of each sentence. Do you notice anything different about some of these sentences? y Fa cu l Look back to Unit 1, Lesson 5, Exercise G, if you need a reminder about what we mean when we say "first", "second", and "third" person. It's in sentences with _ _ _ _ _ _ _ person subjects that you may have noticed an extra ending on the noun object. Nouns having this form are called OBVIATIVES. Can you make a rule about when you can expect to find obviative nouns? It is common in paradigm work to use numbers for the different persons to help in an orderly arrangement and identification of your work. The following numbers are used in studying and describing Anishinaabemowin paradigms: First Person Exclusive Second Person 21 First Person Inclusive Third Person 22 Second Person Plural 33 Third Person Plural he 2 13 First Person ad 1 U ni v 2. er sit 0 ke 3 La Think about why the numbers 13 and 21 are used for the first person exclusive and inclusive. The order in which these numbers occur is also important. Notice that singular forms always come before the plural forms and that the numerical order is 1, 2, 3. The translations are on page 180. 0 112 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 3 (N)indamwaanaan nika. Gidamwaanaan nika. Gidamwaam nika. Odamwaawaan nikan. Niwaabamaanaan waagosh. Giwaabamaanaan waagosh. Giwaabamaam waagosh. Owaabamaawaan waagoshan. uc Ed TI Verbs Niwaabandaan baashkizigan. Giwaabandaan baashkizigan. Owaabandaan baashkizigan. cu l ty of Nimiijin bimide. Gimiijin bimide. Omiijin bimide. Niwaabandaamin baashkizigan. Giwaabandaamin baashkizigan. Giwaabandaanaawaa baashkizigan. Owaabandaanaawaa baashkizigan. sit y Fa Nimiijimin bimide. Gimiijimin bimide. Gimiijinaawaa bimide. Omiijinaawaa bimide. ni v er Write out and practice reading aloud full paradigms for these verbs. Use the paradigms in Section 2 if you have forgotten anything. TA Verbs U Ni waabandaan waakaa' igan. ad Ninisaa waagosh. he 1 2 TI Verbs ke 3 13 21 22 La ( io Niwaabamaa waagosh. Gowaabamaa waagosh. Owaabamaan waagoshan. at (N)indamwaa nika. Gidamwaa nika. Odamwaan nikan. n TA Verbs 33 113 �INTRODUCTORY OJIBWE (Western Dialect) · UNIT 2; LESSON 3 Forming the Obviative: 0 n You may have noticed that only animate nouns have an obviative form. If you are familiar with other dialects you may find that some of them have obviative forms for inanimate nouns, but for the variety of Anishinaabemowin that we are learning you only need to learn the obviative forms of animate nouns. makwan waagoshan to to Does your rule apply to: of Ed Check the rule you made in Section 1, above, to see if it works all through the paradigm. If not, adjust your rule to fit what's really happening. animate nouns only? ty 3. makwag waagoshag uc Change at io Making the obviative form of an animate noun is simple if you know the plural. Simply change the final g of the plural to n, and you have the obviative form. cu l Working with the Language: Do you (plural) like the taste of _ _ _ _ _ _? Answer: Yes, we like the taste of him/it. sit y (a) Fa 4. In groups of three using all your new VTA and VTI verbs, each person take a tum asking to the other two: 0 er Are we (inclusive) looking for _ _ _ _ _ _ _? Using as many different animals as possible, work with your partner asking and answering questions: U (b) ni v Answer: Yes, we're looking for him/it. ad Do you (singular) see _ _ _ _ _ _? he Does he see ? Yes, I see _ _ _ _ _ __ Yes, he sees _ _ _ _ _ __ ke Be certain in this exercise to use the obviative form when it's needed. Using as many different things that you can eat as possible, work with your partner asking: La (c) Are you (singular) eating _ _ _ _ _ _? Yes, I _ _ _ _ _ _ __ ls he/she eating _ _ _ _ _ _ _ _? Yes he/she _ _ _ _ __ Be certain in this exercise to use the obviative form when necessary. 0 114 �INTRODUCTORY OJIBWE (Western Dialect) .. UNIT 2; LESSON 3 (d) Make up several little two or three line dialogues with this pattern: Niga-nandawaabamaa waabooz waabang. Gegiin na giwii-biizhaa? Gaawiin, niwii-nibaa. Exercise B io at uc Ed of ty cu l Fa y er ( He hunts. He sets out by vehicle. He arrives. It arrives. I am helping him. I am helping it. I am going with him/her. I cook it (animate). I cook it (inanimate). I need him/she, want him/she. I need it, want it. I give to him (VTA). I put him in (a container/packsack); I pack him. I put it in (a container/packsack); I pack it. Listen! Someone, person. a. (N)andawenjige b. Maajiibizo c. Dagoshin d. Dagoshinoomagad e. Niwiiji'aa f. Niwiijitoon g. Niwiijiiwaa h. Nigiizhizwaa i. Nigiizhizaan j. Nidandawenimaa k. Nidandawendan 1. Nimiinaa m. Nibiina'waa n. Nibiina' aan o. Ma! p. Awiiya sit 1. n More About Verb Types ni v 2. Reading and Understanding Exercise: Andawenjige John. Owii-nisaan moozoon. Maajiibizo Mary. Giiwe. c. Mary waabang da-dagoshin. Da-anokii. d. Da-dagoshinoomagad ombaasin awasiwaabang. e. Niwiiji'aa (n)indinawemaagan noongom gaa-giizhigak. f. Niwiijitoon anokiiwin. Niga-wiijiiwaa (n)indinawemaagan noongom gaa-giizhigak. ke he ad U a. b. La g. h. Nigiizhizwaa giigoo. 1. Nigiizhizaan wiiyaas. j. Ninandawenimaa niwiijiiwaagan. k. Ninandawendaan jiimaan. I. m. n. Nimiinaa minikwaajigan. o. Ma! Aazha ombaasin dagoshinoomagad. p. Na! Awiiya bi-naagozi. Nibiina'waa waabooz. Nibiina'aan waabowayaan. 115 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 3 io at 1 - Ma! Aazha awiiya dagoshin. 2 -Aandi? 1 - Agwajiing ishkwaandeming. 2 - Wegonen dash, gigotaaj ina? 1 - Eya. nigotaaj. Wewiib biidoon nibaashkizigan! 2 - Gaawiin! Gaawiin niin nigotaajisii. 1 - Daga inaabin agwajiing ! 2-Ahaaw. 1 - Awiiya na giwaabamaa? 2 - Gaawiin. Animosh eta niwaabamaa. uc B. Ed 1 - Aandi waa-izhaayeg noongom gaa-giizhigak? 2- Noopiming niwii-izhaamin. 1 - Aaniinpii waa-maajaayeg? 2 - Geshtine niwii-maajaamin. 1 - Aaniin waa-doodameg wedi? 2 - Niwii-nandawenjigemin eta. 1 - Maagizhaa mooz giga-nisaawaa. 2 - Ambegish. of A. 0 n Read these dialogues carefully. Pay attention to proper pronunciation. Check with your instructor if you need help understanding any of the sentences. Translations on page 181. Write your own two mini-dialogues. Then get someone to work with you for practice speaking, using those dialogues above plus your own. 0 ni v er 4. sit y Fa cu l ty 3. U Exercise C Introduction to Possession ke he ad 1. Listen, understand and repeat these words: niwaakaa' igan nibaashkizigan giwaakaa •igan gibaashkizigan owaakaa'igan obaashkizigan nibabagiwayaanegamig gibabagiwayaanegamig obababiwayaanegamig J nigiigoom gigiigoom ogiigooman nibinem gibinem obineman nibakwezhiganikaan gibakwezhiganikaan obakwezhiganikaan nimookomaan gimookomaan omoolomaan ninitiiwakik ginitiiwakik onitiiwakikoon nindemikwaan gidemikwaan odemikwaanan nidoonaagan gidoonaagan odoonaagan nidoodooshaaboom gidoodooshaaboom odoodooshaaboom La nijiimaan gijiimaan ojiimaan 116 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 3 2. Observations: My fork Yourknive His bannock uc My clock Your kettle His cup My egg My door His bread My chair Your pencil His tea at io In this exercise, translate the following words in the Native language: Check with your instructor for your corrections. Ed 3. n - What prefix means "my"? - What prefix means "yours"? - What prefix means "his"? - What suffix do you find on third person forms? - Why is there a (d) in gi(d)emihkwaan? of 4. An exception. There is a special way to say "dog" (animosh) when it is possessed: Fa cu l ty "my dog" "your dog" "his dog" (n)inday giday odayan sit Aandi nibagishkiboojiganaaboom? Onandawendaan nibaashkizigan. Aaniin ezhinikaazod giday? Biidoon giwaagaakwad! Giwaabandaan ina John owaakaa'igan? Aandi gidoozhibii' iganaak? Nigii-miinaa obineman. La ke he ad U ni v er ( y 5. Listen, understand and repeat: L 117 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 3 Exercise D New Vocabulary Listen carefully as your instructor pronounces the names of the nouns pictured here. After you have heard each word several times, match the pictures to the written words below: Translations and answers on page 182. 0 at io n ------- s uc 3 4 8 7 #_giizhoopizon #__ babiinskawaagan2 #__azhiganag3 #__ wiiwakwaan #_ _babagiwayaan # __minjikaawanag4 # _giboodiyegwaazon #_gijipizon #__ bikwan sit y Fa #__ giishkijiiwayaanl cu l 6 ty of Ed I ni v my = niminijikaawan your = giminjikaawan his/hers = Qminjikaawanm er In this exercise, write the three possessive forms for each of the nouns. The first set is done for you. U =--------- =--------- my your = ___________ his/hers = __________ =---------- my your = - - - - - - - - - his/hers=----------- my=--------your = __________ his/hers = ________ my your = - - - - - - - - - his/hers - - - - - - - - - - ke he ad my your=---------his/hers = _ _ _ _ _ _ _ __ =--------- =--------- my your = - - - - - - - - - his/hers = _ _ _ _ _ _ _ __ =-------- my your = __________ his/hers = _________ La =-------- my your = _________ his/hers = ________ my your = _________ his/hers = ________ 0 =---------- I The word nasweta is also used for 'sweater.' 2 When this word is used without a personal (possessive) prefix the first syllable ba- is dropped, and the word is pronounced biiskawaagan. When a personal prefix is used, the first syllable is retained: nibabiiskawaagan 'my coat.' 3, 4 The singular fonn of azhiganag is azbigan; the singular fonn of minjikaawanag is minjikaawan. Q �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 3 Exercise E Understanding Different Classes of Words n 1. This exercise is to give practice identifying the different types of words (nouns, verbs, and particles). Underline each word and then write its abbreviation underneath. The first sentence has been done for you. Ni Yil YTI fC at NA io A. Animosh! Nidandawendaan nimakizin! Wewiib biidoon! Ed of C. Ogii-nandawendaan mookomaan, ngii-miinaa dash. uc B. Giwii-wiijiiwaa na Peter? Onandawaabamaan adikoon. ty D. Gaawiin owiiji'aasiin ikwezens ikwewan. Aazha nibaa. cu l E. Niga-wiiji'aa gwiiwizens waabang. Gaye awasiwaabang. Fa F. Gaawiin ogii-waabamaasiin moozoon. Ininiwan eta ogii-waabamaan. y G. Gidandawaabandaanaawaa ina jiimaan? sit ( ni v er H. Giwii-miijinaawaa na moozo-wiiyaas? Gaawiin, zhigaag niwii-amwaanaan. U I. Makoons ogii-waabamaan zhigaagoon. Gii-gotaaji! La ke he ad J. (N)inday ogii-amwaan waaboozoon. L 119 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 3 Exercise F Reading and Understanding: Answer these questions with full sentences using both positive and negative responses. The English translations are on page 182. at io n Gigii-wiiji'aawaa ina inini? Gii-andawenjigewag ina? Ogii-waabamaan ina waagosh binewan? Aandi ombaasin? Giminopwaawaa ina bakwezhiganikaan? Giwii-wiijiiwaawaa ina Frank? Gigii-miinaa na moozo-wiiyaas? uc A. Ed 1. 0 cu l 1 - Aan ge-doodang waabang? or (with obviative ..waabaninig") 2 - Wii-maajaa waabaninig. Aazha ozhiitaa. 1 - Aandi waa-izhaad? 2 - Waasa noopiming. 1 - Giga-wiijiiwaa na? 2 - Eya, niga-wiijiiwaa iidog. 1 - Gegiin ina giwii-biizhaa? 2-Gaawiin. 0 1 - Aandi Henry? 2 - Aazha gii-maajaa. 1 - Aaniinpii? 2 - Awasinaago. 1 - Aandi gaa-izhaad? 2 - Babaa-andawenjige noopiming l. 1 - Bezhigo na? 2 - Gaawiin. Odayan owiijiiwaan. 1 - Gwiiwizens dash wiin? Gewiin ina maajaa? 2 - Gaawiin. Geyaabi nibaa. La ke he ad U C. ni v er sit y Fa B. ty of Listen as your instructor reads the dialogues in B and C below. Then work with your partner to practice them. D. Write two of your own mini-dialogues containing obviative endings. Practice these with your partner. 1 Babaa- is a PREVERB which means '(do something) here and there, in different places.' In this sentence the combination of preverb+verb means 'he/she goes hunting.' 0 120 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 3 Exercise G - Translations on page 183. Introduction to Kinship; "My Family" 1. (n)imbaabaa nimaamaa n nookomis nisayenh niin niwiidigemaagan nishiime nishiime Fa cu l ty of nimisenh Ed uc at io nimishoomis sit Note that: 1) There are three terms for siblings in Ojibwe, one for an older brother, one for an older sister, and one for a younger brother or sister. 2) Kinship words are always found in the possessive form. 3) U ni v er ( (n)indaanis y (n)ingozis ad The suffix "ban", when used with kin terms, means that the relation is no longer living. For example. nimaamaayiban means my late mother. ke he Kinship charts are structured from the point of view of a particular family member, referred to as EGO. On the chart above, EGO is identified as niin, the Ojibwe first-person singular pronoun. La Now make your own chart, similar to the one above, but with your own family depicted. Draw a line through deceased family members. L Then, with a friend, ask and answer questions about relatives' names such as: 1) Aaniin ezhinikaazod gimishoomis? Peter izhinikaazo nimishoomis. 2) Aaniin ezhinikaazod gookomis? Mary izhinikaazo nookomis. 3) Aaniin ezhinikaazod gibaabaa? Jacob izhinikaazo (n)imbaabaa. 4) Aaniin ezhinikaazod gimaamaa? Sarah izhinikaazo nimaamaa. 5) Aaniin ezhinikaazod gigozis? Thomas izhinikaazo (n)ingozis. 6) Aaniin ezhinikaazod gidaanis? Emily izhinikaazo (n)indaanis. 121 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 3 Ojibwe Kinship: 2. In English. we have one word for "aunt.. which means "sister(s) of your father or mother:• In Ojibwe, there are two words for "aunt." The first is used for your father's sister(s) and the other is used for your mother•s sister(s). The same division is found with the word for uncle. In Ojibwe. there are two terms whereas in English there is but one. Q Ed uc at io n This is just the beginning of an important difference between the Ojibwe and the English kinship systems. In the Ojibwe system, there are two types of aunts, uncles, and cousins. In the first category are mother's sister and her children and father's brother and his children. These are called PARALLEL aunts. uncles, and cousins because they are related to you through siblings (brothers or sisters) of the same sex. ty of The second category consists of those aunts, uncles and cousins who are related to you through siblings of opposite sexes. In this category are your mother•s brother and his children and your father's sister and her children. These are called CROSS aunts. uncles and cousins. Fa cu l The concepts of "parallel" and "cross" relatives are necessary for understanding the Ojibwe terms for cousins. You will find that parallel cousins use the same terms as "brothers" and "sisters" but crosscousins are designated by different terms. sit y Certain kin terms are used when a male is speaking and others if a female is speaking. In the other cases the meaning of a term may differ depending upon whether the speaker is male or female. The following list includes these specific terms. Remember on your own family chart to use the appropriate terms. Female Speaker (male) niitaawisl niitaa niinim (n)indawemaa (female) (n)indaangoshenh2 niinim (n)indaangwe (n)indawemaa er Male speaker ad U ni v Cross-cousin Brother-in-law Sister-in-law Sibling (sister/brother) of opposite sex3 Q La ke he You will notice that the word for a cross cousin of the opposite sex of EGO in the diagram is similar to the word for brother-in-law (for a female). or sister-in-law (for a male). This similarity probably reflects a very old pattern in which it was common (and even preferred) for a person to marry his cross-cousin~ this pattern still occurs in some areas even during the contemporary period. So, in a way. these crosscousin terms mean "marriageable relative." Check the word for 'mother-in-law• on the next page. Where else on the chart do you find this word? l. The tenn niitaawis refers to father's sister's son. 2. The tenn nindaangoshenh is used by female speakers to refer to mother's brother's daughter or father's sister's daughter. 3. There are separate terms for 'brother' and 'sister' which make other distinctions; these are listed on the following page. 122 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 3 Additional Vocabulary (Optional): 3. Below is a basic chart of the Ojibwe family. Using the words given under the diagram. produce a colour key and colour each person on the chart according to their kin name. This chart has a male as EGO, so be sure to use the correct terms for a male speaker. There are other kinship terms which not listed here; you can check with your instructor or with another Anishinaabemowin speaker to find out which terms they use. 1-J I A-l o-1 n A-6 1-o uc at b=~ l-o o=! pt~=n=~ n n=A X-o n nn o-0-~ of Ed o=n ~-o I io o-~ I English Equivalent Line /-2/ nookomis nimishoomis my grandmother my grandfather line /-1/ nimaamaa (n)imbaabaa ninoshenh nimishoome (n)inzigos (n)inzhishenh (n)inzigos my mother my father my parallel aunt (mother's sister) my parallel uncle (father's brother) my cross aunt (father's sister) my cross uncle (mother's brother) my mother-in-law Line/0/ mm nimisenh nisayenh nishiime cu l Fa y sit er ni v U he ad ( ty Ojibwe La ke niinimoshenh (n)indaangoshenh niitaawis niitaa l. I (EGO) my older sister/older parallel female cousin my older brother/older male parallel cousin my younger brother or sister/my younger parallel cousin my sweetheart, my cross cousin of opposite sex my female cross cousin (woman speaking) my male cross-cousin (man speaking) my brother-in-law (man speaking) Line/+ 1/ (n)indaanis (n)ingozis (n)indoozhim nina' aanganikwe nina' aanganishiim my daughter my son my parallel nephew/niece my cross niece/daughter-in-law my cross nephew/son-in-law Line /+2/ my grandchild noozhis 123 +2 +1 +O -1 -2 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 3 Pages 89 and 91 of this text are adapted from a language learning book called L.A.M.P. (which stands for "Language Acquisition Made fractical"), by E. Thomas and Elizabeth Brewster. (Published by Lingua House, 915 West Jackson, Colorado Springs, CO 80907, 1976. Material here is from pp. 206208. Use restricted.) Q uc at io n L.A,M.P. is designed to help learners of languages for which teaching aids such as grammars and dictionaries are not readily available. Many of the methods in L,A,M,P. are adaptable to Ojibwe language learning, easpecially if one has the opportunity of living in a community of Ojibwe speakers. L,A,M,P. is recommended for students who wish to continue their Ojibwe studies after this course is over. Ed 4. Here are some questions and answers involving kinship tenns. English translations on page 183. ty of Aaniin endoodang gisayenh agwajiing? Amanj igo. Ganabaj anokiidog l, cu l Aaniin endoodang gimisenh biindigamig? Jiibaakwe. Wii-wiisini. y Fa Aaniin endoodang giwiijiiwaagan waabaninig? Da-anokii noopiming. 0 er sit Aaniin waa-doodang gibaabaa noongom gaa-giizhiganinig? Wii-andawenjige. U ni v Aaniin gaa-doodang gimaamaa bijiinaago? Gii-boodawe agwajiing. Gii-jiibaakwe. ad 5. Now, try making up some questions and answers that use kinship tenns. La ke he l The suffix dog on the end of the verb anokil is the DUBITATIVE suffix, which will be discussed in Unit 2, Lesson 4, page 138. The meaning of the verb and suffix is "he/she is probably working." 0 124 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 3 Exercise H Ojibwe Kinship y Fa cu l ty of Ed uc at io n Using the diagram below, and the vocabulary on kinship terms: Produce a legend using a colour key and colour each person on the chart according to their kin name. This chart has "niin" as EGO, so be sure to use the correct terms for a male or female speaker. ad U ni v er sit ( <EGO) = = = = = = = = = = = La ke he = NHN = = = = = = = = = = = L 125 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 3 Exercise I More About TA Verbs 1. The following words express actions with different subjects (the doers of the action) and objects (those who have the action done to them). A heading such as; 0 (1 acting on 2) at io n means a first person (1) NJIN is doing something to a second person (2) GJIN. The English translations are on page 184. (1 acting on 3) (2 acting on 1) giwaabamin ginandawaabamin giwiiji'in giwiijiiwin niwaabamaa ninandawaabamaa niwiiji'aa niwiijiiwaa giwaabam ginandawaabam giwiiji' giwiijiiw (2 acting on 3) (3 acting on 1) giwaabamaa ginandawaabamaa giwiiji'aa giwiijiiwaa niwaabamig ninandawaabamig niwiiji'ig niwiijiiwig of Ed uc (1 acting on 2) Fa cu l ty (3 acting on 2) y (3 acting on 4) giwaabamig ginandawaabamig giwiiji'ig giwiijiiwig er sit 0 ni v owaabamaan onandawaabamaan owiiji'aan owiiiiiwaan U The verb stem is the part that doesn't change when you change the subject and the object: ad niwaabamaa giwaabam he Here, the verb stem is waabam. Note that in the '2 acting on l' forms there is a prefix but no suffix. La ke 2. Copy all the above examples into your notebook, and underline each verb stem. Working with first person markers (ni-) and second person markers (ki-), highlight all the SUBJECTS in yellow and all the OBJECTS in blue. Questions and Answers Exercise: (2 acting on 1) Q. Giwaabam na? (1 acting on 2) A. Eya, giwaabamin. (2 acting on 3) Q. Giwaabamaa na? (1 acting on 3) A. Eya, niwaabamaa. (3 acting on 1) Q. Niwaabamig na? (3 acting on 2) A. Eya, giwaabamig. Now try making up some questions and answers by using TA verbs listed above. 126 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 3 Observation: In some Ojibwe verbs, the subject marker comes at the beginning. These are called DIRECT fonns. In other Ojibwe verbs, the ~ marker comes at the beginning. These are said to be INVERSE fonns. y Fa cu l ty of Ed uc at io n You'll need lots of practice in 1!filil& these fonns until you can understand and use them without thinking. First, try reading them in the comics on page 130. When the comics make sense to you, work with a partner and create your own short dialogues, to include as many forms as possible in meaningful contexts. La ke he ad U ni v er sit ( Opwaagan (smoking pipe) L 127 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 3 The Unspoken Language In English, we associate certain qualities or ideas with specific animal, for example: "as sly as a fox," "as busy as a beaver," "as wise as an owl," etc. Ojibwe speakers often make different associations than English speakers do. 0 at io n As you learn the Ojibwe language and culture, watch for concepts that connect with the various animals in Ojibwe; don't bring your English associations with you to Ojibwe! uc 3. In exercise I, you learned seven combinations ofTransitive Animate (VTA) forms. Here is one more: Ed 4 acting on 3 owaabamigoon "he (obv.) sees him" 3 acting on 4: Does John (3) see her (4)? John na owaabamaan? 4 acting on 3: Yes, and she (4) sees him (3). ty of This form would only be used when you've already been referring to the two people involved, and the subject of the action has previously been referred to in the obviative. For example: cu l Other verbs in the 4 acting on 3 form: omiinigoon Fa owiijiiwigoon Eya, owaabamigoon gaye. sit y Now, let's TRANSFORM some TA combinations: English translations on page 184. Negative ni v gaawiin owiiji'igoosiin gaawiin gidamwaasii gaawiin niwaabamigosii gaawiin ominopwaasiin U he ad owiiji •igoon gidamwaa niwaabamig ominopwaan er VTA 0 ogii-wiiji'igoon gigii-amwaa nigii-waabamig ogii-minopwaan Voluntative Future giwii-wiijiiwin giwii-miinig (gi)ga-wiijiiwin* (gi)ga-miinig La ke giwiijiiwin gimiinig Past *The sequence of prefix giga- is usually reduced toga-. Practicing with TA Verbs 4. You have learned to handle eight different VTA subject-object combinations. Here they are: 2onl gi-- lon2 gi--in 2on3 ii--aa 3on2 gi--ig lon3 3on4 ni--M 3on 1 4on3 ni--ii 2---aan 128 2---ii:oon 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 3 -wiiji' -wiijiiw- -zaagi' -ganawenim- -miin- -waniikaan- ExerciseJ at cu l ty of Ed uc I love him/her. I love it. I take care of him/her. I take care of it. I like him/her. I like it. I am worried about it. I forget him/her. I forget it. I tell him/her. I ask him. y sit Go through the appropriate language learning steps for each word. If you're not sure of what any word means, your instructor will help you. Listen carefully as your instructor pronounces these words. La ke he ad U ni v er ( New Vocabulary Nizaagi'aa Nizaagitoon Niganawenimaa Niganawendaan Niminwenimaa Niminwendaan Nimigoshkaadendaan Niwaniikaanaa Niwaniikaadaan Niwiindamawaa Nigagwejimaa 1. n -andawenim- io -waabam- Fa ( Practice the forms above by combining various stems with the prefix-suffix combinations above. Here are some stems to practice with: English translations on page 185. L 129 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 3 Nimaajaa 2. English translations on page 185. Aandi ezhaayan? Thunder Bay nidizhaa. Eya, niwiijiiwig sha, owii-waabamaan Richardan. 0 at io n Alexina giwiijiijiiwig? Gidaa-miinaa na awe mazina'igan? ty of Ed uc Aandi Richard? Aazha niwaabamaa iwidi. lwidi, giwaabamaa na? Romance 0 - Giin dash? Gizaagi' ina? Eya, gizaagi'in gegiin. ad ... ---~'' Gigichi· zaagi'in. Eya, niwaabamaa La ke he ' U Onh! Nizaagi'ig! ni v er sit y Fa Gaawiin niwaabamaasii Aandi Gordon? cu l Aandi nidinawemaagan? Chief and Counselor Ogimaa gibabaa- Oshta! Nibabaaandawaabamig. andawaabamig ina? 0 Eyawewiib! Geshtine giwiiwaabamig. Gaawiin, giin eta giwii-waabamig. 0 3. For further exercise, create your own comic strips and write mini-dialogues. 130 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 4 Exercise A Scenery and Useful Articles 5 Fa cu l ty of Ed uc at io n 1. Listen carefully as your instructor says the words which correspond to each of the following pictures. 7 8 11 12 y 6 ni v er sit ( 10 he ad U 9 ke Write in the number which corresponds to each picture. English translation on page 186. baashkizigan #_ _ ziibi # waanzhibiiyaa #_ _ #_ _ #_ _ bikwadinaa # abwi #_ _ maajiinikaajiganens2 # La zaaga'igan baawitig nawapowini-makakoons 1 #_ _ #_ _ minis bagwajiya' iing # wajiw # l. An alternate word for 'lunch box' is wiisini-makakoons. 2. An alternate word for 'motor' is akikoons. 131 �INTRODUCTORY OJIBWE (Western Dialect) · UNIT 2; LESSON 4 Reading and Understanding: 2. Listen carefully to the following questions and answers. Notice that many of the answers contain locative particles and endings. Notice also the obviative forms. English translation on page 186. Q io n Aandi giigooyag? Wedi baawitigong. at Aaniin endoodang Piitan bagwajigamig? uc Binewan onandawaabamaan. Ed Aaniin endoodang amik waanizhibiiyaang? of Onandawaabandaan ziibi. ty Wegonen i'iwedi zaaga'iganiing? cu l Minis. Fa Aandi zaaga' igan? y Wedi jiigew-ziibiing. 0 er Jiigew-ziibiing. sit Aandi ezhaayan? ni v Giwaabamaa na adik wagijayi'ii bikwadinaang. U Eya, niwaabamaa. ad Ginandawaabamaa na migizi besho wajiwing? he Gaawiin. Ninandawaabamaa makoons. ke Aandi nibaashkizigan? Niiwii-nisaa ma'iingan. La Gaawiin omaa atemagasinoon gibaashkizigan. Aandi nawapowini-makakoons? Niwii-wiisin. Wedi wagijayi'ii adoopowining. Gidandawenimaa na nindabwi? Gaawiin. Gaa mashi. Baamaa waabang. Gimaajiinikaajiganens dash wiin? Gidandawendaan ina? Eya, wewiib nidandawendaan. 132 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 4 Exercise C Mini-dialogues: Listen to the following dialogues in class and then read them on your own. Practice speaking these with your partner. English translation on page 187. 1 - Aandi nibaashkizigan? Niwii-babaa-andawenjige. 2 - Aandi waa-izhaayan? 1 - Wedi jiigi-bikwadinaag. 2 - Giday na giga-wiijiiwig? 1 - Eya. 2 - Gigozis dash wiin? Gewiin na giwiijiiwig? 1 - Gaawiin. Wii-nibaa geyaabi. B: 1 - Aandi nawapowini-makakoons? 2 - Namanj igo. Aaniish dash? 1 - Niwii-maajaa. 2 - Onh! Aaniish dash? Giwii-nandawaabamaa na awesii? 1 - Eya. Niwii-nandawaabamaag awesiiyag. 2 - Gidaanis na giwiijiiwig? 1 - Eya, gewiin owii-waabamaan waagoshan. 2- Ahaaw, naanaage (gi)ga-waabamin. C: 1 - Wewiib, biidoon baashkizigan! 2 - Aaniish wiin dash? 1 - Gegoon niwaabandaan wedi. 2 - Aandi? Gaawiin gegoon niin niwaabandanziin. 1 - Omaa biizhaan. Giwaabamaa na? Mooz osha awe! 2 - Giwii-baashkizwaa na? 1 - Gaawiin. Giin baazhkizo. of Ed uc at io n A: y Fa cu l ty 1. he ad U ni v er sit ( La ke 2. Now write two dialogues of your own of up to eight lines each. Practice these with your partner. L 134 �INTRODUCTORY OJIBWE (Western Dialect) . UNIT 2; LESSON 4 Exercise B 0 C. Are you going hunting now? No, I want to sleep. D. Are you always dancing at night? at Where are you going tomorrow? I am going home tomorrow. ty of Ed uc B. io n Translation: 1. Translate the following questions and answers in Ojibwe. A. What are you doing today?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ I am working today._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ cu l No, I am always eating. Are you going to kill the moose? No, I want to kill the caribou. F. Will you be going to the forest today? Yes, I will be going with Frank. G. Does this man always sleep? Yes, he is always sleeping. H. What do you want todo today? I want to go home. sit he ad U ni v er 0 What will you be doing the day after tomorrow?_ _ _ _ _ _ _ _ _ _ _ _ __ I don't know. Maybe I'll be working. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ La ke I. y Fa E. J. Are you going by the river?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Yes, I want to look for ducks., _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ K. Did you see the eagle at the mountain yesterday?_ _ _ _ _ _ _ _ _ _ _ __ No, I only saw a bear._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ L. Did Sally see the dog the day before yesterday?_ _ _ _ _ _ _ _ _ _ _ _ __ No, she only saw a wolf. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 133 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 4 Exercise D Introduction to Preverbs 1. Increase your own "word power". Since the beginning of the course, you have been using preverbs, as in "bi-wiisinin" and "nitaa-nagamo". The preverbs in these words are: io n here, come towards enough bi debi- ni v er sit y Fa cu l ty of here and there, in different places stop, quit skilled at, knows how, can do away from, in progress towards after, done, complete before try, to make an effort towards secretly unable to find, fail at, no place for start, begin, proceed, move forward go to do, to go there and to do something in error, wrongly, mistake want to, anxious, need to do something (before usual time) visible (at a distance) big, great, very U babaabooninitaaaniishkwaajibwaagagwegiimoojigiinawimaajiiando-/andawiwaninoondemadegichi- Ed uc at These are the ones you already know, but there are plenty more where they came from. Here are a few more preverbs to add to your vocabulary. Remember the hyphen (-) is important when joining preverbs to the verbs. La ke he ad 2. Here are some examples of how to use preverbs for the third person in sentences. Study and understand these sentences. He/she goes hunting. Babaa-andawenjige He/she has had enough to drink. Debi-minikwe He/she is stopped drinking. Booni-minikwe He/she is skilled at cooking. Nitaa-jiibaakwe He/she is getting ready to go home. Ani-giiwe He/she completes the work. Ishkwaa-anokii Come before it rains. Biizhaan jibwaa-gimi wang ! He/she is trying to sing. Gagwe-nagamo He/she is secretly leaving. Giimooji-maajaa He/she is unable to find something to drink. Giinawi-minikwe He/she is starting to write. Maajii-ozhibii' ige He/she is going out to the dance. Ando-niimi He/she makes a mistake/does something incorrectly. Wani-doodam He/she want to go home anxiously. Noonde-wii-giiwe He/she is playing (over there) Made-odamino He/she eats a big meal. Gichi-wiisini 135 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 4 Fa cu l ty of Ed uc at io I have had enough to drink. I am going hunting. I stop drinking. I am skilled at cooking. I am getting ready to go home. I complete the work. I am coming before it rains. I am trying to sing. I am secretly leaving. I am unable to find something to drink. I am starting to write. I am going out ot the dance. I am making a mistake/wrong doing. I want to go home anxiously. I am playing (over there). I am eating a big meal. Nidebi-minkwe. Nibabaa-andawenjige. Nibooni-minikwe. Ninitaa-jiibaakwe. Nidani-giiwe. Nidishkwaa-anokii. Nibiizhaa jibwaa-gimiwang. Nigagwe-nagam. Nigiimooji-maajaa. Nigwiinawi-minikwe. Nimaajii-ozhibii' ige. Nidandawi-niim. Niwani-doodam. Ninoonde-wii-giiwe. Nimade-odamin. Nigichi-wiisin. 0 n 3. Here are some examples of how to use preverbs for the first person in sentences. Study and understand these sentences. Come and eat! You have eaten enough. You are going hunting. You stop drinking. You are skilled at cooking. You are getting ready to go home. You complete the work. You are coming before it rains. You are trying to sing. You are secretly leaving. You are unable to find something to drink. You are starting to write. You are going out to the dance. You are making a mistake/wrong doing. You want to go home anxiously. You are playing (over there). You are eating a big meal. 0 La ke he ad U ni v er Bi-wiisinin! Gidebi-wiisin. Gibabaa-andawenjige. Gibooni-minikwe. Ginitaa-giizhideb. Gidani-giiwe. Gidishkwaa-anokii. Gibiizhaa jibwaa-gimiwang. Gigagwe-nagam. Gigiimooji-maajaa. Gigiinawi-minikwe. Gimaajii-ozhibii' ige. Gidandado-niim. Giwani-doodam. Ginoonde-wii-giiwe. Gimade-odamin. Gigichi-wiisin. sit y 4. Here are some examples of how to use preverbs for the second person in sentences. Study and understand these sentences. 0 136 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 4 ( Exercise E Understanding How to Use Preverbs: In this exercise, write your own sentences using preverbs. The examples given were in Exercise D and refer to first, second and third person. Repeat this exercise until you completely understand how to use preverbs in sentences. anokii dagoshinoomagan zoogipon giiwe wiisini gimiwan nibaa maajaa maajiibizo aakozi niimi odamino biindige boodawe cu l Fa y sit U ad he ke 5. er Booni-odamino ikwezens. 2. 3. La 6. 7. 8. 9. L Ed gagwenitaagiinawiishkwaaandawianiwanijibwaagichinoondemaajiimadegiida1. 4. Nouns 10. 11. 12. 13. 14. 15. 137 gwiiwizens ombaasin abinoojii wiijiiwaagan ikwezens bine ikwe animosh giigoo wiiba baamaa odaabaan waabishkiiwe inini of Verbs ty Preverbs ni v ( uc at io n Exercise F More Preverbs: In this exercise, write complete sentences using the following words. Each sentence should have a minimum of three words. The first one is done for you as an example. �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 4 ExerciseG New Vocabulary and Expressions l. izhinikaade. izhinikaazo. It is called His/her name is 0 (or He/she is called) native person native woman white man white woman He speaks the native language. He speaks English. An expression roughly translated: "oops!" or "Oh my!" of Ed uc at io n anishinaabe anishinaabekwe waabishkiiwe/zhaaganaash waabishkiiwekwe/zhaaganaashiikwe anishinaabemo waabishkiiwemo/zhaaganaashiimo Oshta! Ojibwe speakers make an important distinction between what they are certain about and what they have some doubts about. For example: English translations on page 187. Fa cu l 2. ty Introduction to the Dubitative Uncertain y Certain nidaakozinaadog 1 2 gidaakoz 3 aakozi 13 21 22 nidaakozimin gidaakozimin gidaakozim gidaakozimwaadog 33 aakoziwag aakozidogwenag sit nidaakoz 0 aakozidog nidaakoziminaadog gidaakoziminaadog he ad U ni v er gidaakozinaadog La ke Listen to and repeat the paradigm above. Note and underline the part of each word that indicates information is uncertain or there is some doubt about it. Verbs taking this form expressing doubt are said to be DUBITATIVE. A dubitative form indicates that the speaker is unable or unwilling to say for sure that the action/state of the verb has really occurred. The speaker may be unwilling because he did not personally witness the event. or because he has only inferred or supposed the action. He may feel that he has forgoten some details. and so doesn't want to wholly commit himself to what he has said. The dubitative may also be used with knowledge that is of a traditional nature. The dubitative is expressed in English by adding words such as "seems to be," or "must be" to the basic idea. For example: Certain Uncertain He•s sick. He must be sick. He seems to be sick 138 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 4 An important difference between the dubitative in Ojibwe and English is in the consistency of its usage. In Ojibwe, most information that you assume or have not personally verified by direct observation is presented in the dubitative. So, if someone tells you something that you have not personally verified, you would normally use a dubitativein Ojibwe if you were to tell anyone else this information. Compare the following sentences. io n Aakozi Bill. at Bill is sick. (I've seen it with my own eyes.) Ed Bill seems to be sick. (I've heard it, but haven't seen it.) uc Aakozidog Bill. of Watch for dubitatives as you listen to people speaking, and try to use them in your own speech, when appropriate. cu l ty Now, ask and reply to the following questions which assume, rather than observe, the answers given. Then ask and answer some questions of your own in the same way. English translations on page 187. Andawenjigedog. Maajiibizodog. Jiibaakwedog. Odarninodog. y Fa Aaniin endoodang gisayenh? Aaniin endoodang gimisenh? Aaniin endoodang giwiidigemaagan? Aaniin endoodang gishiime? Reply to the following questions using the dubitative form for your answers. The first one has been done for you. English translation on page 188. ni v er 3. sit ( ad U Maajaadog Aandi anishinaabekwe? Aandi waabishkiiwe?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Aandi gigozis?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ he Aandi Zoozan?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Aandi nisayenh?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ ke Aandi gishiime?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ La Aandi Piitan?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Aandi animosh?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ L 139 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 4 Exercise H Mini-dialogues 0 io at 1 - Aandi gishiime? 2 - Geyaabi maawiin nibaadog. 1 - Aaniin ge-doodaman noongom gaa-giizhigak? 2 - Niga-nandawaabamaag binewag. 1 - Aandi? Noopiming ina? 2 - Gaawiin. Wedi jiigew-zaaga'iganiing. 1 - Geniin ninga-biizhaa. uc B: Ed 1 - Aandi gisayenh? 2 - Amanj igo. Anokiidog agwajiing. 1 - Nimisenh nandawaabamaan osayenyan. 2 - Aaniish dash? 1 - Amanj igo. Owii-wiijiiwaadogwen maawiin. 2 - Giin dash? Aandi waa-izhaayan? 1 - Niwii-giiwe. Niwii-wiisin. of A: n Listen to the following dialogues in class, and then practice them with your partner. The English translations are on page 188. Fa cu l ty 1. y In this exercise, write two mini-dialogues using dubitative forms. Practice your dialogues with your partner. Check each other's pronunciation, and get help from your instructor if you need it. Q La ke he ad U ni v er sit 2. Waagosh 0 140 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 4 Exercise I Dubitatives Change each of the following verbs into the dubitative form. Be sure to include the English translation also. Do as shown in the example. English translation on page 188. Certain Aakozidog He is sick. He seems/must be sick. Anokii 2. Anishinaabemo 3. Izhinikaade 4. Jiibaakwe 5. Gotaaji 6. Maajaa 7. Ozhibii'ige 8. Niimi 9. Nagamo 10. Mawi y Fa cu l ty of Ed uc at 1. ke he ad U ni v er sit ( Biindi1?e La 11. L io Aakozi n Uncertain 12. Nibaa 13. Dakaayaa 14. Zhaaganaashiimo 15. Waawaate 141 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 4 Exercise J Dubitatives 0 In this exercise, answer the following questions in the dubitative only. Use the verbs listed below. Give three different answers to each question. The English translations are on page 188. Aaniin endoodang gwiiwizens? a)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ n 1. Aaniin endoodang giday? a),_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ b),____________________ uc 2. at io b),_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ c)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 3. Ed C),_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Aaniin waa-doodang zhaaganaash?a),_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ of b)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Aaniin waa-doodang abinoojii? a),_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ cu l 4. ty c),_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ b)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ a)._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ b)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Aaniin ezhiwebak. agwajiing? sit y 5. Fa c),_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 0 ni v er c)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ maajiibizo giiwe mawi debi-wiisini nishkaadizi odamino nibaa izhinikaazo ozhibii' ige maajaa niimi anishinaabemo jiibaakwe biizhaa baapi dakaayaa biindige minikwe nagamo zhaaganaash aakozi gizhide ad he boodawe U anokii wanishkaa wiisini La ke dagoshinoomagan izhinikaade waawaate gotaaji 0 142 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON S Exercise A The Sun and the Moon ( 1. Listening and Understanding: of Ed uc at io n In this exercise, listen carefully as your instructor pronounces the names of the words pictured below. After you have heard each word several times, rewrite the words until you completely understand the meaning of the words. English translation on page 189. dibiki-giizis ty anang ~.., cu l dibikad ~~M- y Fa ~ _..r- _1J_ er sit ( giizis giizhigad bangishimon ni v mooka'am (1) dibaajimo (2) aadizooke 1 - Aazha dibikad. Nibaan! 2 - Gaawiin, gaa mashi niwii-nibaasii. Geyaabi niwii-odamin. 1 - Wiiba sha giga-wanishkaa waabang. 2 - Aaniish dash? 1 - Giga-andawi-anokii waabang. La ke he ad A) U 2. Listening, speaking and understanding: The English translations are on page 189. L B) 1 - Giwaabamaa na dibiki-giizis? 2 - Gaawiin. Aandi? 1 - Wedi waasajiigayi'ii anangong. 2 - Aandi? Gaawiin niwaabamaasii. Bine eta niwaabamaa. C) 1 - Aazha mooka' am. Wanishkaan ! 2 - Aaniish dash? Geyaabi sha niwii-nibaa. I - Wiiba osha giga-maadanokii. 2 - Gaawiin niwii-anokiisii noongom gaa-giizhigak. Nidaakoziiwimanji'. Wiindamaw nidoogimaam. 1 - Gaawiin. Giin wiindamaw. 143 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 5 Exercise B 0 Writing, Reading and Understanding: n 1. In this exercise, write some of your own mini-dialogues. After completing your dialogues, work in pairs to practice the dialogue out loud. Make sure you understand the meanings of each sentence, and get help from your instructor with pronunciation if you need it. io ExerciseC at Introduction to the Preterit of Ed uc 1. Ojibwe speakers distinguish between past activities or states that contrast with the present situation and those that do not. The PRETERIT marker ban indicates an action or state that was cut off in the past and no longer occurs, or an action or state that happened/existed in the remote past. We have already seen the use of pan at the end of a kin term, to indicate the contrast between a former, livin& relationship, and the present. In verbs, this contrast would be expressed in such ideas as: cu l ty "We went there every summer." Fa Nigii-izhaamin endaso-niibing. (Inference: "and we still do.") 0 sit "He got married five years ago." y Nigii-izhaaminaaban endaso-niibing. (Inference: "but we no longer do.") ni v er Gii-wiidige naano-biboonong. (Inference: ••and is still married.") U Gii-wiidigeban naano-biboonong. (Inference: "but is not longer married.") he ad "I bought a house." Nigii-giishpinadoon waakaa' igan. (Inference: "and I still own it.") La ke Nigii-giishpinadoonaaban waakaa 'igan. (Inference: "but I no longer own it.") 2. 1 2 3 13 21 22 33 Neutral Preterit nidibaajim gidibaajim dibaajimo nidibaajimomin gidibaajimomin gidibaajimom dibaajimowag nidibaajimonaaban gidibaajimonaaban dibaajimooban nidibaajimominaaban gidibaajimominaaban gidibaajimomwaaban dobaajimoobaniig. 144 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 5 Preterit-like ideas can be expressed in English by means of phrases, such as "formerly." I (formerly) worked on a trap line. He was (fonnerly) a sick child. Exercise D Dibaajimo io ~ of Ed uc rfb at ~~ Dibaajimo Dibaajimowin Verb: Noun: ty Verb: Noun: n 1. Understanding the difference between "Dibaajimo and Aadizooke." Aadizooke Aadizookewin Fa cu l There are basically two kinds of stories in Ojibwe. A dibaajimowin is an ordinary story, true or fictional, short or long. An aatihsoohkewin is a legend story. An aadizookaan is a legend, with traditional (and sometimes religious) importance. In some areas, it is appropriate to tell aadizookaan only in certain seasons. Check this out in your area to ensure you do not cause offense. sit y After work is finished for the day, a family on the trapline can enjoy the evening together by telling stories. But don't stay up too late! Everyone will be up early the next morning for a full day of hard work: men checking and setting traps, women scraping and stretching skins, preparing and smoking meat and fish caught, in addition to the everday tasks, and children carrying water, gathering wood, setting snares. And so to sleep... ni v er ( La ke he ad U 2. Some examples: A) Ahaaw, bangii niga-dibaajim. Weshkad bezhigwaa megwaa gii-niibing, nigii-andawaabamaa mooz. Wiiba igo nigii-waabamaa moozoons. Gaawiin nidoonji-baashkizwaasii. Onzaam gii-agaashiinyi. Ahaaw, bangii niga-aadizooke. B) Weshkad bezhigwaa aadizookaan. Jakaabesh gii-izhinikaazo. Gii-nitaa-nishoonaadakamigizi. Apane gii-gagwe-bakinaage . ..Niin gakina gegoon nidibendaan," gii-inendam. Apane gii-mawine'ige. Gii-nitaa-naajikwewe gaye. Gaawiin wiikaa onji-bakinaagesii. Apane gii-bakinaajigaazo. Amii iwe minik ge-aadizookeyaan. Baamaa miinawaa waabang. L 145 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 5 In order for you to understand the sentences on the previous page, you have to work with your instructor. Listen very carefully as your instructor pronounces the words. After you have heard each word several times, listthe words that you don't know the meaning of. The instructor will give you proper translations. 0 More About Preterits: at io n There are many cases of preterit use in Ojibwe that are not matched by English equivalents. Therefore, it will be important for you to listen carefully to fluent speakers, note when they use "-ban" and think about what they mean. Gradually, as you grasp the idea, you'll be able to start using the preterit in you own speech. Ed uc 3. Here are some dialogues in which the preterit is used. Ask your instructor to read them to you, and to explain any words you're not sure of: English translation on page 190. Aandi gisayenh? Babaa-nazhikewizidog maawiin. Gibabaa-wiijiiwaaban na ako? Apane sha nigii-babaa-andawenjigeminaaban. Noongom sha dash gaa wiikaa ji-wiijiiwag. B) Giwii-wiisininaaban ina? Eya, weshkad sha gaa-gii-wiisiniyaambaan. Gizhaabikiziganing inaabin. Wiiyaas sha i'imaa ateban bijiinaago. Aazha mii go awiiya gii-gidaagwen. C) Aandi dash gimookomaan? Amanj igo, amii sa go geget e-gii-wanitooyaambaanen awasinaago. Gaa-zaagitooyaambaan. 0 ni v er sit y Fa cu l ty of A) U Do not be concerned, for a while, about mastering the preterit in your own speech. Do, however, work on recognizing and understanding it when you hear the preterit in the speech of others. he ad For further practice with the preterits, with your instructor's assistance, try to write some of your own sentences. La ke For example; Nigii-nitaa-ozhibii'igenaaban. I used to be good at writing, (but not anymore). Reading and Writing Practice: 4. Rewrite the following sentences using the preterit form of the verb: English translation on page 190. Gii-boodawejiigew-zaaga'iganiing. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Anishinaabekwe gii-jiibaakwe . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Gigii-ozhibii'ige na?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Aazhagii-maajiibizo.._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Gigii-nishkaadizimin. _ _ __ _ _ _ _ _ __ _ __ _ _ _ _ _ _ __ _ __ Gigii-baap ina?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 146 0 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 5 Exercise E An Introduction to the Pejorative ( at io akikosh bimidewish waawanosh uc jiimaanish waagaa' iganish bashkiziganish n 1. Sometimes a speaker wants to indicate that something he is talking about is for some reason not very good. In English he may describe it as:~. useless. poorly made, broken down. good-fornothing. worn-out, and the like. In Ojibwe, all these ideas (and more!) are conveyed in one neat way. Check the examples below to see how it is done: ty of Ed 2. The word PEJORATIVE is usually used to denote this "ish" suffix. To give yourself lots of practice in hearing and understanding pejoratives, collect and bring to class "sets" of articles: a regular comb and a comb with missing teeth, a good cup and a cracked or chipped cup, etc. Have your teacher name these things for you. The more articles you bring, the more words you'll hear, and the easier it will be for you to recognize and use pejoratives in your own conversations. mookomaan minikwaajigan makizin waabowayaan apabiwin Fa a. cu l 3. What is done to the word to give this "not very good" idea? Could you try doing it yourself with the following words? gizhaabikizigan babagiwayaanegamig adoopowin sit b. diba' igiiziswaan bimisewin wanii'igan ni v er C y wiigiwaam U If you're not sure about any of your answers, look back to the work that you did on diminutives, pages 101 and 102. Notice that the idea of "not very good" works similar in fashion to the idea of "small in size." Now check your answers: makizinish waabowayaanish apabiwinish gizhaabikiziganish bagiwayaanegamigosh adoopowinish diba' igiiziswaanish ombaasinish wan ii' igani sh ad mookomaanish minikwaajiganish wiigiwaamish he a. La ke b. 4. Other notes on the Pejorative: a. An expression, roughly translated as "yuk!" carries the pejorative sound: ayish! b. Like the diminutive, the pejorative may be used also as a tenn of affection. Ask your teacher for examples of this. L c. Sometimes you may have occasion to use both the diminutive and the pejorative endings at the same time. If you do, your word will sound something like this: jiimaanenzhish 147 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 5 Which ending comes first? Ask your instructor for lots of other examples so that you will become very familiar with the sound and the usage of the pejorative, and of the combination of pejorative and diminutive forms. 0 Write a sentence about each of the following pictures. Be sure the pictured nouns take the pejorative or diminutive/pejorative forms. cu l ty of Ed uc at io n ~ ~ Reading, Understanding and Translation: Fa Exercise F er sit y 1. Before you begin your translation, you may find it helpful to look at the comment in Exercise E above. Remember that the pejorative endings look like "ihsh" or "ohsh". English transalation on page 190. Pejorative potato salt frying pan pot fish plate carrot lamp do pipe cradleboard key La ke duck he ad teakettle B: U A: ni v Pejorative 2. Sometimes you may have occasion to use both the diminutive and the pejorative endings at the same time. If you do, your word will sound something like this: jiimaanenzhish / ~ noun ish T. T. . d nrunut.Ive peJorauve 0 148 �INTRODUCTORY OJIBWE (Western Dialect) ~ UNIT 2; LESSON 5 y Fa cu l ty of Ed uc at io n In this exercise, again use the words in (1) above. This time, try using both diminutive and pejorative form together. La ke he ad U ni v er sit ( Gabeshiiwi-boodawaan (campfire) l. 149 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 5 ExerclseG Preterit and Pejorative and Diminutive In this exercise, use the preterit "ban", pejorative "ish" or the diminutive "ens"/ "oons". Add the most appropriate suffix to each of the following words below. Example: minjikaawanens = 'a little mitten' 0 1. anang 2. boodawe 3. wanishkaa io uc at 4. giizis 5. nishiimenh 6. animoons n = = Ed 7. giwiijiiwaa of 8. zaagaate 9. mookomaan_ _ ty 10. aadizooke cu l 11. ombaasin 12. bangishimon Fa 13. zhiishiib 14. maajiibizo sit y 15. niday 16. dibaajimo 20. zhiiwitaagan ad 21. nibaashkizwaa U 19. naajikwewe ni v 18. diba'igiiziswaan_ _ er 17. bakinaage he 22. nigozis 23. makizin ke 24. gichipizon La 25. giizhigad 26.onaagan 0 = = = = = = = = 27. ozhibii'ige 28. nibaagan 29. gizhaabikizigan 30. andawenjige 31. dibiki-giizis 32. izhinikaazo 0 150 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 5 Exercise H Geographical Map ( La ke he ad U ni v er sit y Fa cu l ty of Ed uc at io n Listen carefully as your instructor points to different places on the map. When you have heard each one several times, see if you can locate where the numbered terms go on the map. Ask your instructor to repeat the terms if you need to hear them again. English translation on page 191. L 1. noopiming 7. jiigew 2. mashkiig gakiiwe2 3. 4. 5. 6. aazhogan neyaashiiwan 1 agaami-ziibi 8. 9. 10. 11. 12. niminaaweyandawaagan agaaming minisaabik wiikwedong minis 1. This word means 'there is a peninsula.' The word neyaashi means 'peninsula' and is most often used in the locative form: neyaashiing. 2. This word means 'to go over a portage.' It is often pronounced kiiwe. The word onigam means 'a portage.' 151 �INTRODUCTORY OJIBWE (Western Dialect) - UNIT 2; LESSON 5 Exercise I Geographical map (terms) 0 2. Aandi ezhaayan? Aandi bajiishka' ogaan? uc Ed Aandi giigooyensag? Aandi dash abwiig? Aandi waa-izhaayan? 12. Aandi jiimaan? y Fa 11. Aandi iidog dash zhiishiib? Aandi iidog gichi-giigoo? of 6. 7. 8. 9. 10. Aandi neyaashiiwan? Aandi aazhogan? ty 5. Aandi minis? cu l 3. 4. io Aandijiimaan? at 1. n In this exercise, answer the following questions In some cases you may need to use the locative endings on nouns. 0 La ke he ad U ni v er sit ExerciseJ Now draw your own map and use the list of words below to label the geographical features. aazhogan wiikwedong mashkiig waanzhibiiyaa minis gakiiwe niminaaweyaandawaagan agaami-ziibil minisaabik noopiming baawitig2 wajiw agaaming bikwadinaa3 neyaashiiwan zaaga'igan jiigew ziibi 0 I. 'on the other side of the river.' 2. 'rapids.' 3. 'a hill.' 152 �INTRODUCTORY OJIBWE - UNIT 2; LESSON 6 Unit 1 and Unit 2 Review Exercise A Twenty-Four Articles Bannock Cup Lard Partridge Knife Water Rabbit Spoon Teakettle Meat Potato Fork Pot Bread Carrot Salt Frying pan ty of Ed uc Pepper Porridge Duck cu l Egg Fish After completing the translation, you will be given a quiz in both oral and written formats. Exercise B y Using Numbers sit 1. Numbers are very common words in Ojibwe. Review the pronunciation and the meaning of the words which are listed below. Translate the following into Ojibwe. Write your answers in your notebook and check them. Seven ni v Thirteen Nineteen Eight Fourteen Twenty Three Nine Fifteen Twenty-one Four Ten Sixteen Twenty-two he er ( Mille Plate Fa 2. at io n 1. This final lesson will review lessons 1 to 5. To successfully complete the review you will need to go over the vocabulary and structures you have learned, and review the pronunciation of each item.. After each exercise is completed, you will be given a variety of mini-tests, both oral and written. Let's begin with the twenty-four kitchen articles. Translate the following into Ojibwe. Write your answers in your notebook and check them. Eleven Seventeen Twenty-three Six Twelve Eighteen Twenty-four U One ad Two La ke Five 2. After completing the translation, you will be given a quiz in both oral and written formats. L 153 �INTRODUCTORY OJIBWE - UNIT 2; LESSON 6 Exercise C Using Numbers in Verb Forms 1. In lesson one, exercise H, you learned how to use numbers in verb form. Review your notes and textbook before you start to work on this exercise. Check the pronunciation of each Ojibwe word, and make sure you understand the meaning of each Ojibwe and sentence. Translate the following into Ojibwe. Write your answers in your notebook and check them. VAi n YU 0 y 2. Fa cu l ty of Ed uc at io There is one egg. There is one rabbit. There are two plates. There are two partridges. There are three knives. There are three fish. There are four forks. There are four spoons. There are five eggs. There are five carrots. There are six cradleboards. There are six bannocks. There are seven pieces of lard. There are seven pots. There are eight pieces of meat. There are eight ducks. There are nine teakettles. There are nine cartons of.milk. There are ten frying pans. There are ten containers of salt. After completing the translation, you will be given a quiz in both oral and written formats. May I Introduce Myself! sit Exercise D La ke he ad U ni v er 1. When visiting Native language speaking communities, you will need to know some words, phrases and sentences to introduce yourself. Study the useful phrases listed below. Translate the following into Ojibwe. Write your answers in your notebook and check them. Yes No Thank you What is your name? My name is _ _ _ _ _ __ Where are you from? I am from _ _ _ _ __ Me too. How about you? Say it again. Say it slowly. Do you understand? Yes, I understand. No, I don't understand. What is that (inanimate)? Who is/what is that (animate)? What is his/her name? His/her name is _ _ _ __ 2. After completing the translation, you will be given a quiz in both oral and written formats. 0 154 0 �INTRODUCTORY OJIBWE - UNIT 2; LESSON 6 Exercise E Imperatives and Locatives 1. Imperative: io n Imperatives are those words we use when we are telling someone what to do. You already have a very good idea how to use imperatives. Study those words which are listed below. Translate the following into Ojibwe. Write your answers in your notebook and check them. Fa cu l ty of Ed uc at Come in! Stand up! Go away! Go home! Go to sleep! Sit down! Come here! Make (build) a fire! Sing! Get up! 2. Locatives: ke he ad U ni v On the stove. At the airplane. At the door. In the canoe. On the chair. In the house. At the window. On the car. On the kitchen table. In the tent. On the bed. In the lake. er sit y In the Native language, nouns with locative endings could mean "in", "at" or "on". Study the meaning of the words listed below, and check the pronunciation with your instructor if necessary. Translate the following into Ojibwe. Write your answers in your notebook and check them. La ( 3. After completing the translation, you will be given a quiz in both oral and written formats. 155 �INTRODUCTORY OJIBWE - UNIT 2; LESSON 6 Exercise F n Sleeping Sick Dancing Make a fire Working Angry Eating Go home Enough eating Cooking Playing of Ed uc at io Singing After completing the translation, you will be given a quiz in both oral and written formats. What Time is it? ExerciseG Fa Using what you have learned. In this review exercise, you will study some of the telling time phrases. Translate the following into Ojibwe. Write your answers in your notebook and check them. Q. What time is it? ni v 1. It is one o'clock. 2. It is two o'clock. 0 er sit y 1. 0 ty 2. As you are already aware, in the Native language, all intransitive verbs are complete sentences. Study the meaning of the words listed below, and check the pronunciation with your instructor if necessary. Translate the following into Ojibwe. Write your answers in your notebook and check them. Translate the following verbs with the form that means 'he/she... • cu l 1. Intransitive Verbs (VAl) U 3. It is three o'clock. he ad 4. It is four o'clock. 5. It is five o'clock. 6. It is six o'clock. ke 7. It is seven o'clock. La 8. It is eight o'clock. 9. It is nine o'clock. 10. It is ten o'clock. 11. It is eleven o •clock. 12. It is twelve o'clock. 2. After completing the translation, you will be given a quiz in both oral and written formats. 0 156 �INTRODUCTORY OJIBWE · UNIT 2; LESSON 6 Exercise H Child Boy Girl Women Men Children Boys Girls uc Ed of y Fa cu l I don't know. What are you doing? (singular) What am I doing? What is he/she doing? What are they doing? What are~ doing? (pl.) What are we doing? (pl. inclusive) What do you want to do? What do I want to do? What does he/she want to do? What do they want to do? What do~ want to do? (pl.) What is he/she called? (What's his name?) What is it called? (What's it's name?) Ask him! Tell him! io Man at Woman n In Unit 2. Lesson 1. Exercise A. you learned nouns and expressions. Study the meaning of the words listed below. and check the pronunciation with your instructor if necessary. Translate the following into Ojibwe. Write your answers in your notebook and check them. ty 1. What Are They Doing? Exercise I Voluntatives ad As you already know, it is possible to put the prefix "wii-" before most verbs. Doing this expresses the idea "want to" or "intend to." Study the meaning of the words listed below. and check the pronunciation with your instructor if necessary. Translate the following into Ojibwe. Write your answers in your notebook and check them. La ke he 1. ni v After completing the translation, you will be given a quiz in both oral and written formats. U 2. er sit ( I want to drink water. Do you want to drink water too? The man wants to work today. He/she wants to work today. He/she wants to make a fire outside. No, I don't want to play. How about the children. Do they want to play? L Do you want to go home? (pl) 157 �INTRODUCTORY OJIBWE - UNIT 2; LESSON 6 2. Past, Present and Future Tenses: 0 I am going home today. Did you work yesterday? He/she will be leaving tomorrow. n You slept yesterday. (pl) at After completing the translations, you will be given a quiz in both oral and written formats. 0 La ke he ad U ni v er sit y Fa cu l ty of Ed uc 3. io They will be dancing soon. Madwe'ige / Dewe'ige (He is drumming) 0 158 �INTRODUCTORY OJIBWE - UNIT 2; LESSON 6 ExerciseJ Vocabulary Broom Cradleboard Key Pencil Pipe Blanket Pillow io Book at Lamp uc Shoe Ed Ax First Person Plural: of 2. Dog n Study the meaning of the words listed below, and check the pronunciation with your instructor if necessary. Translate the following into Ojibwe. Write your answers in your notebook and check them. ty We are going home. (incl.) cu l We are eating. (incl.) We are making a fire. (incl.) Fa We are sick. (incl.) We are sleeping. (excl.) er We are playing. (excl.) sit ( y We are writing. (excl.) Diminutives: U 3. ni v We are leaving. (excl.) Beaver Wolf Duck Baby skunk Baby beaver Baby wolf Baby duck After completing the translations, you will be given a quiz in both oral and written formats. La ke 4. he ad Skunk 159 �INTRODUCTORY OJIBWE - UNIT 2; LESSON 6 ExerciseK Transitive Verbs 1. Study the meaning of the words listed below, and check the pronunciation with your instructor if necessary. Translate the following into Ojibwe. Write your answers in your notebook and check them. I see a woman. io n Do you want/need a dog? I am looking for a boy. uc at You are eating a fish. Ed Do you see an airplane? I want/need a book. of Are you looking for a knife? y Fa Northern lights Thundering Raining Sunny j) Calm k) Overcast I) Cloudy 0 What? U What do you want? ad What for? Why not? ni v er Some Useful Expressions: i) Foggy sit e) f) g) h) Windy Cold Hot Snowing cu l How is the Weather? a) b) c) d) 3. ty I am eating moose meat. 2. 0 he Where are you going? (sing) ke Where are you going? (pl.) La How is the weather? What's going on? Very, quite. 4. After completing the translations, you will be given a quiz in both oral and written formats. 0 160 �INTRODUCTORY OJIBWE - UNIT 2; LESSON 6 Obviatives 1. In this review exercise, concentrate on the meanings of the words, phrases and sentences. Pay particular attention to extra endings. Look carefully at the objects of each sentence. Translate the following into Ojibwe. Write your answers in your notebook and check them. 2. I am eating meat. You are eating fish. You are eating meat. He/she is eating fish. He/she is eating meat. at io n I am eating fish. uc r Exercise L Third Person Only: Ed He/she sees the partridge. He/she likes the taste of bear. of He/she is looking for goose. ty He/she is cooking skunk. cu l He/she wants/needs a spoon. He/she loves the dog. Fa He/she is taking care of my older brother. sit He/she sees the house. y He/she is eating an egg. ( er He/she likes the taste of meat. ni v He/she is looking for lard. He/she is cooking a potato. U He/she loves milk. he After completing the translations, you will be given a quiz in both oral and written formats. La ke 3. ad He/she takes care of the canoe. 161 �INTRODUCTORY OJIBWE - UNIT 2; LESSON 6 ExerciseM Possessive Nouns 1. In this review exercise, concentrate on the meanings of the words, phrases and sentences. As you 0 My forks Your pencil My doors Your kettle Your knives His tea His bread His cups His bannock Sweater Shirt Sock Hat Belt Mitten Blouse Pants Coat uc at io My clock Scarf cu l ty of Ed Vocabulary: Fa My Family: My younger brother Myself My grandmother My spouse My father My older sister My son My mother My older brother My daughter sit y My grandfather My younger sister 0 After completing the translations, you will be given a quiz in both oral and written formats. La ke he ad U 4. My eggs er 3. My chair ni v 2. n are already aware, the possessive nouns do not have any particular rule that you can follow. Pay particular attention to extra endings. Translate the following into Ojibwe. Write your answers in your notebook and check them. 0 162 �INTRODUCTORY OJIBWE - UNIT 2; LESSON 6 Exercise N More About TA Verbs 1. In this review exercise. concentrate on the meanings of the sentences listed below. The following words express actions with different subjects (the doers of the action) and objects (those who have the action done to them). A heading such as; io n ( 1 acting on 2) at means a first person (1) NON is doing something to a second person (2) GIIN. Ed uc Translate the following into Ojibwe. Write your answers in your notebook and check them. Note: The verb stem is the part that doesn't change when the subject and object do. (1 acting on 3) I see you. I see him/her. I am looking for him/her. ty of (1 acting on 2) I am looking for you. I am helping you. cu l I am helping him/her. I am going with him/her. Fa I am going with you. (2 acting on 3) ( You see me. U ni v er You are looking for me. You are helping me. You are going with me. sit y (2 acting on 1) ad (3 acting on 1) La ke he He/she sees me. He/she is looking for me. He/she is helping me. He/she is going with me. You see him/her. You are looking for him/her. You are helping him/her. You are going with him/her. (3 acting on 2) He/she sees you. He/she is looking for you. He/she is helping you. He/she is going with you. (3 acting on 4) He/she sees him. He/she is looking for him/her. He/she is helping him. He/she is going with him. 2. After completing the translations, you will be given a quiz in both oral and written formats. 163 �INTRODUCTORY OJIBWE - UNIT 2; LESSON 6 Exercise 0 Scenery and Useful Articles 1. In this review exercise, study the meanings of the words listed below. Translate the following into Ojibwe. Write your answers in your notebook and check them. Lake uc Ed Vocabulary and Expressions: at Outboard Motor Forest, Wilderness Mountain White woman He speaks the Native language. He speaks English Whiteman of ty cu l Fa Certain and Uncertain: sit y He must be playing He must be sick He must be sleeping 0 er He is sick He is working He must be working After completing the translations, you will be given a quiz in both oral and written formats. La ke he ad U ni v 4. io Hill It is called His/her name is Native person Nativewoman 3. n Gun River Rapid Pond Paddle Lunch Box Island 2. 0 0 164 �INTRODUCTORY OJIBWE - UNIT 2; LESSON 6 Exercise P More II Verbs (VII) at uc Preterit: Ed 2. Sun It is sunrise, the sun is out He/she is tailing a story He/she is telling a legend story io It is night Moon It is day Star It is sunset, the sun is setting n I .In this review exercise, study the meanings of the words listed below. Translate the following into Ojibwe. Write your answers in your notebook and check them. of We went there every summer but we no longer do. cu l I bought a house but I no longer own it. ty He got married five years ago but is no longer married. Name these articles in pejorative form: 4. After completing the translations, you will be given a quiz in both oral and written formats. y Fa 3. ke he ad U ni v er sit ( La Exercise Q Geographical Terms 1. In this review exercise, study those words which are listed below. Translate the following into Ojibwe. Write your answers in your notebook and check them. L In the bush (in the forest) Swamp Bridge There is a peninsula (point in the lake) Across the river On the shore Portage Across the lake or river Dock Ar the bay 2. After completing the translations, you will be given a quiz in both oral and written formats. 165 �INTRODUCTORY OJIBWE - UNIT 2; REVIEW LESSONS Let's Look Back at What You Have Learned Unit 2; Lessons 1 to S 0 1. Review the words you know: A. Nominals Animate Nouns: n io at y Fa cu l ty anang animosh anishinaabe anishinaabekwe azhigan bineshii diba' igiiziswaan dibiki-giizis giboodiyegwaazon giizhoopizon uc amik nindaanis, odaanisan ninday, odayan nisayenh, osayenyan nishiime, oshiimeyan niwiijiiwaagan, owiijiiwaaganan nookomis,ookomisan opwaagan ozhibii 'iganaak waabishkii we waabishkiiwekwe waagosh zhaaganash zhaaganaashiikwe zhigaag Ed giizis gwiiwizens ikwe ikwezens inini ma'iingan makwa minjikaawan mooz nibaabaa,obaabaayan nigozis, ogozisan nika nimaamaa, omaamaayan nimisenh,omisenyan nimishoomis, omishoomisan of aadizookaan abinoojii abwi adik Inanimate Nouns: giizisoo-masina' igan jiishta' igan maajiinikaajiganens makizin mashkiig mazina'igan minis minisaabik nawapowini-makakoons niminaaweyaandawaagan ombaasin onigarn La ke he ad U aabaabika' igan aazhogan apikweshimon baashkizigan baawitig babagiwayaan bagwajiya'iing biiskawaagan dibaajimowin dikinaagan gijipizon giishkijiiwayaan ni v er sit 0 pikwan waabowayaan waagaakwad waasechigan waazakonenjigan wajiw wiiwakwaan zaaga'igan ziibi 0 166 �INTRODUCTORY OJIBWE - UNIT 2; REVIEW LESSONS Pronouns: giinawind gegiinawind nitam giinawaa gegiinawaa wiinawaa gewiinawa n ninawind geniinawind awiiya io B. Verbs ad sit y Ed of gakiiwe gashkawan giizhigad gimiwan gizhide izhinikaade maazhi-giizhigad mooka'am neyaashiiwan er U ni v ( Fa Inanimate Intransitive Verbs: animikiikaa anwaatin awan baabiidaanakwad bangishimon bikwadinaa dagoshinoomagan dakaayaa dibikad odamino ozhibii •ige ozhiitaa waabishkiiwemo zaaga'am zhaaganaashiimo cu l gawaji izhinikaazo maajiibizo mawi minikwe (n)andawenjige naadoobii ty aadizooke anishinaabemo bimaadizi daashkiga•ise dagoshin dibaajimo gakiiwe uc at Animate Intransitive Verbs: ningwakwad ningwaanakwad noodin waanzhibiiyaa waaseyaa waashekwan waawaate zaagaate zoogipon ke he Transitive Animate Verbs: La nibiina'waa nidamwaa nidandawaabamaa nidandawenimaa niganawenimaa nigiizhizwaa nigojaanimendami' ig nimiinaa niminopwaa ninanaandawaabamaa ninisaa niwaabamaa niwiiji'aa niwiijiiwaa nizaagi'aa L 167 �INTRODUCTORY OJIBWE - UNIT 2; REVIEW LESSONS Transitive Inanimate Verbs: nibiina•aan nidandawaabandaan nidandawendaan niganawendaan nigiizhizaan nigojaanimendaan nigojaanimendami •igon nimaamidonendaan nimiijin niminopodaan ninanaandawaabandaan 0 io n ninitoon niwaabandaan niwaniikaadaan niwiijitoon nizaagitoon aapljl uc Ed noopiming waabang wegonen dash? wegonen? weshkad wiiba wiikwedong of ty baanimaa bijiinaago daga geshdine jiigew mah! naanaage noongom cu l agaaming ambegish awasinaago awasiwaabang aanapii / aaniinpii? aaniish aaniish dash? at C. Particles Fa D. Preverbs maajiimadenitaanoondewaniwii- ni v er sit y gagwegichigiimoojiishkwaajibwaagiinawi- 0 E. Expressions ad U andaw-/andoanibabaabiboonidebi- Amanj igo. Aan endoodman? Aan endoodamaan? Aan endoodang? Aan endoodamowaad? Aan endoodameg? Aan endoodamang? Aan waa-doodaman? Aan waa-doodamaan? Aan waa-doodang? Aan waa-doodamowaad? Wegonen endawendaman? Wegonen dash? Gagwejim! Wiindamaw! La ke he Aan waa-doodameg? Aan ezhinikaazod? Aan ezhinikaadeg? Aan ezhiwebak? Aan enakamigak? Aan endasiwaad? Aaniish dash? Aaniin minik? Aandi ezhaayan? Aandi ezhaayeg? Oshta! Ayish! 0 168 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Unit 2; Lessons 1-6 ( In this section, we have provided English translations for the Anishinaabemowin words and sentences introduced in Unit 2. Lesson 1. Exercise A (page 78) 1st Row 2nd Row man men child children boy boys girl girls io n woman women uc Ed of ty The partridge is eating. The fish are afraid. The men are working. The women is working. The partridges are eating. The girl is building / making a fire. The women are working. The child is sleeping. The fish is afraid. The man is working. The children are sleeping. The girls are building / making a fire. Fa cu l 1. at Exercise B (page 80) 5. er I am sleeping. You are sleeping. H/she's sleeping. They're sleeping. ni v (page 82) 1). 2). 3). 4). I am playing. You are playing. H/she's playing. They're playing. I am angry. You are angry. Hfshe's angry. They're angry. I'm not playing. You're not playing. H/she's not playing. They're not playing. I'm not angry. You're not angry. H/she's not angry. They're not angry. Negative Forms (page 82) I'm not sleeping. You 're not sleeping. H/she's not sleeping. They're not sleeping. ad 1). U 3. sit y ( 2). ke he 3). 4). 6. La (page 83) The children are afraid. The boys are going home. I am sleeping. The girls are working. Are the partridges full / had enough to eat? Are the boys angry? No, they're building/ making a fire. Maybe they are sick. They're eating soon. The women are singing. Are the fish afraid? 169 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Exercise C (page 84) 0 1 - Where are the children? 2 - They are playing outside. I - Where outside. 2 - Over there beside the teepee. 1 - Are you playing too? 2 - No, I'm working. How about you? 1 - No, I'm working too. n Example: at io Exercise D uc The Voluntative (page 84) H/she' s going home. Does h/she want to go home? H/she wants to go home. No, h/she does not want to go home. 2nd Line They're sleeping. Do they want to sleep? They want to sleep. No, they don't want to sleep. 3rd Line You are working. Do you want to work? You want to work. No, you don't want to work. 4th Line H/she's making a fire. Does h/she want to make a fire? 2. I am drinking. You are drinking. H/she's drinking. They're drinking. Fa cu l ty of Ed 1st Line 0 er U ni v (page 85) sit y H/she wants to make a fire. No, h/she does not want to make a fire. I am eating. You are eating. H/she' s eating. They're eating. ke he ad I am laughing. You are laughing. H/she's laughting. They're laughing. La * I want to drink. 3. A). (page 85) I am crying. You are crying. Hfshe's crying. They're crying. You want to laugh. H/she wants to cry. 1 - The child is crying. 2 - Maybe hfshe wants to drink. 1 - Milk? 2- H/she's drinking now. 1 - H/she wants to sleep. 2 - H/she's sleeping now. 0 170 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION B). C). 1 - Are the boys angry? No, they're working. 2 - Do they want to go home soon? I - Yes, they want to go home soon. 2 -They want to eat and they want to go to sleep. How about you? 1 - I'll go home too later. (in a while) uc at io (page 85) n 1 - Where are the women? 2 - They're building a fire. They want to cook. 1 - Where? 2 - There in the teepee. I - Do they want to eat / Are they hungry? 2-Yes I - You (too) come and eat. (too) (page 85) 2. A). What are they doing? B). They're not working, they're sleeping. A). How about you? B). I don't want to sleep; I want to work. A). Where? B). By the house. A). Me too, I want to work. cu l Fa y U ni v er sit ( What are you doing? Me? Yes, you. I'm cooking. How about you? I don't want to cook. I want to play. Do you want to eat? Okay, only a little bit. Me too. I want to eat a little bit/some. ad Exercise G he 1. Past, present and future tenses: La ke Note: Translations are done in text. 2. Present Tense: (page 89) L of A). B). A). B). A). B). A). B). ty 1. Ed Exercise F (page 88) I am going home. You are going home. Hfshe is going home. You (plural) are going home. They are going home. 171 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Past Tense (page 89) 0 I went home I I did go home. You went home. / You did go home. H/she went home. / h/she did go home. You (plural) went home. They went home. n Future Tense (page89) Ed uc at io I will be going home. You will be going home. H/she will be going home. You (plural) will be going home. They will be going home. of What did you do to form the voluntative (page 89) cu l Fa 0 y Today, I am working. Yesterday, I worked / I did work. Tomorrow, I'll work/ I'll be working. er sit 3. ty I want to go home. You want to go home. H/she wants to go home. You (plural) want to go home. They want to go home. U ni v Do you want to sleep now? Were you sleeping yesterday? Are you going to be sleeping tomorrow? ke he ad H/she is playing now. Hfshe played the day before yesterday. H/she will play the day after tomorrow. La Are you sick now? Were you sick a long time ago? Are you going to be sick much later? 4. I am going home. I went home / I did go home. I will be going home. 0 He is making a fire. He was making a fire. He'll be making a fire. 172 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION They are working. They were working. They will be working. You (singular) are eating. You were eating. You will be eating. at io n Are you (plural) laughing? Were you (plural) laughing? Will you be (plural) laughing? uc Exercise J of ty Fa Lesson 2: y ( pencil/ pen blanket pillow pipe axe key cu l dog shoe book/ paper cradleboard lamp broom Ed New Vocabulary (page 92) sit Plural Pronouns; ni v er Note: Translations are done in text. 2). How about us (exclusive)? How about us (inclusive)? How about you (plural)? How about them/they? Us, too (exclusive). Us, too (inclusive). You (plural) too. They/them too. Us first/next, our tum (exclusive). Us first/next, our tum (inclusive). You (plural) first/next, your turn. Them first/next, their tum. La ke he ad U (page 93) Yes. We/us. (exclusive) Yes. We/us. (inclusive) Yes. You (plural) Yes. They/them. Not us/we (exclusive). Not us/we (inclusive). Not you (plural). Not them/they. l. 173 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION First Person Plural (page 94) 0 io at Ed of ty (page 95) singing coming angry dancing 0 ni v er sit y getting up leaving come in building a fire What do you want to do? What do I want to do? What does h/she want to do? What do they want to do? What do you (plural) want to do? What do we want to do? What are you doing? What am I doing? What is h/she doing? What are they doing? What are you (plural) doing? What are we doing? ke he ad U 6. cu l 5. Using what you have learned uc We are drinking (exclusive) We are writing. (exclusive) We are afraid. (exclusive) We want to eat/ We're hungry. We are full/ had enough to eat. We are sleeping. (exclusive) We are cooking. We are making a fire (exclusive) We are working. Fa 3. n We are going home. (inclusive) We are eating. (inclusive) We are making a fire. (inclusive) We are sick. (inclusive) We are writing. (inclusive) We are crying. (inclusive) We are singing. (inclusive) We are laughing (inclusive) We are working (inclusive) I La Exercise B (page 95) Are you (plural) working today? Yes, we are working. Are we going to work today? Yes, we are going to work. 0 Are you (plural) going home tomorrow? No, we're not going to go home. 174 �INTRODUCTORY OJIBWE · UNIT 2; TRANSLATION SECTION Are we leaving tomorrow? We are not leaving tomorrow. ( Were you {plural) singing yesterday. Yes, we sang/ we did sing. Are we going to cook soon? Yes, we will cook soon. io at uc of (page 96) Do you (plural) want to eat? Are you going home tomorrow? Were you (plural) sick the day before yesterday? Are we going to work the day after tomorrow? Are we going to leave soon? Do they want to sleep now? Are you full now I did you have enough to eat now? Are we going to make a fire in the stove tomorrow? Ed 2. n Are you (plural) sleeping now? We're not sleeping yet. Note: Translations are done in the text. cu l Exercise c tpage 97> ty 3. Fa Where is the calendar? Beside / near the window. Where is the clock? Where is the dog? Where is the lamp? Where is the cradleboard? Where is the book? Where is the house? Where is the axe? The dog is sleeping /asleep now. The clock is on the table. The children are crying. The woman is cooking on the stove, (now, then) The lamp is on the table. The man is drinking (now, already). The girl is making a fire already. The cradleboard is at the door. The boy is writing (now, already). The calender is on the chair. The shoes are by the door. The woman is laughing. The dog is singing. The man, boy and girl are eating at the table. The partridge is by the door. The children are making a fire. 175 ad a. b. c. d. e. f. g. h. i. La ke he 1. U Exercise P tpage 98) j. k. 1. m. n. 0. p. ni v er sit y ( �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION D) n io at uc Ed 1 - What is the woman doing? 2 - She is making a fire in the stove. She wants to cook. 1 - Did the boys eat already? 2 - No, they want to eat right away. 1 - How about you? Do you want to eat, too? 2 - No, I ate already. I want to work right away / right now. 0 U ni v er (page 99) Knock! Knock! 1 - Who's there/ Who's that? 2 - Me, it's John. 1 - Well, come in! Sit down here! Do you want to drink tea? 2 - No, only water. of (page 98) 2 - Bring the bannock and eggs! Do you want to eat, too? I - No, I want to work. 2- Where? 1 - Far away in the bush. You too? 2 - No, I want to sleep. ty C) I - What do you want to do? cu l (page 98) 0 Fa B) 1 - Where is the dog? 2 - Over there by the teepee. 1 - What is he doing? 2 - He is eating. I - How about you? What are doing? 2 - I want to eat, too. 1 - Not me, I don't want to eat. I want to leave/ go. y A) sit 2. (page 98) La ke he (page 99) 1 - What do you (plural) want to do today? 2 - We want to write. 1 - Us, too. 2 - Where are the pencils / pens? 1 - There beside the book. 2 - Please, bring them here! 1 - You too, sit down here! 2 - Put your books here! ad E) 3. (page 99) What are the children doing? Where is the clock? What is the woman doing? Is/ are the man and boy eating? Where are the shoes? 0 176 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION What are you doing now? What is your name? Where do you come from? Do you want to eat? Do you want to sing? Do you (plural} want to sleep? Were you (plural} sick the day before yesterday? What are you (plural} doing today? Are/ will you (plural) be leaving the day after tomorrow? Are you (plural) making a fire? ty of Ed uc (page 99) io 4. at ( n Did the woman make a fire already? Are the girls going to be full soon? Where is the lamp? What is the boy doing? What is the dog doing? cu l Exercise E U ni v er sit y 11. Caribou 12. Baby caribou 13. Goose 14. Baby goose 15. Bird 16. Baby bird 17. Wolf 18. Baby wolf 19.Fox 20. Baby fox Chair Small chair Spoon Small spoon Bannock Small bannock Book Small book Plate Small plate Fish Small fish (minnow) Dog Small dog (pup) Window Small window Cradleboard Small cradleboard ke 2. ad 1. Skunk 2. Baby skunk 3. Moose 4. Baby moose 5. Bear 6. Baby bear 7. Rabbit 8. Baby rabbit 9. Beaver 10. Baby beaver he ( Fa In the Forest (page 101J La (page 102) L 177 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION 3. (page 102) a.skunk b. beaver c. lard d. moose e.caribou f. pail / bucket g.canoe h. goose i. plate j. bed k. fish 1. dog s. salt t. chair u.duck v. wolf w. cradleboard x. lamp m. fork n. bear o. knife p.cup q. rabbit r. window 0 4. Done in text by student. io n 5. Done in text by student. uc at Exercise F I see a cradleboard. Do you see a hat? I see a small chair. Do you see the caribou-meat? I see a book. ty of I see a moose. Do you see a goose? I see a bear cub. Do you see a rabbit? I see a beaver. cu l 1. I am eating. 5. 1). 0 y 1) I am eating meat. Are you eating porridge. I am eating a potato. Are you eating lard? sit I am eating a rabbit. Are you eating a bear? I am eating fish. Are you eating a caribou? er 4. Fa Note: #2/3 are done in text. ni v 2). I am eating (animate). 3. I am eating (inanimate). ad U Do you see (animate)? Do you see (inanimate)? Are you eating (animate)? Are you eating (inanimate)? he 2). Ed TA Verbs (page 105) I am eating. I see him/her. Bring something (animate). I am eating something (animate). I see it (inanimate). Bring something (inanimate). I am eating something (inanimate). I am working. Sit down. ke 6. La (page 106) 0 178 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Exercise G How is the weather? (VII) ( (page 107) It is windy. It is thundering. There are northern lights. It is foggy. It is calm. It is overcast, is bad weather. It is cloudy. It is cold. It is hot. It is snowing. It is a sunny day. It is raining. Exercise H A) (page 109) uc at io n I am eating something animate. I am eating something inanimate. I am thinking of something animate. I am thinking of something inanimate. I am killing something animate. I am killing something inanimate. 1 - Where are you going? 2 - I am going home. 1 - What for? or what about? B) Ed 4. I see something animate. I see something inanimate. I'm looking for something animate. I'm looking for something inanimate. I like the taste of something animate. I like the taste of something inanimate. 1 - What do you want? 2 - I don't want anything. of (page 108) cu l ty 2- I am sick. 1 - Why not? 2 - I want to sleep. 1 - How is the weather? 2- Snowing. 1 - Do you want to go outside? 2 - No, I want to sleep. D) 1 - Do you want to sleep? 2-No. 1 - Why not? 2 - I am thinking about my friend. E) I - Where are you (plural) going? 2- We (exclusive) are going home. 1-Howcome? 2 - We (exclusive) want to eat and we really want to sleep. F) I - Look! It's snowing now. 2 - Do you want to play outside? I - No, I am leaving. 2 - Oh yeah! Where are you going? 1 - Far away in the bush. I want to look for a rabbit. 2 - So did you see a rabbit yesterday? 1 - Yes, I saw one only. sit ke he ad U ni v er ( y Fa C) La G) 1 - Did you see a moose the day before yesterday. 2 - Yes, I saw him. 1 - Where? 2 - Over there close to the woods. 1 - Did you kill the moose? 2 - Yes. Do you like the taste of the moose? 1 - Say it again! 2 - Do you like the taste of moose-meat? 1 - Yes, I like the taste of it very much. 179 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Lesson 3: 0 Obviative I see a house. You see a house. Hfshe sees a house. io I see a skunk. You see a skunk. ff/she sees a skunk. at I am eating meat. You are eating meat. Hfshe's eating meat. uc 2) I am eating fish. You are eating fish. ff/she's eating fish. VTA Verbs; Ed I) n (page 112) (page 113) ty cu l Fa er sit y 0 U ni v I see a fox. You see a fox. ff/she sees a fox. We see a fox. (exclusive) We see a fox. (inclusive) You (plural) see a fox. They see a fox. of I am eating a goose. You are eating a goose. ff/she's eating a goose. We are eating a goose (exclusive) We are eating a goose (inclusive). You (plural) are eating a goose. They are eating a goose. ad VTI Verbs; La ke he I am eating lard. You are eating lard. ff/she's eating lard. We're eating lard (exclusive) We're eating lard. (inclusive) You (plural) are eating lard. They are eating lard. I see a gun. You see a gun. ff/she sees a gun. We see a gun. (exclusive) We see a gun. (inclusive) You (plural) see a gun. They see a gun. 0 180 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Exercise B A) io at uc 1 - Listen! Someone is arriving now. 2 - Where? 1 - Outside the door/ at the door. 2 - What for. are you afraid? 1 - Yes, I am afraid. Bring the gun, hurry! 2 - No, I'm not afraid. 1 - Why don't you look outside! 2 - Okay. 1 - Do you see someone? 2 - No, I only see a dog. cu l ty B) Ed (page 116) n 1 - Where do you(plural) want to go today? 2 - We want to go in the woods/ bush. 1 - When are you (plural) going to leave? 2 - We want to leave right away. 1 - What are you (plural) going to do over there? 2 - We want to hunt only. 1 - Maybe it is possible that you (plural) will kill a moose. 2 - I hope so. of 3. Fa Exercise C ( (page 116) sit er My gun Your gun h/her gun ad U my canoe your canoe h/hercanoe ni v 1. y Possession; ke he my bannock your bannock h/her bannock La my spoon your spoon h/her spoon 5. (page 117) L my house your house h/her house my tent you tent h/her tent my fish your fish h/her fish my partridge your partirdge h/her partridge my knife your knife h/herknife my tea-pot your tea-pot h/her tea-pot my plate your plate h/her plate my milk you milk h/her milk Where is my porridge? H/she wants my gun. What is your dog's name: Bring your axe! Do you see John's house? Where is your pencil / pen? I gave him his partridge. 181 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Exercise D (page 118) 4. sweater 2. coat 6. hat 5. blouse 0 1. mitten 3. pants 8. belt 7. scarf 9.sock IO.shirt G). H). J). A) Did you (plural) help the man? Were they hunting? Did the fox see the partridge? Where is the airplane? Do you (plural) like the taste of bannock? Do you (plural) want to go with Frank? Did you give him/her the moose-meat? io at 0 B). 1 - What is he/she going to do tomorrow? 2 - H/she wants to leave tomorrow. H/she is ready now. 1 - Where is h/she going to go? 2 - Far away in the bush. 1 - Will you be going with h/her? 2 - Yes, probably I'll be going with h/her. l - Do you want to come along too? 2-No. ke he ad U (page 120) ni v er sit y Fa (page 120) cu l Exercise F 1. uc F). Ed B). C). D). E). Dog! I want my shoe! Hurry, bring it! Do you want to go with Peter? He's looking for a caribou. H/she wanted a knife, so I gave it to him/her. The girl is not helping the woman. She's sleeping already. I will help the boy tomorrow. The day after tomorrow, too. They did not see the moose. They only saw a man. Are you (plural) looking for a canoe? Do you (plural) want to eat moose-meat? No, we want to eat the skunk. They were afraid. My dog ate the rabbit. of A). ty (page 119) n Exercise E La C). 1 - Where is Henry? 2 - He left already. 1 - When? 2 - The day before yesterday. 1 - Where did he go? 2 - He is hunting in the bush. 1 - Is he alone?/ Go by himself? 2 - No, he went with his dog. 1 - How about the boy? Did he go, too? 2 - No, he is still sleeping. (page 120) 182 0 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Exercise G Kinship: 4). 5). 6). ( (page 124) n io at uc Ed What is your older brother doing outside? (outdoors} I don't know. Maybe he is working. sit 4. of 3). ty 2). What is your grandfather's name? Peter is my grandfather's name? What is your grandmother's name? Mary is my grandmother's name. What is your father's name? Jacob is my father's name. What is your mother's name? Sarah is my mother's name. What is your son's name? Thomas is my son• s name. What is your daughter's name? Emily is my daughter• s name. cu l (page 121) 1). me, I my spouse, companion my younger sister my younger brother my son my daughter my grandfather my grandmother my father my mother my older brother my older sisiter Fa 1. y l (page 121) ni v er What is your older sister doing inside? (indoors) She is cooking. She is hungry. ad U What is your spouse going to do tomorrow? Hfshe is going to work in the bush. ke he What is your father going to do today? He wants to go hunting. La What did your mother do yesterday. She made a fire outside. She cooked. L 183 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Exercise I (page 126) 2on 3 You see me. You're looking for me. You help me. You accompany me. You see h/her. You're looking for h/her. You help him/her. You accompany him/her. 3 on 1 3 on2 H/she sees me. H.she's looking for me. H/she helps me. H/she accompanys me. H/she sees you. H/she's looking for you. Hf she helps you. H/she accompanys you. io 2on 1 at I'm looking for you. I help you. I accompany you. I see him/her. I'm looking for h/her. I help h/her. I accompany him/her. uc I see you. cu l ty of Ed 1 on 3 n 0 1 on 2 sit y 0 er H/she sees him/her. H/she's looking for him/her. H.she's helping him/her. H/she accompanys him/her. Fa 3 on4 (page 128) ni v Transforming some TA combinations: Negative He doesn't help her. Past He helped her. Negative You are not eating (animate) Past You ate (animate) Negative He doesn't see me. Past He saw me. Present (3 on 4) He like the taste of (animate) Negative He doesn't like the taste of (animate) Past He liked the taste of (animate) Present (1 on 2) I accompany you. Voluntative I want to accompany you. Future I will accompany you. U Present (4 on 3) He helps her. he ad Present (2 on 3) You are eating (animate) La ke Present (3 on 1) He sees me. Present (3 on 2) He gives you. Voluntative He wants to give you. 184 Future He will give you. 0 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Verb Stems: (page 129) See/ to see help / to help accompany / to accompany give/ to give want / to want love / to love keep / to keep forget I to forget Comic Strips io n I am leaving: uc Ed cu l ty Where are you going? I'm going to Thunder Bay. Is Alec going with you? Yes, he's going with me I he wants to see Richard. Where is Richard? He's in Thunder Bay, already. Are you going to see Sally? Probably I'll see her. Can you give her this book please? Okay, I'll give it to her ifl see her. Thank you! at 1st Caption of 1. (page 130) 2nd Caption y ( Fa Where is my friend? ni v er sit Where is Gordon? I don't see him. Now, I see him over there. Where? Over there, do you see him now? Now, I see him in the canoe. U Romance: ad 3rd Caption ke he I love you. Oh, he loves me. I love you lots; how about you, do you love me? Yes, I love you, too! La Chief and counselor: 4th Caption L The boss is looking for you. Oh my! Is he looking for me? Are you sure? Yes, hurry! He wants to see you right away. I'm afraid! Please come with me! No, he wants to see you only. 185 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Lesson4 0 Exercise A (page /31) n gun(s) river(s) hill(s) motor(engine)(s) wilderness mountain lake (s) falls / rapids pond paddle(s) lunch box(s) island(s) io 1. Where are the fish? (page 132) Over there at the rapids/ falls. uc at 2. of Ed What is Peter doing in the wilderness? He is looking for a partridge. ty What is the beaver doing in the pond? He is looking for the river. Fa cu l What is over there in the lake? An island. 0 er ni v Where are you going? By the river! sit y Where is the lake? There by the river. U Do you see a caribou on top of the hill! Yes, I see him/her. he ad Are you looking for an eagle near the mountain? No, I'm looking for a bear cub. La ke Where is my gun? I want to kill a wolf. Your gun is not here. Where is my lunch-box? I want to eat! There on top of the table. Do you want my paddle? No, not yet. Later on tomorrow. 0 How about your motor? Do you want it? Yes, I want it right away/right now. 186 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Exercise C io at 1 - Hurry, bring the gun! 2- What for? 1 - I see something over there! 2 - Where? I don't see anything. 1 - Come over here! Do you see it? It's a moose! 2 - Do you want to shoot him/her? 1 - No, you shot him! uc C). Ed 1 - Where is my lunch-box? 2 - I don't know, what about it? 1 - I want to go. 2 - Oh yeah! Do you want to look for an animal? 1 - Yes, I want to look for animals. 2 - Is your daughter going along with you? 1 - Yes, she wants to see the animals too. 2 - Okay, I'll see you later on. of B). Fa cu l ty 1 - Where is my gun? I want to go hunting. 2 - Where do you want to go? 1 - There by the hill. 2 - Is your dog going along with you? 1 - Yes. 2 - How about your son? Is he going with you. too? 1 - No, he still wants to sleep some more. n (page 134) A). (page 135) ni v Note: Explained in text. er Exercise D sit y C Exercise E ad U Note: Done in text by the student. 1. 2. 3. 13. 21. 22. 33. I am sick. You are sick. H/she is sick. We are sick. (exclusive) We are sick. (inclusive) You (plural) are sick. They are sick. La ke 2. <page 13BJ he Exercise G {page 138) l. What is your older brother doing? What is your older sister doing? What is your spouse doing? What is your younger sibling doing? I seem to be sick. You must be sick. H/she must be sick. We must be sick. We seem to be sick. You (plural) must be sick. They must be sick. He must be hunting. She must be driving off. She must be cooking. He must be playing. 187 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Where is the native woman? She must be leaving. Where is the white man? Where is your son? Where is Susan's husband? Where is my older brother? Where is your younger sibling? Where is Peter's older sister? Where is the dog? (page 140) n Exercise H 0 io 2. (page 139) 9. 11. 13. uc Ed Fa sit y 0 er ni v 2. 4. 6. 8. 10. 12. 14. H/she speaks the native language. H/she is cooking. Hfshe is leaving. H/she is dancing. H/she is crying. He/she is sleeping. H/she speaks English. ke 15. U 5. 7. H/she is working. It is called... Hfshe is afraid. Hfshe is writing. H/she is singing. H/she enters (comes in) It is cold (weather). There is Northern Lights. ad 1. 3. (page 141) he Exercise I cu l 2 - H/she must still be sleeping. 1 - What will you be doing today? 2 - I'll go looking for the partridges. 1 - Where? In the woods/ bush? 2 - No? Over there by the lake. 1 - I'll come along too. of 1 - Where is your younger sibling? ty B. at 1. A. 1 - Where is your older brother? 2 - I don't know. He must be working outside. I - My older sister is looking for your older brother. 2- What for? 1 - I don't know. Maybe she wants to go with him. 2 - How about you? Where do you want to go? 1 - I want to go home. I want to eat. (page 142) La Exercise J 1). 2). 3). 4). 5). What is the boy doing? What is your dog doing? What does the white person want to do? What does the child want to do? How is the weather outside? 0 188 �INTRODUCTORY OJIBWE ~ UNIT 2; TRANSLATION SECTION Lessons Exercise A; (page 143) (page 143) B). Ed 1 - It is night now, go to sleep! 2 - No, I don't want to go sleep yet. I want to play more. 1 - You will be getting up early tomorrow morning. 2 - What for? I - You will be going to work tomorrow. I - Do you see the moon? ty I -The sun is rising now, get up! 2 - What for? I want to sleep more. I - You will start working soon. 2 - I don't want to work today. I feel sick. Tell my boss. I - No. You tell him. Fa ni v er sit y ( cu l I - There far away beside the star. 2- Where? I don't see it. (animate) I only see a partridge. of 2 - No. Where? C). Exercise D U (page 145) ad 1. Tell news and tell legends. ke he Verbs: tell news. Tell legends. Nouns: News. Legends 2. Some examples: La (page 145) l n A) sun. ( 1) tell news (2) tell legend star sun sets io 2. moon sun rise at It is night It is day uc 1. A). Okay, I will tell a short story. Long ago, once during the summer, I was hunting/looking for moose. Soon I saw a baby moose/calf. I didn't shoot him. He/she was too small. B). Okay, I will tell a short story about legend. Long ago, once there was this legend. His name was Cahkaapehsh. 189 �INTRODUCTORY OJIBWE • UNIT 2; TRANSLATION SECTION He was always causing problems. He was always trying to win. "I know everything," he thought. He was always competing. He was always after the women too. He never did win. He was always losing. That is all for now. I will tell a legend again tomorrow. n 0 io Dialo&ues in which the preterit is used: 3. A). at (page 146) of Ed uc Where is your brother? He must have gone alone. Do you usually go with him? We usually always go hunting. Now I don't go with him anymore. Did you want to eat? Yes, it has been a long time since I ate. Look in the stove. There was meat in there yesterday. Somebody must have eaten it up. C). Where is your knife? I don't know, I must have lost it the day before yesterday. I used to like it. 0 ni v er Readin2 and Writin& Practice; (page 146) sit y Fa cu l ty B). 4. ke he ad U He built the fire there beside the lake. Native women were cooking. Did you write? He/she already drove away. We (inclusive) were angry. Did you laugh? Exercise E Note: This exercise will be done in the text. Corrections will be done by the instructor. La (page 148) Exercise F A). opiniish zhiiwitaaganish nitiiwakikosh zhiishiibish okaadaakosh animoshish dikinaaganish abwewinish akikosh giigoowish onaaganish waazakonenjiganish opwaaganish abaabika' iganish B). 190 0 �INTRODUCTORY OJIBWE · UNIT 2; TRANSLATION SECTION Exercise G Note: Corrections will done by the instructor. Exercise H (page 151) 7. 8. 9. 10. 11. 12. along the shore portage across the lake or river rocky island at the bay island n in the bush swamp bridge peninsula across the river dock io 1. 2. 3. 4. 5. 6. of Lesson 6, Review Lessons: Exercise A - Twenty Four Articles; er sit y Fa cu l bakwezhiganikaan bine waabooz wiiyaas napenh waawan doodooshaaboo giigoo bagishkiboojiganaaboo opin okaadaak zhiishiib U ni v onaagan minikwaajigan mookomaan emikwaan badaka' igan zhiiwitaagan wiisagad bimide nibi nitiiwakik akik abwewin ty (page 153) ( uc Note: Corrections will be done by the instructor. Ed Exercise J at Exercise I Note: Corrections will be done by the instructor. he (page 153) ad Exercise B - Numbers: La ke bezhig niizhin niswi niiwin naanan ningodwaaswi niizhwaaswi nishwaasw zhaangaswi midaaswi midaaswi ashi bezhig midaaswi ashi niizhin l. midaaswi ashi niswi midaaswi ashi niiwin midaaswi ashi naanan midaaswi ashi ningodwaaswi midaaswi ashi niizhwaaswi midaaswi ashi nishwaaswi midaaswi ashi zhaangaswi niishtana niishtana ashi bezhig niishtana ashi niizhin niishtana ashi niswi niishtana ashi nii win 191 �INTRODUCTORY OJIBWE · UNIT 2; TRANSLATION SECTION Exercise C (page 154) 0 Using Numbers in Verb Forms; Ed uc at io Bezhigwan waawan. Niizhinoon onaaganan. Nisinoon mookomaanan. Nii winoon badaka' iganan. Naananinoon waawanoon. Ningodwaasinoon dikinaaganan. Niizhwaasinoon bimiden. Nishwaasinoon wiiyaasan. Zhaangaswinoon doodooshaaboon. Midaasinoon zhiwitaaganan. of Bezhigo waabooz Niizhiwag binewag. Nisiwag giigooyag. Niiwiwag emikwaanag Naananiwag okaadaakwag. Ningodwaasiwag bakwezhiganikaanag. Niizhwaasiwag akikwag. Nishwaasiwag zhiishiibag. Zhaangasowag nitii wakikoog. Midaasiwag abwewinag. n vn VAi Exercise D ty (page 154) Fa y 0 La ke he ad U ni v er sit Eya Gaawiin Miigwech Aan ezhinikaazoyan? Nidizhinikaaz Aandi wenjiiyan? Nidoonjii. Geniin Giin dash wiin? Miinawaa ikidon ! Bekaa ikidon ! Ginisidotaan ina? Eya, ninisidotaan. Gaawiin, gaawiin ninisidotanziin. Wegonen awe? Awenen awe? Aan ezhinikaazod? -----'izhinikaazo. cu l May I Introduce Myself! 0 192 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Exercise E (page 155) Imperatives; 1. 1. Biindigen ! Ed uc at io n 2. Niibawin ! 3. Maajaan! 4. Giiwen! 5. Nibaan! 6. Abin! 7. Biizhaan! 8. Boodawen! 9. Nagamon! 10. Wanishkaan! Locatives; of (page 155) ombaasining jiimaani.ng waakaa' iganin& odaabaaning babagi wayaanigamigong zaaga•igani.ing Fa cu l ty 2. gizhaabikiziganin& ishkwaandeming apabiwinin& waasechiganini adoopowining nibaaganing ( y Exercise F sit (page 156) ni v gizhiwaazi giiwe jiibaakwe U nagamo aakozi boodawe er Intransitive Verbs: nibaa niimi anokii (page J56) ad Exercise G he Aan ezhiseg / endaso-diba'iganeg? La ke BezhigoNiizhoNisoNiiyoNaanoNingodwaasoNiizhwaahsoNishwaasoZhaangasoMidaasoMidaaso- ashi bezhig Midaaso- ashi niizhin L diba'igane diba'igane diba'igane diba'igane diba'igane diba'igane diba'igane diba'igane diba'igane diba'igane diba'igane diba'igane 193 wiisini debi-wiisini (OR debisinii) odamino �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Exercise H 0 What Are They Doin&? (page 157) ikwe inini ikwewag ininiwag abinoojii abinoojiiyag gwiiwizens gwiiwizensag 0 y Fa cu l ty of Ed uc at io n Amanj igo. Aan endoodaman? Aan endoodamaan? Aan endoodang? Aan endoodamowaad? Aan endoodameg? Aan endoodamang? Aan waa•doodaman? Aan waa•doodamaan? Aan waa•doodang? Aan waa•doodamowaad? Aan waa•doodameg? Aan ezhinikaazod? Aan ezhinihkaadeg? Gagwejim! Wiindamaw! ikwezens ikwezensag er sit Exercise I Voluntatives ni v (page 157) ke he ad U 1. Niwii•minikwe nibi. Gegiin na giwii-minikwe nibi? Inini wii-anokii noongom gii-giizhigak. Wii-anokii noongom gii-giizhigak. Wii-boodawe agwajiing. Gaawiin, gaawiin niwii-odaminosii. Abinoojiiyag dash wiin. Wii-odaminowag ina? Giwii-kiiwem ina? La (page 158) 2. Nidani-giiwe noongom gii-giizhigak. Gigii-anokii na bijiinaago? Da-ani-maajaa waabang. Gigii-nibaam bijiinaago. Wiiba da-niimiwag. 0 194 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Exercise J Vocabulazy: (page 159) io n Waagaakwad Waazakonenj igan Jiishta'igan Aabaabika' igan Opwaagan Apikweshimon 1. Animosh Makizin Mazina' igan Dikinaagan Ozhibii' iganaak Waaboyaan at First Person Plural: Nidoozhibii' igemin Ninibaamin Nidoodaminomin Nimaajaamin of Ed 2. Gigiiwemin Giwiisinimin Giboodawemin Gidaakozimin ty Diminutives: ma'iingan ma' iinganens amik amikoons zhiishiib zhiishiibens Fa zhigaag zhigaagoons Exercise K y ( cu l (page 159) 3. uc (page 159) sit Transitive Verbs: er (page 160) U ni v 1. Niwaabamaa ikwe. Gidandawenimaa na animosh? Ninanaandawenimaa gwiiwizens. Gidamwaa giigoo. ke he ad Giwaabandaan ina ombaasin? Nidandawendaan mazina' igan. K.inanaandawaabandaan ina mookomaan? Nimiijin moozo-wiiyaas. La How is the Weather? (page 160) 2. a). noodin b).dakaayaa c). gizhide d). zoogipon i). gashkawan j). anwaatin k). ningwakwad 1). maazhi-giizhigad e). waawaate t). animikiikaa g). gimiwan h). waashekwan L 1'95 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Some Useful Expressions: (page 160) 0 at io n 3. Wegonen? Wegonen andawendaman? Wegonen dash? Aan dash? Aanti ezhaayan? Aanti ezhaayeg? Aan ezhiwebak? Aan enakamigak? Aapiji. uc Exercise L Ed Obviatives: (page 161) ty of Nimiijin wiiyaas. Gimiijin wiiyaas. Omiijin wiiyaas. 1. Nidamwaa giigoo. Gidamwaa giigoo. Odamwaan giigooyan. cu l Third Person Only: sit y 0 ni v er 2. Owaabamaan binewan. Ominopwaan mak:wan. Onanaandawaabamaan nikan. Ogiizhizwaan zhigaagoon. Odandawenimaan emikwaanan. Ozaagi' aan animoshan. Oganawenimaan nisayenyan. Fa (page 161) La ke he ad U Omiijin waawan. Owaabandaan waahkaahikanini. Ominopodaan wiiyaas. Onanaandawaapandaan bimide. Ogiizhizaan opin. Ozaagitoon doodaashaaboo. Oganawendaan jiimaan. Exercise M Possessive Nouns: (page 162) 1. Nidapabiwin Gidoozhibii' iganaak Onitiim Nidiba'igiiziswaan Ginitiiwakik Ominikwaajiganan Niwaawanooman Gidishkwaandeman Onapenyan Nibadaka' iganan Gimookomaanan Obakwezhiganikaanan 196 0 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Voca6u1azy; 2. giishkijiiwayaan wiiwakwaan bikwan giizhoopizon babagiwayaan gichipizon giboodiyegwaazon azhigan minjikaawan biiskawaagan niin niwiijiiwaagan nimisenh nisayenh nishiime nishiime nigozis nidaanis Ed Exercise N of More about TA Verbs: NIIN is doing something to a second person (2) GUN. cu l means a first person (1) ty (1 acting on 2) (1 acting on 3) (2 acting on 1) giwaabamin ginanaandawaabamin giwiiji'in giwiijiiwin niwaabamaa ninanaandawaabamaa niwiiji'aa niwiijiiwaa giwaapam ginanaandawaapam giwiiji' giwiijiiw y sit er U (2 acting on 3) Fa (1 acting on 2) ni v C io uc nookomis nibaabaa nimaamaa at 3. nimishoomis n My Family; (3 acting on 2) niwaabamig ninanaandawaabamig niwiiji'ig niwiijiiwig giwaabamig ginanaandawaabamig giwiiji'ig giwiijiiwig ke he ad giwaabamaa ginanaandawaabamaa giwiiji'aa giwiijiiwaa (3 acting on 1) La (3 acting on 4) owabaamaan onanaandawaabamaan owiiji'aan owiijiiwaan L 197 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Exercise 0 (page 164) 0 Scenery and Useful Articles; Abwi Nawapowini-makakoons Minis Baashkizigan Ziibi Bikwadinaa Maajiinikaajiganens Noopiming Wajiw n Zaaga'igan Baawitig Waanzhibiiyaa io 1. at Vocabulary and Expressions; ty Certain and Uncertain; odaminodog aakozidog nibaadog Fa aakozi anokii anokiidog 0 sit y Exercise P er Moon and Sun; giizis zaagaate dibaajimo aadizooke Preterits; U Ningii-izhaaminaaban endaso-niibing. Gii-wiidigeban naano-bibooning. Ningii-giishpinadoonaaban waakaa' igan. La 2. ke (page 165) he ad dibikad dibiki-giizis giizhigad anang bangishimon ni v (page 165) 1. cu l (page 164) 3. Ed zhaaganaashikwe anishinaabemo zhaaganaashiimo zhaaganash izhinikaade izhinikaazo anishinaabe anishinaabekwe of 2. uc (page 164) Pejorative; (page 165) 3. apabiwinish onaaganish nibaaganish makizinish jimaanish babagiwayaanegamigosh 0 198 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Exercise Q (page 165) Geographical Terms; 1. noopiming mashkiig aazhogan neyaashiiwan agaami-ziibiing Fa cu l ty of Ed uc at io n Jngew gakiiwe agaaming minisaabik niminaaweyaandawaagan wiikwedong La ke he ad U ni v er sit y ( l. 199 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION A. Nominals 0 Animate Nouns: n io at uc ty Fa blouse blanket axe window lamp mountain hat lake river 0 ke he ad U ni v er sit y calendar broom boat motor shoe swamp book island rock island lunch box dock airplane portage cu l Inanimate Nouns: lock dock pillow gun falls, rapids shirt wilderness coat story cradleboard belt sweater Ed star dog native person native woman sock bird clock moon pants scarf my daughter, his daughter my dog, his dog my older brother, his older brother my younger sibling, his younger sibling my companion my grandmother, his grandmother pipe pencil White person White woman fox White person white woman skunk of sun, moon, month boy woman girl man wolf bear mitten moose my father, his father my son, his son my mother, his mother my older sister, his older sister my grandfather, his grandfather legend child paddle beaver La Pronouns: we/us (exc.) we/us too (exc.) someone we/us (inc.) we/us too (inc.) first you (pl.) you too (pl.) they, them they, them too 0 200 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION B. Verbs tell a legend speak native language live split wood arrive tell a story portage play write get ready speak English go out speak English uc at io be cold be named start off cry drink hunt fetch water n Animate Intransitive Verbs: be cloudy be cloudy wind be a pond be bright out. shiny be northern lights be a clear sky be snowing y Fa cu l ty of portage be foggy be a day rain be hot be named be unpleasant weather come up (sun) be a point of land ni v Transitive Aimate Verbs: er sit C be thundering be calm be foggy be clouds coming this way be the setting sun be a hill arrive be cold be night Ed Inanimate Intransitive Verbs: I like the taste of him. I look around for him. I kill him. I see him. I help him. I go with him. I love him. I tell him. La ke he ad U I put him in a container. I eat him. I look for him I need/want him I take care of him I cook him I worry about him I give it to him L 201 �INTRODUCTORY OJIBWE - UNIT 2; TRANSLATION SECTION Transitive Inanimate Verbs: I put it in a container. I look for it. I need/want it. I take care of it. I cook it. I am worried. I kill it. I see it. I forget about it. I help it. I like it at uc Ed of sit y Fa try big, great secretly after, complete before unable to start, begin in the distance good at, habitually need to do (before usual time) in error, by mistake want to 0 E. Expressions U ni v er go and (do) away from, in progress towards about, here and there in this direction, to here stop enough cu l D. Preverbs in the bush, inland tomorrow what about? what for? what? long ago soon, hurry at the bay ty after a while yesterday please, let me soon along the shore look! in a while now io C. Particles on the other side of the lake I wish the day before yesterday the day after tomorrow when? how, why why not? very, quite 0 n I am worried about it. I think about it. I eat it. I like the taste of it. I look around for it. What do you want to do? (pl.) What's his name? What's it called? How's the weather? What's happening? How many are they? Why not? How much? Where are you going? Why is it not so? Where are you going? (pl.) Oops! Oh my! Yuck! La ke he ad I don't know What are you doing? What am I doing? What is he/she doing? What are they doing? What are you doing? (pl.) What are we doing? What do you want to do? What do I want to do? What does he/she want to do? What do they want to do? What do you want/need? What about/what for? Ask him. Tell him. 0 202 �INTRODUCTORY OJIBWE GLOSSARY Guide to the Glossaries This section is divided into two parts: Anishinaabemowin-English Glossary. and EnglishAnishinaabemowin Glossary. The glossaries contains listings of basic words (word stems) and some prefixes. In order to make the glossaries more useful we will explain the way that entries are organ- io Anishinaabemowin sections separately, because they are organized differently. n ized and the information they contain. We will treat the Anishinaabemowin-English and English- at The glossaries are intended only to be a listing of words used in this book. Because there are often uc local variations in pronunciation and vocabulary. students are encouraged to make notes in the Ed glossaries about aspects of the usage and vocabulary of their instructor which are not already indi- of cated there. As well. the glossaries do not present detailed information about all the possible differ- ty ent fonns which many Anishinaabemowin words may take, especially nouns and verbs. cu l There are many Anishinaabemowin words which do not appear in the glossaries. Students are en- lished dictionary which focusses on the dialect of Anishinaabemowin being studied in this book, students may find it helpful to consult A Concise Dictionary ofMinnesota Ojibwe by John Nichols y ( Fa couraged to check with their instructor for words they are interested in. Although there is no pub- sit and Early Nyholm (University of Minnesota Press, 1995). An inexpensive paperback edition is er readily available. The vocabulary used in that publication is similar to that being studied here. It is U ni v advisable to check with your instructor about words you are interested in. In both sections the following alphabetic order is used for Anishinaabemowin words. in which long b a aa 0 00 d e g p s sh w t ii j k y z zh m n La ke he ad vowels are sorted after the corresponding short vowels: ANISIDNAABEMOWIN-ENGLISH GLOSSARY In the Anishinaabemowin-English section, each entry contains at least an Anishinaabemowin HEAD WORD, L an abbreviation for the WORD CLASS code, and an English translation. as in the following entry. Notice that the Anishinaabemowin head word is in bold print, the word class code is in SMALL CAPS type, and the English translation is in plain type. 203 �INTRODUCTORY OJIBWE GLOSSARY 0 giiwe vAI go home, return Each Anishinaabemowin word is assigned a word class code. A complete list of all word class codes is found on page 213. We will review examples of each type, and will explain the types of information which may be found in entries for different word classes. A complete list of all word class codes io n appears at the end of this section. uc at Nouns animate noun NI inanimate noun of NA Ed There are two main types of nouns, ANIMATE and INANIMATE. Their word class codes are as follows. cu l NA spoon NI cup 0 sit y minikwaajigan -an Fa emikwaan -ag ty Typical entries for each are given here. The head word for a noun is usually the SINGULAR form of the noun. PREFIXES and SUFFIXES may be er added to this form to give extra meaning and grammatical information. The head word for a noun is ni v followed by the form of the PLURAL suffix that the noun takes. This suffix can be added directly to U the head word (minus the hyphen) to make the plural form. So for example, the entry for the noun ad emikwaan 'spoon' given above contains the plural suffix -ag. They can be combined to give the plural form emikwaanag 'spoons.' he There are also two other types of nouns, which are called DEPENDENT nouns. Their word class codes La ke are as follows. NAD dependent animate noun NID dependent inanimate noun Dependent nouns are nouns that must always occur with a POSSESSIVE prefix to indicate who the noun belongs to (the 'possessor'). Dependent nouns are nearly always words for body parts or kinship terms. In this book there are no terms for body parts included, so we will not discuss them further. In the glossary dependent nouns for kinship terms are always given in the form in which the basic word 204 0 �INTRODUCTORY OilBWE GLOSSARY r is preceded by the first-person prefix ni or n. nimaamaa -yag my mother. Stem: /-maamaay-/. NAD The head word is the prefixed form that means 'my mother.' You will see that after the English translation appears the notation 'Stem /-maamaay-/.' The form that is given in angled brackets is n called the STEM. It is the basic form of the word without any prefixes or suffixes. This is the form of io the word that is used when you wish to make other forms of this word by adding prefixes or suf- uc at fixes. For many glossary entries the head word and the stem are identical, so the entry does not need to give any special indication of what the stem is. As with dependent nouns, we will see that other Ed types of words may contain information indicating that the stem is slightly different from the head of word. ty There are also a small number of entries that have the following class code. inanimate noun with participle Fa NI-PT airplane. Also ombaasin. er gaa-ombaasing y One of the words that means 'airplane' belongs to this word class. sit ( cu l NI-PT U ni v Words of this type are nouns which are based upon verbs. Verbs ad Apart from nouns, there are several different types of VERBS. We will first discuss the two main types ANIMATE INTRANSITIVE verbs are those that have an animate grammatical SUB- but no OBJECT. Their word class codes are as follows. La ke JECT he of INTRANSITIVE verbs. L VAi animate intransitive verb vAI2 animate intransitive verb vAI+o animate intransitive verb + object The head word for any animate intransitive verb is usually the THIRD-PERSON singular form, that is, the one that means 'he/she is ... ' Such forms have no prefix or suffix on the head entry. Here is a typical entry for an animate intransitive (VAI) verb. 205 �INTRODUCTORY OJIBWE GLOSSARY 0 anokii vAI work The class of animate intransitive verbs referred to as VAI2 are very similar to animate intransitive verbs of the VAi class. Here is the entry for a typical example. io n doodam vAI2 do in a certain way. uc at The entry for a verb of the vai2 class will always have a head word that ends in am. The glossary contains only a few words of this class. Ed There is one other type of animate intransitive verb, refererred to as vAI+o. Verbs of this class re- of semble ordinary verbs of the VAi class, but frequently occur with a grammatical object. There are not many verbs of this type, and only a few are used in this books. Here is an entry for a verb of this drink s.t. INANIMATE INIRANSITTVE Fa VAI+O verbs are those that have a grammatically inanimate subject but no gram- 0 y minikwe cu l ty type. er sit matical object. There is only one word class code for inanimate intransitive verbs. inanimate intransitive verb U ni v VII The head word for any inanimate intransitive verb is usually the third-person singular form, that is, ad the one that means 'it is ... ' Such forms have no prefix or suffix on the head entry. ke he Here is a typical entry for an inanimate intransitive (vu) verb. La ate v11 be there, be in a certain place. Also atemagad. Some animate intransitive verbs, particularly verbal forms of numbers, always occur in a plural form. In the glossary the head entry is the third-person plural form (the form that means 'they ... '). As a result the head entry consists of the basic verb stem and the third-person plural suffix, usually wag. The stem is identified between diagonal slashes. Here is an example. nisiwag vAI be three of them. Stem /nisi-/ 206 0 �INTRODUCTORY OJIBWE GLOSSARY ( Similarly, some inanimate intransitive verbs, particularly verbal forms of numbers, always occur in a plural form. In the glossary the head entry is the third-person plural form (the form that means 'they (inanimate) ... '). As a result the head entry consists of the basic verb stem and the third-person plural suffix, usually oon. The stem is identified between diagonal slashes. Here is an example. VII be three of them. Stem /nisin-/ io n nisinoon at Transitive verbs are those that have a subject and an object. There are several different types of Ed vn transitive inanimate verb (-mn/-W vn2 transitive inanimate verb (-.QQ) vn3 transitive inanimate verb (-D of transitive animate verb Fa cu l ty VTA All transitive verbs have a grammatically animate subject. TRANSITIVE ANIMATE verbs are those that y have a grammatically animate object. sit For transitive animate verbs, the head word of the glossary entry is always the form of the verb that er means you are telling someone to do the action to someone, or to some entity that is grammatically ni v animate (this is called the IMPERATIVE form). U The entries for some transitive animate verbs contain extra information about what the STEM is, as in the following example. You can think of the stem as the most general form of a word once all pre- ad fixes and suffixes have been removed. In many cases the stem is the same as the head word of the he glossary entry and so does not need to be mentioned. But sometimes the stem is different from the ke head word, and we list it as part of the glossary entry. La C uc transitive verbs. Their word class codes are as follows. amo VTA eat s.o. Stem /amw-/ The head word is still the imperative form, but you will notice there is extra information about the stem of the word. To make other forms of the word, prefixes and suffixes are added to the fonn between the diagonal slashes, rather than to the head word. The head word for some transitive animate verbs ends in zh. When a transitive animate verb ends in zh, the stem is not identical to the head word. 207 �INTRODUCTORY OJIBWE GLOSSARY miizh VTA 0 give (s.t.) to s.o. Stem: /miiN-/ Notice that the stem of this word is given in the entry as /miiN-/. The capital N means that in certain forms the final consonant of the stem is an n sound, as in nimiinaa 'I give it to him/her' (with prefix ni and suffix aa). But in others the final consonant of the stem is zh, as in command forms such as n the head entry. io If the entry for a transitive animate verb does not contain information about the stem, then other uc at forms of the verb may be made by adding prefixes and suffixes directly to the head word of the VTA see s.o. of waabam Ed entry. Here is a typical example. ty Notice also that the entries for transitive animate verbs given above all contain the abbreviation cu l 's.o. • This is short for 'someone.' We know that the grammatical object of a transitive animate verb Fa must be animate, and so it may refer to a human being. an animal, or anything else that is classified as animate in Anishinaabemowin. For convenience, we use the abbreviation 's.o. • to refer to any of 0 sit y these possibilities. VTI see s. t. Stem /waabandam-/ U waabandan ni v er Here is a typical entry for a TRANsmvE INANIMATE verb which has the word class code VTI. ad Verbs of this class nearly always have a head word that ends in an. The entry contains information he about the STEM, which is a more abstract basic form of the word. To make other forms of verbs of ke this class it is necessary to change the final an to aan for many of the forms that will be used in the La books of these series. For example, 'I see it' is niwaabandaan, with the first person prefix ni. In other cases the an is changed to am when other endings are added: '(that) I seeit' would be waabandamaan, with the suffix aan. These other forms are not discussed in this book, but would be learned in a more advanced course. Here is a typical entry for a transitive inanimate verb which has the word class code vn2. atoon v112 put s.t. in a certain place. Stem /atoo-/ 208 0 �INTRODUCTORY OJIBWE GLOSSARY Verbs of the VTI2 class contain a long vowel oo at the end of the basic stem. The final n which follows the long oo in the head word is a suffix found in the command forms. You will find that nearly all of the different forms of words of the VTI2 class which you will learn also have a suffix of the form n. There are very few verbs of the VTI3 class. Here is an example. io n miijin VTI3 eat s.t. Stem /miiji-/ uc of VTI3 forms that you will learn also have a suffix of the form n. at The n at the end of the head word is an imperative suffix. As with the vn2 verbs. most of the forms Ed The entries for transitive inanimate verbs given above all contain the abbreviation 's.t.' This is short of for 'something.• We know that the grammatical object of a transitive inanimate verb must be inanimate. and so it may refer to anything that is classified as inanimate in Anishinaabemowin. For cu l ty convenience, we use the abbreviation 's.t. • in glossary entries. There are several other word classes in Anishinaabemowin. There are two different types of PARTICLES. This term is used to refer to words that do not take any prefixes or suffixes to indicate informa- y ( Fa Particles er sit tion such as person or number. Here are the word class codes for the two types of particles. uninflected particle ni v PC number particle U NU ad The term 'uninflected particle' emphasizes that these particles never take suffixes for what are he sometimes called 'inflectional' information. such as person and number. Here is a typical entry for La ke an uninflected particle. aapiji PC really. entirely so, completely. The number particles are forms of numbers which never take any prefixes or suffixes. Here is a typical entry for a number particle. L bezhig NU one 209 �INTRODUCTORY onBWE GLOSSARY In Anishinaabemowin. numbers may take many different forms. This means that not all of them are 0 number particles. Some may be verbs, prenouns, or preverbs. Pronouns The word class code for PRONOUNS is as follows. pronoun io n PR uc PR I, me [first person singular personal pronoun]. Ed niin at Here is an example of a entry for a pronoun. of Prenouns and Preverbs ty All of the word classes we have discussed are for items that can be words on their own. However cu l there are certain word classes whose members never occur on their own, but must always be fol- Fa lowed by another word. prenoun PREV preverb PRE preverb and prenoun 0 ni v er sit y PREN A PRENOUN must always be directly followed by a noun. The head word of the entry for a prenoun is U always followed by a hyphen, to indicate that the prenoun must be followed by a noun. Because ad prenouns may be followed by many different nouns, the entry for a prenoun does not attempt to list he any of the possible combinations (examples will be presented in several different lessons in the ke books in this series). A typical example of an entry for a prenoun follows. In this book only a small La number of prenouns are used. jiigi- PREN close to A PREVERB must always be directly followed by a verb. The head word of the entry for a preverb is always followed by a hyphen, to indicate that the preverb must be followed by a verb. Because preverbs may be followed by many different verbs, the entry for a preverb does not attempt to list any of the possible combinations (examples will be presented in several different lessons in the 210 Q �INTRODUCTORY OJIBWE GLOSSARY books in this series). A typical example of an entry for a preverb follows. gagwe- PREv try to Some elements may be used both as a preverb and as a prenoun. The word class code PRE for 'pre- n fix' is assigned to these. This book only contains one or two elements of this type. at io gichi- PRE big, great, very Ed uc Other Information in Glossary Entries Some entries also include information about alternative pronunciations of the word, as in the follow- ty of ing entry. Note that this entry also contains further information about the head word in square brackets. A few entries for preverbs contain a notation Internal Change ofin their translation. sit y ( Fa cu l i'imaa PR there [animate singular demonstrative]. Also: imaa. ni v er waa- PREV will, want to. Internal Change ofwii- U This abbreviation refers to INITIAL CHANGE, which is a change in the pronunciation of the vowel in the first syllable of certain forms of verbs and preverbs. The notation 'Internal Change ofwii-' ad means that waa- is the form of the preverb wii- which has undergone Initial Change. Wii- also has ke he an entry. The differences in the use of waa- and wii- are explained in the lessons. La Some entries may have an equal sign('=') at the end of the head word. ezhinikaade= VII have a certain name, be named. Internal Change ofizhinikaade. The equal sign at the end of this word tells us that the word is not complete and would need to have a suffix (ending) added to makea complete word. In the glossary, all words of this type are forms l.. which have have Initial Change. The form of the basic word without Initial Change is indicated in the entry. 211 �INTRODUCTORY OJIBWE GLOSSARY You will also find that other entries contain an arrowhead '>' or'<.• omwaadi PC 0 over here. < omaa iwidi The left-pointing arrowhead indicates that the head word is based on a sequence of words which are n contracted, much like English 'don't' is a contraction of 'do not.• io Some entries may also contain further information about related words with the same meaning, as in uc at the following. of Ed giishkijiiwayaan NI sweater. See also nasweta. ENGLISH-ANISHINAABEMOWIN GLOSSARY ty In the English-Anishinaabemowin section the head word is an English word or phrase. Each head cu l word may include reference to one or more Anishinaabemowin words. The following entry contains Fa information about one Anishinaabemowin term. airplane, plane. See also gaa-ombaasing. sit NI er ombaasin -an 0 y AIRPLANE ni v The Anishinaabemowin entry given under this head word is identical to the entry given in the U Anishinaabemowin-English section. he ad Some headwords may include entries for more than one Anishinaabemowin term. La ke TWO niizhin NU two niizhinoon vn be two of them niizhiwag v Al be two of them 0 212 �INTRODUCTORY OJIBWE GLOSSARY r Word Class Codes animate noun NI inanimate noun NAO dependent animate noun NID dependent inanimate noun NA-Pf animate noun with particle VAi animate intransitive verb VAI2 animate intransitive verb (-am/-aa) VAI+o animate intransitive verb+ object vu inanimate intransitive verb VTA transitive animate verb VTI transitive inanimate verb (-am/-aa) VTI2 transitive inanimate verb (-oo) VTI3 transitive inanimate verb 8) PC uninflected particle NU number particle cu l Fa er ni v U PREN sit y ( ty of Ed uc at io n NA ad PREV PR preverb prenoun and preverb pronoun La ke he PRE prenoun Other Abbreviations s.o. someone, something animate s.t. something 213 �ANISIDNAABEMOWIN - ENGLISH GLOSSARY be there, be in a certain place. abinoojii Plural -yag abwewin Plural -an caribou. NI NI n NA adoopowin Plural -an agaami-ziibi frying pan. NI paddle. NA adik Plural -oog 0 child. table. io abwi Plural -ig NA at VAi on the other side of the river, across the river. uc abi be small. VAi of agaashiinyi ty agwajiing PC outside. ahaaw PC a'a that [animate singular demonstrative]. See also awe. cu l okay. NA pail. 0 I don't know. PC amik Plural -oog beaver. U VTA NA eat s.t. animate, s.o. Stem /amw-/. ad amo outboard motor. See also maajiinikaajiganens. ni v amanj igo NA er akikoons Plural -ag sit y akik Plural -oog Fa PR Ed agaaming PC on the other side of the lake, across the lake. NA star. he anang Plural -oog anaamiya 'ii under it. La ke PC andawaabam VTA look for s.o. look for s.t. Stem /andawaabandam-/. andawaabandan VTI andawendan need s.t., want s.t. Stem /andawendam-/. andawenim andawenjige VTI VTA VAI need s.o., want s.o. 0 hunt. 214 �ANISHINAABEMOWIN - ENGLISH GLOSSARY ando- ani- PV go and do. Also andawi-. motion away from, start to. PV animikiikaa vn be thundering. anishinaabe Plural -g dog. NA NA native woman. at anishinaabekwe Plural -g native person. n NA io animosh Plural -ag uc anokii vAI work. apikweshimon Plural -an pillow. apii PC when. ashi PC and (in number combinations). ashi VTA sit y ( NI ty always. cu l PC chair. Fa apane NI of apabiwin Plural -an Ed anwaatin vu be calm (weather). er put s.o., place s.o. Stem /as-/. ni v ate vu be there, be in a certain place. See also atemagad. U atemagad vn be there, be in a certain place. See also ate. v11 fog, be foggy. See also gashkawan. he awan ad atoon vn2 put s.t., place s.t. Stem /atoo-/. PC beyond it, on the other side of it. La ke awasaya'ii awasinaago PC awasiwaabang awe L PR awedi PC day after tomorrow. that [animate singular demonstrative]. See also a'a. PR awenen day before yesterday. that over there [animate singular demonstrative]. Also wedi. PR who. 215 �ANISHINAABEMOWIN - ENGLISH GLOSSARY awiiya someone, a person. PR azhigan Plural -ag aabaabika'igan Plural -an aabita 0 sock. NA NI key. half. PC n aabitoo-dibikad vn be midnight. aakoziiwimaoji'o NA feel sick. bee. aaniin where. Fa PC cu l how, in what manner, why, what. See also aaniin, aaniish. PC aandi VAi ty aamoo Plural -g aan at be sick. Ed VAI legend, traditional story. of aakozi NI uc aadizookewin Plural -an io aadizooke vAl tell a legend, tell a traditional story. how, in what manner, why, what. See also aan, aaniish. 0 PC when? Also aanapii. er aaniish PC how, in what manner, why, what. See also aaniin, aan. ni v aaniinpii sit y PC PC very, quite. aazha PC now, then, already. ad U aapiji NI he aazbogan Plural -an bridge. NI shirt. La ke babagiwayaan Plural -an babagiwayaanegamig Plural -oon babaa- PV NI canvas tent. here and there, going about. babiiskwawaagan Plural -an badaka'igan Plural -an bagwajiya'iing PC NI NI coat. fork. 0 in the wilderness. 216 �ANISIDNAABEMOWIN - ENGLISH GLOSSARY bakinaage VAi win, beat in a competition. bakinaajigaazo bakite'o be beaten, lose. VAi hit s.o. Stem /bakite'w•/. VTA bakwezhigan Plural •ag NA bread. See also napenb. NA bannock. n bakwezhiganikaan Plural •ag baabige at uc a little bit. PC right away. PC Ed bangii io bangishimon vu be sunset. baanimaa PC baapi laugh. baashkizigan Plural •an baashkizo rifle, gun. shoot s.o. Stem /baashkizw./. baawitig Plural -oon sit y VTA rapids, falls. er NI PC slowly. besho PC close to, near to. beshonjiya'ii ad NU close to it, near to it. one. he bezhig PC U ni v bekaa ke bezhigo vAI be alone, be one. La ( NI cu l ty after a while. Fa VAI of baabiidaanakwad vn clouds are coming. bezhigo•dibai'igane bezhigwan bi- PV VII be one o'oclock. be the only one, be one. VII in this direction, towards, to here. bijiinaago PC bikwadinaa yesterday. VII be a hill. 217 �ANISHINAABEMOWIN - ENGLISH GLOSSARY bikwak Plural -oon arrow. 0 blouse. NI bimide Plural -n NI bine Plural -wag NA bineshii Plural -yag lard. partridge. NA bird. n bikwan NI VTA bllndig PC put s.o. inside (a container), pack s.o. Stem /biina'w-/. bllndigamig PC bllndige come inside. biinjayi'ii PC biizh bring s.o. Stem /biiN-1. inside it. 0 come here. VAi er biizhaa sit y VTA at ty inside the house. in a building. cu l VAi of indoors. inside. uc blina'o put s.t. inside (a container). pack s.t. Stem /biina'am-/. Ed VTA Fa bllna'an io blldoon vn2 bring s.t. Stem /biidoo-/. booni- PV da- future tense. U stop, quite. ad PV ni v boodawe vAI make a fire. he dagoshin v AI arrive. La ke dagoshinoomagad v11 arrive (s.t. inanimate). dakaayaa v11 be cold outside. dasinoon v11 be a certain number of them. Stem /dasin-/. dasiwag VAi daso• a certain amount, so many. PV be a certain number of them. Stem /dasi-/. daso-diba'igane vu be a certain time of the day. 218 0 �ANISHINAABEMOWIN ~ ENGLISH GLOSSARY r dash PC but, and. debi- PV enough. debisinii vAI be full from eating. dibai'igane be a time of the day [with combining form of number]. VII dibai'igaans PC minute. diba'igiiziswaan Plural -ag NA of story. NI clock. ty dibaajimowin Plural -an Ed dibaajimo v Al tell a story. NA moon. doodam cradleboard. do in a certain way. ni v VAI2 NI er dikinaagan Plural -an sit y dibiki-giizis Plural -oog Fa dibikad vn be night. cu l dibendan vn own s.t. Stem /dibendam-/. U doodan vn do s.t. Stem /doodam-/. NI emikwaan Plural -ak spoon. he ad doodoosbaaboo Plural -n NA ke emikwaanens Plural -ag NA milk. teaspoon. La ( n be drumming. See also madwe'ige. VAi io dewe'ige really, it's true. at PC uc debwe enakamiga= vu be a certain type of activity, be something happening. Internal Change of inakamigad. endaso-diba'igane= vn be a certain time of the day. Internal Change of daso-diba'igane. endood= VTI do s.t. Internal Change of doodan. endooda= v AI2 do in a certain way. Internal Change of doodam. 219 �ANISHINAABEMOWIN · ENGLISH GLOSSARY eta PC only. eya PC yes. ezhaa= 0 go, go there. Internal Change o/izhaa. VAi ezhinikaade= vn have a certain name, be named. Internal Change o/izhinikaade. VAi have a certain name, be named. Internal Change o/izhinikaazo. gabeshiiwi-boodawaan Plural -an all. PC ty gakina ask s.o. gakina gegoon PR cu l VTA of try. PV gagwejim everything. portage. VAi 0 sit y gakiiwe campfire. Fa gagwe- NI uc future tense. PV Ed ga- at io ezhiweba= vu be a certain kind of weather, happen. Internal Change o/izhiwebad. n ezhinikaazo= ganawenim take care of s.o. ni v VTA er ganawendan vn take care of s.t. Stem /ganawendam-/. PC and, also. gaa mashi not yet. < gaawiin mashi. he PC ad gaye U gashkawan vn fog, be foggy. See also awan. NI-PT airplane. See also ombaasin. La ke gaa-ombaasing Plural -in gaawiin PC no. gaawiin wiikaa gegiin PR PC never. you too [second person singular pronoun]. gegiinawaa gegiinawind PR PR you too [second person plural pronoun]. we too [first person plural inclusive pronoun]. 220 0 �ANISHINAABEMOWIN - ENGLISH GLOSSARY me too [first person singular pronoun]. geniinawind gewiin him too, her too [third person singular pronoun]. PR gewiinawaa geyaabi we too [first person plural exclusive pronoun]. PR PR they too, them too [third person plural pronoun]. n PR still, yet. PC io geniin giboodiyegwaazon Plural -ag pants. uc gichi- NA at ( something, a thing. PR big, very. PV Ed gegoon NI belt. ty gijipizon Plural -an of gidaan vn eat s.t. up. Stem /gidaa-/. stove. past tense. giigoo Plural -yag giimooji- U you. giinawaa you [second person plural pronoun]. PR PV unable to, fail to. ke giinawi- ad PR secretly. PV fish. he giin NA er PV ni v gii- sit y gizhide vn be hot. giinawind La (_ NA Fa gizhaabikizigan Plural -ag cu l gimiwan vn rain, be raining. giinitam PR PR we [first person plural inclusive pronoun]. you first, you next [second person singular pronoun]. giishkijiiwayaan Plural -an NI sweater. See also nasweta. giishpinadoon vn2 buy s.t. Stem /giishpinadoo-/. giiwe VAI go home. 221 �ANISIDNAABEMOWIN - ENGLISH GLOSSARY Giiyaashko-Zaagiing Gull Bay, Ontario. PC 0 giizis Plural -oog NA sun, moon, month. giizisoo-mazina'igan Plural -an NI calendar. giizhigad vu be day. n cook s.o., cook s.t. animate. Stem /giizhizw-/. giizhoopizon Plural -ag NA io VTA at giizhizo cook s.t. Stem /giizhizam-/. VTI scarf. uc giizhizan gwiiwizens Plural-ag ikido emphatic particle. cu l PC boy. NA say. VAI ikwe Plural -wag woman. 0 PC girl. question marker [used in yes-no questions]. Also na. ni v ina NA er ikwezens Plural -ag sit y NA Fa igo of correct, properly. PC ty gwayak Ed gotaaji vAI be afraid. See also zegizi. VAi look in a certain place. ad inaabi U inakamigad vn be a certain type of activity, be something happening. man. PV after. La ke ishkwaa- NA he inini Plural -wag ishkwaandem Plural -an NI door. iwedi PR that (inanimate) over there. Also i'iwedi, wedi. iwidi PC over there. izhaa vAI go, go there. izhinikaade VII 0 have a certain name, be named. 222 �ANISHINAABEMOWIN - ENGLISH GLOSSARY izhinik.11azo have a certain name, be named. v AI izhiwebad vu be a certain kind of weather, happen. i'imaa PC jibwaa- there. Also imaa. before. PV io at along the shore. jiishta'igan Plural -an NI broom. jiiweganaabizhiish Plural -ag dragonfly. NA looloot NI porridge, rolled oats. made- PV visible (in the distance). makizin Plural -an PC bear. yet. ad mashi NA shoe. U makwa Plural -g NI he mashkiig Plural -oon NI swamp. cry. ke mawi er be drumming. See also dewe'ige. vAI ni v madwe'ige sit y ( of canoe. NI ty jiimaan Plural -an Ed close to. PRE cu l jiigi- PC Fa jiigew by it, close to it. PC uc jiigayi'ii n jiibaakwe v AI cook. La VAI mawine'ige VAI sneak up to attack. mazina'igan Plural -an ma! L PC NI book. listen! maadanokii maagizhaa VAI PC start to work. maybe, perhaps. 223 �ANISHINAABEMOWIN - ENGLISH GLOSSARY maajaa VAI maajii- PV maajiibizo leave, go. 0 start, begin, start off. VAi start off (in a vehicle), leave (in a vehicle). maajiinikaajiganens Plural -ag outboard motor. See also akikoons. NA ma'iingan Plural -ag memengwe Plural -g midaasinoon VII NA of while, during. butterfly. be ten of them. Stem /midaasin-/. Fa midaasiwag vAI be ten of them. Stem /midaasi-/. ty PC wolf. NA cu l megwaa at be bad weather, be an unpleasant day. VII uc maazhi-giizhigad io think about s.o. VTA Ed maaminonenim n maaminonendan VTil think about s.t. Stem /maaminonendam-/. Q VII be twelve o'clock. er midaaso ashi niizho-dibai'igane sit y midaaso ashi bezhigo-dibai'igane vn be eleven o'clock. NU ten. NA bald eagle. ad migizi Plural -ig U midaaswi ni v midaaso-dibai'igane v11 be ten o'clock. PC be worried about s.t. Stem /migoshkaadendam-/. amount. ke minik VTI he migoshkaadendan La minikwaajigan Plural -an NI cup. minikwe vAI drink. minikwe VAI+O drink s.t. minis Plural -an NI island. 0 minisaabik Plural -oon NI rocky island. 224 �ANISHINAABEMOWIN - ENGLISH GLOSSARY minjikaawan Plural -ag like the taste of s.t. animate, s.o. Stem /minopw-/. minopodan VTI minwendan VTI like s.o. miskwaadesi Plural -wag NA mitigwaab Plural -iig bow. miigwecb PC turtle. feather. NA Ed miigwan Plural -ag NA n VTA like s.t. Stem /minwendam-/. io minwenim like the taste of s.t. Stem /minopodam-/. at VTA uc minopo mitten. thank you. of r NA miinawaa PC miizb give to s.o. Stem /miiN-/. cu l Fa VTA and, again. mooka'am vu sun comes up. NI knife. er mookomaan Plural -an mooz Plural -oog NA moozo-wiiyaas moosemeat. ni v U NI moose. sit y C ty miijin vn3 eat s.t. Stem /miiji-/. PC look (here it is). na PC question marker [used in yes-no questions]. Also ina he ad na La ke nagamo vAI sing. namadabi VAi sit. nanaandawaabam VTA look around for s.o. nanaandawaabandan vnl look around for s.t. Stem /nanaandawaabandam-/. napenh Plural -yag L nasweta Plural -n NA NI bread. See also bakwezhigan. sweater. See also giishkijiiwayaan. 225 �ANISHINAABEMOWIN - ENGLISH GLOSSARY nawapowini-makakoons Plural -an nazhikewizi NI lunchbox. See also wiisini-makakoons. 0 be alone. VAi naajikwewe vAI go after women. five. be five of them. Stem /naanani-/. PC fifty. naano-dibai'igane naawakwe VII neyaashiing PC Ed naanimidana uc in a while. PC be five o'clock. VII of naanaage VAi n naananiwag be five of them. Stem /naananin-/. io VII at naananinoon be noon. ty NU point of land. cu l naanan Fa neyaashiiwan vu be a point of land, be a peninsula. 0 bed. NI water. NA Canada goose. U nika Plural -g ni v nibi NI er nibaagan Plural -an sit y nibaa vAI sleep. my mother. Stem /-maamaay-/. NAD ad nimaamaa Plural -yag nimbaabaa Plural -yag my father. Stem /-baabaay-/. he NAD ke niminaaweyaandawaagan Plural -an La nimisenh Plural -yag NAD nimishoome Plural -yag nimishoomis Plural-ag NI dock. my older sister, my older parallel female cousin. Stem /-misenh-/. NAD NAD my parallel uncle, my father's brother. Stem /-mishoomey-/. my grandfather. Stem /-mishoomis-/. my daughter-in-law, my cross niece. Stem /-na'aanganikwe-/. nina'aanganikwe Plural -g NAD nindawemaa Plural -g sibling of opposite sex, brother or sister of opposite sex. Stem I- NAD 226 0 �ANISHINAABEMOWIN - ENGLISH GLOSSARY dawemaa-/. ninday Plural -ag my dog. Stem /-day/. NAO nindaangoshenh Plural -yag NAO my female cross cousin (woman speaking) [mother's brother's daughter, father's sister's daughter]. Stem /-daangoshenh-/. ningodwaasimidana NAD n my parallel nephew or niece. Stem /-doozhim-/. sixty. PC uc nindoozhim Plural -ag my daughter. Stem /-daanis-/. ningodwaasiwag vAI be six of them. Stem /ningodwaasi-/. ningozis Plural -ag cu l NAO Fa six. my son. Stem /-gozis-/. y ( NU ty ningodwaaso-dibai'igane vu be six o'clock. of ningodwaasinoon vn be six of them. Stem /ningodwaasin-/. ningodwaaswi io NAO Ed nindaanis Plural -ag my sister-in-law (woman speaking). Stem /-daangwey-/. NAD at nindaangwe Plural -yag sit ningwakwad vn be cloudy. See also ningwaanakwad. ninoshenh Plural -yag NAO NAD my parallel aunt, my mother's sister. Stem /-noshenh-/. my cross aunt, my father's sister, my mother-in-law. Stem /-zigos-/. ad U ninzigos Plural -ag ni v er ningwaanakwad vu be cloudy. See also ningwakwad. NAD my older brother. Stem /-sayellh-/. he nisayenh Plural -yag VTI understand s.t. Stem /nisidotam-/. ke nisidotan La nisimidana nisinoon VII nisiwag VAi PC thirty. be three of them. Stem /nisin-/. be three of them. Stem /nisi-/. niso-dibai'igane l niswi NU VII be three o'clock. three. 227 �ANISIDNAABEMOWIN - ENGLISH GLOSSARY nishi kill s.o. Stem lnis-1. VTA nishiime Plural -yag my younger sibling, my younger brother or sister. Stem /-shiimey-/. NAO Q nishkaadizi vAI be angry. nishoonaadakamigizi nishwaaswi PC n be eight of them. Stem /nishwaasi-/. io VAI be eight of them. Stem /nisbwaasin-/. at nishwaasiwag v11 eight. uc nishwaasinoon be busy destroying things. VAI PC first, next. nitaa- PV be skilled at, be good at, do habitually, know how. tea. nitiiwakik Plural -oog NA cu l NI teakettle. Fa nitii ty nitam of Ed nishwaaswi-dibai'igane vu be eight o'clock. 0 PR fourty. PC ad niimidana niin ni v dance. VAI U niimi stand. VAi my spouse, my partner. Stem /-wiidigemaagan-/. I, me [first person singular pronoun]. we [first person plural exclusive pronoun]. PR ke niinawind he niibawi NAD er niwiidigemaagan Plural -ag sit y nitoon vn2 kill s.t. Stem /nitoo-/. La niinim Plural -oog NAD my sister-in-law (man speaking). Stem /-iinimw-/. niinimoshenh Plural -yag Stem /-iinimoshenh-/. niinitam niishtana PR NAD my sweetheart, my cross-cousin of opposite sex. me first, me next [first person singular pronoun]. NU 0 twenty. 228 �ANISHINAABEMOWIN · ENGLISH GLOSSARY niitaa Plural -g NAD my brother-in-law (man speaking). Stem /-iitaa-/. niitaawis Plural -ag NAD my male cross cousin (man speaking) [father's sister's son or mother's brother's son]. Stem /-iitaawis-/. niiwin four. NU niiwinoon vu be four of them. Stem /niiwin-/. n be four of them. Stem /niiwi-/. VAi io niiwiwag uc two. NU Ed niizhin at niiyo-dibai'igane v11 be four o'clock. niizhinoon vn be two of them. Stem /niizhin-/. be two o'clock. VII cu l niizho-dibai'igane of be two of them. Stem /niizhi./. VAI ty niizhiwag niizhwaasiwag VAi be seven of them. Stem /niizhwaaswi-/. y ( Fa niizhwaasinoon vn be seven of them. Stem /niizbwaasin-/. noodin seven. be windy. VII NAD my grandmother. Stem /-ookomis-/. noonde- ad U nookomis Plural -ag er NU ni v niizhwaaswi sit niizhwaaso-dibai'igane v11 be seven o'clock. need to, before the usual time. he PV PC now. ke noongom La noongom gaa-giizhigak vn today. noopiming PC in the forest, in the bush, inland. noozhis Plural -ag odamino L VAi NAD my grandchild. Stem /-oozbis-/. play. odaabaanens Plural -ag NA car, automobile. 229 �ANISIDNAABEMOWIN - ENGLISH GLOSSARY ogimaa Plural -g boss, chief. NA okaadaak Plural -oog ombaasin Plural -an over here. < omaa widi. onigam Plural -iin dish, plate. NI n onaagan Plural -an portage. NI io PC airplane. See also gaa-ombaasing. at omwaadi NI 0 carrot. NA opin Plural -iin NI potato. opwaagan Plural -ag pipe. indeed [emphatic particle]. Also sha. PC oh my. PC 0 sit y oshta NA Fa osha of alongside it. PC ty opimeya 'ii Ed too much, excessive. PC cu l onzaam uc onjii v AI come from a certain place. PR this over here [inanimate singular demonstrative]. Also wedi. owidi PC over here. ni v er owedi oh. PC PC here. Also omaa. ke o'omaa write. he oonh VAi pencil, pen. ad ozhibii'ige NA U ozhibii'iganaak Plural -oog La wagijiya'ii PC on top of it. wajiw Plural -an wani- PV NI mountain. by mistake, in error. wanishkaa v AI get up. waniikaadan VTI forget s.t. Stem /waniikaadam-/. 230 0 �ANISHINAABEMOWIN - ENGLISH GLOSSARY waniikaazh VTA forget s.o. Stem /waniikaaN-/. wanii'igan Plural -an waa- trap. NI want [voluntative prefix]. Internal Change ofwii. PV waabam see s.o. VTA waabisbkiiwekwe Plural -g Ed waabooz Plural -oog of blanket. NI axe. fox. NI house. PC far. U waasa ni v waanzhibiiyaa vu be a pond. er waakaa'igan Plural -an sit y NA NI rabbit. NA waagaakwad Plural -oon waagosb Plural -ag white woman. See also zhaaganaashiikwe. speak English. See also zbaaganaashiimo. VAi waabowayaan Plural -an ( NA ty waabishkiiwemo waasecbigan Plural -an window. ad NI he waaseyaa vu be bright out, be sunny. NI egg. La ke waawan Plural -oon waawaate vn be the Northern Lights. waazakonenjigan Plural -an wedi L PC at white person. See also zbaaganaash. NA uc waabisbkiiwe Plural -g io tomorrow. cu l PC Fa waabang n waabandan vn see s.t. Stem /waabandam-/. NI lamp. there. wegonen PR what. wesbkad PC a long time ago. 231 �ANISHINAABEMOWIN - ENGLISH GLOSSARY wewiib PC wii- want [voluntative prefix]. PV wiiba PC hurry, in a hurry, quickly. 0 hurry, soon, early. wiidige v AI get married. tent. io help s.o. VTA at wiiji' NI n wiigiwaam Plural -an VTA wiikaa PC go with s.o., accompany s.o. wiinawaa PR cu l he, she, him, her [third person singular pronoun]. ty at a bay. PC they, them [third person plural pronoun]. Fa PR of ever. wiikwedong wiin Ed wiijiiw uc wiijitoon VTI2 help s.t. Stem /wiijitoo-/. wiindamaw VTA wiinitam PR him first, him next, her first, her next [second person singular pronoun]. wiisagad NI pepper. 0 ni v er sit y tell s.o. U wiisini v AI eat. ad wiisini-makakoons Plural -an he wiiwakwaan Plural -an NI lunchbox. See also nawapowini-makakoons. hat. meat. La ke wiiyaas Plural -an NI NI zaagaate vn be a sunny day, be shiny out. zaaga'igan Plural -ling NI lake. zaagitoon VTI2 love s.t., treasure s.t. Stem /zaagitoo-/. zaagi' VTA love s.o. 0 zegizi vAI be afraid. See also gotaaji. 232 �ANISIDNAABEMOWIN - ENGLISH GLOSSARY r ziibi Plural -in NI river. ziinzibaakwad NI sugar. zoogipon vn be snowing. NA white person. See also waabishkiiwe. zhaaganaashlikwe Plural -ag Vil io speak English. See also waabishkiiwemo. at zhaangasinoon VAi white woman. See also waabishkiiwekwe. be nine of them. Stem /zhaangasin-/. uc zhaaganaashiimo NA n zhaaganaash Plural -ag Vil zhigaag Plural -oog skunk. ty be nine o'clock. under it. duck. NA NI salt. La ke he ad U ni v er zhiiwitaagan Plural -an sit y zhiishiib Plural -ag Fa PC NA of nine. zhaangaswi-dibai'igane zhiibaaya'ii ( NU cu l zhaangaswi Ed zhaangasiwag vAI be nine of them. Stem /zbaangasi-/. L 233 �Ed uc at io n 0 0 La ke he ad U ni v er sit y Fa cu l ty of EnglishAnishinaabemowin Glossary 0 234 �ENGLISH -ANINAABEMOWIN GLOSSARY ABOUT babaa- PV here and there, going about. ACCOMPANY wiijiiw vrA go with s.o., accompany s.o. ACROSS n agaami-ziibi NI on the other side of the river, across the river. agaaming PC on the other side of the lake, across the lake. io ACTIVITY at enakamiga= vn be a certain type of activity, be something happening. Initial Change of Ed inakamigad vu be a certain type of activity, be something happening. AFRAID of gotaaji vAI be afraid. See also zegizi. zegizi v AI be afraid. See also gotaaji. miinawaa and, again. PC cu l Fa a long time ago. ni v PC er AGO weshkad y AGAIN sit ( ty AFTER awasiwaabang PC day after tomorrow. baanimaa PC after a while. ishkwaa- PV after. AIRPLANE PC all. ke gakina he ad U gaa-ombaasing NI-PT airplane. See also ombaasin. ombaasin NI airplane. See also gaa-ombaasing. ALL La ALONE bezhigo v AI be alone, be one. nazhikewizi VAi be alone. ALONG jiigew l. PC along the shore. ALONGSIDE opimeya'ii PC uc inakamigad. alongside it. 235 �ENGLISH - ANISHINAABEMOWIN GLOSSARY ALREADY aazha now, then, already. PC 0 ALSO gaye and, also. PC ALWAYS apane always. PC PC io a certain amount, so many. amount. PV at dasomini.k n AMOUNT uc AND of Ed ashi PC and (in number combinations). dash PC but, and. gaye PC and, also. miinawaa PC and, again. be angry. VAi cu l nishkaadizi ty ANGRY Fa ARRIVE 0 sit y dagoshin VAi arrive. dagoshinoomagad v11 arrive (s.t. inanimate). ARROW arrow. er NI ASK VTA ask s.o. ATTACK VAI sneak up to attack. he mawine'ige ad U gagwejim ni v bikwak AUNT La ke ninoshenh NAO my parallel aunt, my mother's sister. Stem /-noshenh-/. ninzigos NAO my cross aunt, my father's sister, my mother-in-law. Stem /-zigos-/. AWAY ani- PV motion away from, start to. AXE waagaakwad NI axe. 0 BAD maazhi-giizhigad v11 be bad weather, be an unpleasant day. 236 �ENGLISH - ANINAABEMOWIN GLOSSARY BANNOCK ( bakwezhiganikaan NA bannock. BAY wiikwedong PC at a bay. BE io n abi VAI be there. be in a certain place. ate vu be there, be in a certain place. See also atemagad. atemagad vn be there. be in a certain place. See also ate. bear. NA uc makwa at BEAR Ed BEAT of bakinaage VAi win, beat in a competition. bakinaajigaazo v AI be beaten. lose. BEAVER ty beaver. NA cu l amik BED aamoo NA y BEE bee. sit (_ Fa nibaagan NI bed. er BEFORE U ni v awasinaago PC day before yesterday. jibwaa- PV before. noonde- PV need to, before the usual time. BELT start, begin, start off. pv he maajii- ad BEGIN belt. ke gijipizon La NI BEYOND awasaya'ii PC beyond it, on the other side of it. BIG gichi- L PV big, very. BIRD bineshii NA bird. 237 �ENGLISH -ANISHINAABEMOWIN GLOSSARY BIT bangii a little bit. PC 0 BLANKET waabowayaan NI blanket. BLOUSE bikwan NI blouse. book. io NI at mazina'igan n BOOK BOSS uc boss, chief. NA Ed ogimaa BOW bow. NA of mitigwaab BOY boy. ty NA cu l gwiiwizens 0 y bakwezhigan NA bread. See also napenh. napenh NA bread. See also bakwezhigan. Fa BREAD aazhogan bridge. er NI sit BRIDGE ni v BRIGHT waaseyaa vu be bright out, be sunny. U BRING BROOM he ad biidoon VTI2 bring s.t. Stem /biidoo-/. biizh VTA bring s.o. Stem /biiN-/. NI broom. La ke jiishta'igan BROTHER nindawemaa NAD sibling of opposite sex, brother or sister of opposite sex. Stem /-dawemaa-/. nisayenh NAD my older brother. Stem /-sayenh-/. nishiime NAD my younger sibling, my younger brother or sister. Stem /-shiimey-/. BROTHER-IN-LAW niitaa NAD my brother-in-law (man speaking). Stem /-iitaa-/. 238 0 �ENGLISH -ANINAABEMOWIN GLOSSARY BUILDING biindigamig PC inside the house. in a building. BUSH noopiming in the forest. in the bush, inland. PC BUT dash but, and. PC butterfly. io NA at memengwe n BUTTERFLY Ed uc BUY giishpinadoon VTI2 buy s.t. Stem /giishpinadoo-/. BY jiigayi' ii by it, close to it. of PC CALENDAR calendar. ty NI cu l giizisoo-mazina'igan CALM CAMPFIRE NI campfire. sit gabeshiiwi-boodawaan CANOE U canoe. ad NI ni v Canada goose. NA jiimaan er CANADA GOOSE nika CANVAS y ( Fa anwaatin vu be calm (weather). he babagiwayaanegamig NI canvas tent. ke CAR, AUTOMOBILE NA car. automobile. La odaabaanens CARIBOU adik NA caribou. CARROT okaadaak L CHAIR apabiwin NA NI carrot. chair. 239 �ENGLISH - ANISHINAABEMOWIN GLOSSARY CHIEF ogimaa NA boss, chief. 0 CHILD abinoojii NA child. CLOCK diba'igiiziswaan NA clock. n CLOSE Ed uc at io besho PC close to, near to. beshonjiya'ii PC close to it, near to it. jiigayi'ii PC by it, close to it. jiigi- PRE close to. CLOUD VII clouds are coming. of baabiidaanakwad cu l ningwaanakwad v11 be cloudy. See also ningwakwad. ningwakwad vu be cloudy. See also ningwaanakwad. ty CLOUDY NI coat. 0 COLD VII be cold outside. er dakaayaa sit y babiiskwawaagan Fa COAT ni v COME ad U baabiidaanakwad vn clouds are coming. biindige VAi come inside. biizhaa v AI come here. COME UP ke COOK he mooka'am vn sun comes up. La giizhizan VTI cook s.t. Stem /giizhizam-/. giizhizo VTA cook s.o., cook s.t. animate. Stem /giizhizw-/. jiibaakwe VAi cook. CORRECT gwayak PC correct, properly. COUSIN niinimoshenh NAO my sweetheart, my cross-cousin of opposite sex. Stem /-iinimoshenh-/. niitaawis NAO my male cross cousin (man speaking) [father's sister's son or mother's brother's son]. 240 0 �ENGLISH -ANINAABEMOWIN GLOSSARY Stem /-iitaawis-/. nimisenh NAD my older sister, my older parallel female cousin. Stem /-misenh-/. nindaangoshenh NAD my female cross cousin (woman speaking) [mother's brother's daughter, father's sister's daughter]. Stem /-daangoshenh-/. CRADLEBOARD dikinaagan NI cradleboard. CRY io at NI cup. uc CUP minikwaajigan n mawi v AI cry. niimi VAi Ed DANCE dance. ty of DAUGHTER nindaanis NAD my daughter. Stem /-daanis-/. DAY awasinaago PC day before yesterday. awasiwaabang PC day after tomorrow. daso-diba'igane VII be a certain time of the day. dibai'igane VII be a time of the day [with combining form of number]. endaso-diba'igane= VII be a certain time of the day. Initial Change ofdaso-diba'igane. giizhigad VII be day. maazhi-giizhigad VII be bad weather, be an unpleasant day. ad DESTROY U ni v er sit y ( Fa cu l DAUGHTER-IN-LAW nina'aanganikwe NAD my daughter-in-law, my cross niece. Stem /-na'aanganikwe-/. DISH VAi be busy destroying things. he nishoonaadakamigizi dish, plate. ke onaagan La NI DO ando- PV go and do. Also andawi-. doodam VAl2 do in a certain way. doodan VTI do s.t. Stem /doodam-/. endood= VTI do s.t. Initial Change of doodan. endooda= v AI2 do in a certain way. Initial Change of doodam. L DOCK niminaaweyaandawaagan NI dock. 241 �ENGLISH - ANISIDNAABEMOWIN GLOSSARY DOG animosh NA dog. ninday NAD my dog. Stem /-day/. 0 DON'T amanj igo PC I don't know. DOOR n ishkwaandem NI door. NA dragonfly. VAi drink. drink s.t. Ed DRINK minikwe minikwe uc at jiiweganaabizhiish io DRAGONFLY ty DRIVE maajiibizo v AI start off (in a vehicle). leave (in a vehicle). of VAI+o cu l DRUM NA DURING megwaa PC duck. EARLY er hurry, soon, early. he EAT PC ke wiiba U bald eagle. ad NA ni v while, during. EAGLE migizi 0 sit DUCK zhiishiib y Fa dewe'ige VAi be drumming. See also madwe'ige. madwe'ige VAi be drumming. See also dewe'ige. La amo VTA eat s.t. animate, s.o. Stem /amw-/. debisinii vAI be full from eating. gidaan VTI eat s.t. up. Stem /gidaa-/. miijin VTI3 eat s.t. Stem /miiji-/. wiisini v AI eat. EGG waawan NI egg. 0 242 �ENGLISH -ANINAABEMOWIN GLOSSARY EIGHT nishwaasinoon VII be eight of them. Stem /nishwaasin-/. nishwaasiwag VAI be eight of them. Stem /nishwaasi-/. nishwaaswi PC eight. nishwaaswi-dibai'igane vn be eight o'clock. ELEVEN midaaso ashi bezhigo-dibai' igane VII be eleven o'clock. n EMPHATIC ENGLISH VAi VAi speak English. See also zbaaganaashiimo. speak English. See also waabishkiiwemo. Ed waabishkiiwemo zhaaganaashiimo of ENOUGH enough. PV ty debi- Fa by mistake, in error. PV EVER wiikaa ever. PC EVERYTHING EXCESSIVE too much, excessive. PC U onzaam ad EXCLUSIVE niinawind PR we [first person plural exclusive pronoun]. he FAIL everything. er PR ni v gakina gegoon sit y ( cu l ERROR wani- PV unable to, fail to. NI rapids, falls. La ke giinawi- FALLS baawitig FAR waasa L PC far. FATHER nimbaabaa NAD uc at io igo PC emphatic particle. osha PC indeed [emphatic particle]. Also sba. my father. Stem /-baabaay-/. 243 �ENGLISH - ANISHINAABEMOWIN GLOSSARY FEATHER miigwan NA feather. 0 FEEL aakoziiwimanji'o VAi feel sick. FIFI'Y naanimidana fifty. PC make a fire. at VAI io boodawe n FIRE FIRST of Ed uc giinitam PR you first, you next [second person singular pronoun]. niinitam PR me first, me next [first person singular pronoun]. nitam PC first, next. wiinitam PR him first, him next, her first, her next [second person singular pronoun]. NA fish. cu l giigoo ty FISH 0 sit y Fa FIVE naanan NU five. naananinoon VII be five of them. Stem /naananin-/. naananiwag VAi be five of them. Stem /naanani-/. naano-dibai •igane vn be five o'clock. er FOG U ni v awan VII fog, be foggy. See also gashkawan. gashkawan VII fog, be foggy. See also awan. FOREST ad FORGET in the forest, in the bush, inland. PC he noopiming La ke waniikaadan vn forget s.t. Stem /waniikaadam-/. waniikaazh VTA forget s.o. Stem /waniikaaN-/. FORK badaka' igan NI fork. FORTY niimidana PC fourty. FOUR niiwin NU four. niiwinoon VII be four of them. Stem /niiwin-/. 244 0 �ENGLISH -ANINAABEMOWIN GLOSSARY niiwiwag VAi be four of them. Stem /niiwi-/. niiyo-dibai'igane vu be four o'clock. FOX waagosh NA fox. FRYING PAN abwewin NI frying pan. n FULL at io debisinii v AI be full from eating. FUTURE GIRL ikwezens GIVE miizh NA VTA Ed of get up. girl. give to s.o. Stem lmiiN-1. y ( VAi ty GETUP wanishkaa cu l PV uc future tense. future tense. PV Fa daga- VAi go after women. he GOAFfER naajikwewe ad U ni v er sit GO ando- PV go and do. Also andawi-. babaa- PV here and there, going about. ezhaa= VAi go, go there. Initial Change o/izhaa. giiwe v AI go home. izhaa vAI go, go there. maajaa VAi leave, go. La ke GO WITH wiijiiw VTA go with s.o., accompany s.o. GOOD nitaa- PV be skilled at, be good at, do habitually, know how. GOOSE nika L NA Canada goose. GRANDCIIlLD noozhis NAD my grandchild. Stem /-oozhis-/. 245 �ENGLISH - ANISHINAABEMOWIN GLOSSARY GRANDFATHER nimishoomis NAD my grandfather. Stem /-mishoomis-/. 0 GRANDMOTHER nookomis NAD my grandmother. Stem /-ookomis-/. GULL BAY, ONTARIO Giiyaashko-Zaagiing PC Gull Bay, Ontario. rifle, gun. at NI io baashkizigan n GUN PV be skilled at, be good at, do habitually, know how. PC half. Ed nitaa- uc HABITUALLY aabita of HALF HAPPEN ty enakamiga= v11 be a certain type of activity, be something happening. Initial Change of cu l inakamigad. 0 y Fa ezhiweba= VII be a certain kind of weather, happen. Initial Change of izhiwebad. inakamigad vu be a certain type of activity, be something happening. izhiwebad vu be a certain kind of weather, happen. hat. PR ni v HE wiin NI er wiiwakwaan sit HAT he, she, him, her [third person singular pronoun]. U HELP HER he ad wiiji' VTA help s.o. wiijitoon VTI2 help s.t. Stem /wiijitoo-/. La ke gewiin PR him too, her too [third person singular pronoun]. wiinitam PR him first, him next, her first, her next [second person singular pronoun]. HERE bi- PV in this direction, towards, to here. biizhaa VAi come here. o' omaa PC here. Also omaa. omwaadi PC over here. owedi PR this over here [inanimate singular demonstrative]. Also wedi. owidi PC over here. 246 0 �ENGLISH -ANINAABEMOWIN GLOSSARY HERE AND THERE babaa- Pv here and there, going about. HILL bikwadinaa VII be a hill. at hit s.o. Stem /bakite'w-/. VTA uc HIT bakite'o io n IIlM gewiin PR him too, her too [third person singular pronoun]. wiin PR he, she, him, her [third person singular pronoun]. wiinitam PR him first, him next, her first, her next [second person singular pronoun]. giiwe VAI Ed HOME go home. of HOT ty gizhide vn be hot. cu l HOUSE HOW y ( Fa biindigamig PC inside the house, in a building. waakaa'igan NI house. ni v er sit aan PC how, in what manner, why, what. See also aaniin, aaniish. aaniin PC how, in what manner, why, what. See also aan, aaniish. aaniish PC how, in what manner, why, what. See also aaniin, aan. HUNT VAI hunt. U andawenjige ad HURRY ke I he wewiib PC hurry, in a hurry, quickly. wiiba PC hurry, soon, early. La geniin PR me too [first person singular pronoun]. niin PR I, me [first person singular pronoun]. INCLUSIVE gegiinawind PR we too [first person plural inclusive pronoun]. giinawind PR we [first person plural inclusive pronoun]. l. INDEED osha PC indeed [emphatic particle]. Also sha. 247 �ENGLISH · ANISHINAABEMOWIN GLOSSARY INDOORS biindig PC indoors, inside. 0 INLAND noopiming in the forest, in the bush, inland. PC INSIDE at io n biindig PC indoors, inside. biindigamig PC inside the house, in a building. biindige VAI come inside. biinjayi'ii PC inside it. uc ISLAND Ed minis NI island. minisaabik NI rocky island. KETTLE NA teakettle. of nitiiwakik NI key. cu l aabaabika'igan ty KEY Fa KILL sit KNIFE knife. er NI ni v mookomaan 0 y nishi VTA kill s.o. Stem lnis-1. nitoon VTI2 kill s.t. Stem lnitoo-1. KNOW ad U amanj igo PC I don't know. nitaa- PV be skilled at, be good at, do habitually, know how. LAKE ke he agaaming PC on the other side of the lake, across the lake. zaaga'igan NI lake. La LAMP waazakonenjigan NI lamp. LAND neyaashiing PC point of land. neyaashiiwan vn be a point of land, be a peninsula. LARD bimide NI 0 lard. 248 �ENGLISH -ANINAABEMOWIN GLOSSARY LAUGH baapi laugh. VAi LEAVE maajaa VAi leave, go. maajiibizo VAi start off (in a vehicle), leave (in a vehicle). LEGEND io n aadizooke VAi tell a legend, tell a traditional story. aadizookewin NI legend, traditional story. PC listen! Fa a little bit. PC LONG weshkad PC a long time ago. sit y C cu l LITTLE bangii uc ty ma! of LISTEN Ed minopo VTA like the taste of s.t. animate, s.o. Stem /minopw-/. minopodan VTI like the taste of s.t. Stem /minopodam-/. minwendan VTI like s.t. Stem /minwendam-/. minwenim VTA like s.o. at LIKE LOOK ad LOOKFOR U ni v er inaabi v AI look in a certain place. na PC look (here it is). nanaandawaabam VTA look around for s.o. nanaandawaabandan vnl look around for s.t. Stem /nanaandawaabandam-/. ke LOSE he andawaabam VTA look for s.o. andawaabandan VTI look for s.t. Stem /andawaabandam-/. La bakinaajigaazo v AI be beaten, lose. LOVE zaagi' VTA love s.o. zaagitoon VTI2 love s.t., treasure s.t. Stem /zaagitoo-/. LUNCHBOX L nawapowini-makakoons NI lunchbox. See also wiisini-makakoons. wiisini-makakoons NI lunchbox. See also nawapowini-makakoons. 249 �ENGLISH - ANISHINAABEMOWIN GLOSSARY MAKE boodawe vAI make a fire. 0 MAN inini NA man. MANY daso- PV a certain amount, so many. n MARRY at io wiidige v AI get married. MAYBE maybe, perhaps. uc PC ME ty of geniin PR me too [first person singular pronoun]. niin PR I, me [first person singular pronoun]. niinitam PR me first, me next [first person singular pronoun]. Ed maagizhaa cu l MEAT Fa moozo-wiiyaas NI moosemeat. wiiyaas NI meat. NI milk. MISTAKE by mistake, in error. ke MITTEN minute. he PV PC ad dibai'igaans U MINUTE wani- sit ni v MILK doodooshaaboo er aabitoo-dibikad vn be midnight. 0 y MIDNIGHT NA mitten. La minjikaawan MONTH giizis NA sun, moon, month. MOON dibiki-giizis NA moon. giizis NA sun, moon, month. 0 250 �ENGLISH - ANINAABEMOWIN GLOSSARY MOOSE mooz NA moose. moozo-wiiyaas NI moosemeat. MOTHER nimaamaa NAD my mother. Stem /-maamaay-/. MOTHER-IN-LAW NAD my cross aunt, my father's sister, my mother-in-law. Stem /-zigos-/. n ninzigos io MOTOR uc at akikoons NA outboard motor. See also maajiinikaajiganens. maajiinikaajiganens NA outboard motor. See also akikoons. Ed MOUNTAIN wajiw NI mountain. of NAME anishinaabe NA native person. anishinaabekwe NA native woman. y NATIVE sit ( Fa cu l ty ezhinikaade= vn have a certain name, be named. Initial Change of izhinikaade. ezhinikaazo= VAI have a certain name, be named. Initial Change ofizhinikaazo. izhinikaade vn have a certain name, be named. izhinikaazo VAi have a certain name, be named. er NEAR ni v besho PC close to, near to. beshonjiya'ii PC close to it, near to it. U NEED he ad andawendan VTI need s.t., want s.t. Stem /andawendam-/. andawenim VTA need s.o., want s.o. noonde- PV need to, before the usual time. ke NEPHEW NAD La nindoozhim my parallel nephew or niece. Stem /-doozhim-/. NEVER gaawiin wiikaa PC never. NEXT l giinitam PR you first, you next [second person singular pronoun]. niinitam PR me first, me next [first person singular pronoun]. nitam PC first, next. wiinitam PR him first, him next, her first, her next [second person singular pronoun]. 251 �ENGLISH· ANISIDNAABEMOWIN GLOSSARY NIECE nina'aanganikwe NAD my daughter-in-law, my cross niece. Stem /-oa'aanganikwe-/. nindoozhim NAD my parallel nephew or niece. Stem /-doozbim-/. 0 NIGHT dibikad vn be night. uc at io n NINE zhaangasinoon VII be nine of them. Stem /zhaangasin-/. zhaangasiwag VAi be nine of them. Stem /zhaangasi-/. zhaangaswi NU nine. zhaangaswi-dibai'igane vn be nine o'clock. NO PC no. Ed gaawiin NOON of naawakwe vn be noon. cu l ty NORTHERN LIGHTS waawaate vu be the Northern Lights. PC not yet. 0 ni v aazha PC now, then, already. noongom PC now. er NOW sit y gaa mashi Fa NOT NUMBER ad U dasinoon VII be a certain number of them. Stem /dasin-/. dasiwag VAi be a certain number of them. Stem /dasi-/. OH PC oh. oh my. he PC ke oonh oshta La OKAY ahaaw PC okay. ONE bezhig NU one. bezhigo vAI be alone, be one. bezhigo-dibai'igane vn be one o'oclock. bezhigwan VII be the only one, be one. 0 252 �ENGLISH -ANINAABEMOWIN GLOSSARY ONLY eta only. PC OTHER agaami-ziibi NI on the other side of the river, across the river. awasaya'ii PC beyond it, on the other side of it. OTHERSIDE PC on the other side of the lake, across the lake. PC outside. n agaaming at agwajiing io OUTSIDE Ed uc OWN dibendan vn own s.t. Stem /dibendam-/. PACK ty of biina'an VTA put s.t. inside (a container), pack s.t. Stem /biina'am-/. biina'o VTA put s.o. inside (a container), pack s.o. Stem /biina'w-/. PAIL akik NA pail. frying pan. pants. ad PARTNER niwiidigemaagan NA U PANTS giboodiyegwaazon er NI ni v PAN abwewin sit y ( paddle. NA Fa abwi cu l PADDLE my spouse, my partner. Stem /-wiidigemaagan-/. he NAD La ke PARTRIDGE bine NA partridge. PAST gii- L PV past tense. PEN ozhibii•iganaak NA pencil, pen. PENCIL ozhibii' iganaak NA pencil, pen. 253 �ENGLISH -ANISHINAABEMOWIN GLOSSARY PENINSULA neyaashiiwan v11 be a point of land, be a peninsula. 0 PEPPER wiisagad NI pepper. PERHAPS maagizhaa PC maybe, perhaps. someone, a person. io PR at awiiya n PERSON NI pillow. Ed apikweshimon uc PILLOW PIPE of opwaagan NA pipe. PLACE dish, plate. 0 sit y NI cu l Fa PLATE onaagan ty ashi VTA put s.o., place s.o. Stem /as-/. atoon VTI2 put s.t., place s.t. Stem /atoo-/. onjii VAi come from a certain place. PLAY ni v er odamino v AI play. POINT POND VII be a pond. he waanzhibiiyaa ad U neyaashiing PC point of land. neyaashiiwan vu be a point of land, be a peninsula. ke PORRIDGE NI porridge, rolled oats. La looloot PORTAGE gakiiwe onigam portage. portage. VAI NI POTATO opin NI potato. 0 254 �ENGLISH -ANINA ABEM OWIN GLOSSARY PROPERLY gwayak PC correct, properly. PUT ashi VTA put s.o., place s.o. Stem /as-/. atoon VTI2 put s.t., place s.t. Stem /atoo-/. biina'an VTA put s.t. inside (a container), pack s.t. Stem /biina'am-/. biina'o VTA put s.o. inside (a container), pack s.o. Stem /biina'w-/. QUIT rabbit. NA ni v er RAIN gimiwan vn rain, be raining. RAPIDS baawitig rapids, falls. NI he ad U REALLY debwe PC really, it's true. RIFLE NI rifle, gun. ke baashkizigan La RIGHT AWAY baabige PC right away. RIVER agaami-ziibi NI on the other side of the river, across the river. ziibi NI river. L ROCK minisaabik NI io of ty cu l RABBIT waabooz Fa ( very, quite. PC y QUITE aapiji stop, quite. PV sit booni- at Ed uc QUICKLY wewiib PC hurry, in a hurry, quickly. n QUESTION ina PC question marker [used in yes-no questions]. Also na. na PC question marker [used in yes-no questions]. Also ina. rocky island. 255 �ENGLISH - ANISHINAABEMOWIN GLOSSARY SALT zhiiwitaagan salt. NI 0 SAY ikido say. VAI SCARF giizhoopizon NA scarf. secretly. io PV at giimooji- n SECRETLY uc SEE Ed waabam VTA see s.o. waabandan vn see s.t. Stem /waabandam-/. Fa PR he, she, him, her [third person singular pronoun]. 0 y SHE wiin cu l ty niizhwaasinoon v11 be seven of them. Stem /niizhwaasin-/. niizhwaasiwag VAi be seven of them. Stem /niizhwaaswi-/. niizhwaaso-dibai'igane VII be seven o'clock. niizhwaaswi NU seven. of SEVEN NI shirt. er babagiwayaan sit SHIRT shoe. NI U makizin SHOOT PC along the shore. ke jiigew shoot s.o. Stem /baasbkizw-/. ad SHORE VTA he baashkizo ni v SHOE La SIBLING nindawemaa NAD sibling of opposite sex, brother or sister of opposite sex. Stem /-dawemaa-/. nishiime NAD my younger sibling, my younger brother or sister. Stem /-shiimey-/. SICK aakozi vAI be sick. aakoziiwimanji'o VAi feel sick. SIDE awasaya'ii 0 PC beyond it, on the other side of it. 256 �ENGLISH -ANINAABEMOWIN GLOSSARY SING nagamo v AI sing. ( SISTER nimisenh NAD my older sister, my older parallel female cousin. Stem /-misenh-/. nindawemaa NAD sibling of opposite sex, brother or sister of opposite sex. Stem /-dawemaa-/. nishiime NAD my younger sibling, my younger brother or sister. Stem /-shiimey-/. at SIT SIX cu l ty of ningodwaasinoon vu be six of them. Stem /ningodwaasio-/. ningodwaasiwag VAi be six of them. Stem /ningodwaasi-/. ningodwaaso-dibai'igane v11 be six o'clock. ningodwaaswi NU six. Ed uc namadabi vAI sit. SIXTY sixty. nitaa- PV y SKILLED be skilled at, be good at, do habitually, know how. sit ( PC Fa ningodwaasimidana ni v skunk. NA SLEEP sleep. PC slowly. ke SMALL he SLOW bekaa U VAi ad nibaa er SKUNK zhigaag VAi be small. VAi sneak up to attack. La agaashiinyi SNEAK mawine'ige SNOW zoogipon L v11 be snowing. SOCK azhigan NA io niinim NAD my sister-in-law (man speaking). Stem /-iinimw-/. nindaangwe NAD my sister-in-law (woman speaking). Stem /-daangwey-/. n SISTER-IN-LAW sock. 257 �ENGLISH -ANISHINAABEMOWIN GLOSSARY SOMEONE awiiya someone, a person. PR 0 SOMETHING gegoon PR something, a thing. SON ningozis NAD my son. Stem /-gozis-/. n SOON at io wiiba PC hurry, soon, early. SPEAK Ed uc waabishkiiwemo VAI speak English. See also zbaaganaashiimo. zhaaganaashiimo v AI speak English. See also waabishkiiwemo. SPOON ty of emikwaan NA spoon. emikwaanens NA teaspoon. NAD my spouse, my partner. Stem /-wiidigemaagan-/. Fa niwiidigemaagan cu l SPOUSE STAND niibawi stand. 0 sit y VAi STAR star. NA er anang ni v START STILL still, yet. La STOP PC ke geyaabi he ad U ani- PV motion away from, start to. maadanokii VAi start to work. maajii- PV start, begin, start off. booni- PV stop, quite. STORY aadizooke VAi tell a legend, tell a traditional story. aadizookewin NI legend, traditional story. dibaajimo VAi tell a story. dibaajimowin NI story. 258 0 �ENGLISH -ANINAABEMOWIN GLOSSARY STOVE gizhaabikizigan NA stove. SUGAR ziinzibaakwad NI sugar. SUN n giizis NA sun, moon, month. mooka'am v11 sun comes up. io SUNNY uc at waaseyaa VII be bright out, be sunny. zaagaate v11 be a sunny day, be shiny out. Ed SUNSET bangishimon v11 be sunset. swamp. NI ty mashkiig of SWAMP SWEETHEART niinimoshenh NAO my sweetheart, my cross-cousin of opposite sex. Stem /-iinimoshenh-/. NI table. ni v TABLE adoopowin er sit y ( Fa cu l SWEATER giishkijiiwayaan NI sweater. See also nasweta. nasweta NI sweater. See also giishkijiiwayaan. TAKE CARE he TASTE ad U ganawendan VTI take care of s.t. Stem /ganawendam-/. ganawenim VTA take care of s.o. La ke minopo VTA like the taste of s.t. animate, s.o. Stem /minopw-/. minopodan VTI like the taste of s.t. Stem /minopodam-/. TEA nitii NI tea. TEAKETTLE nitiiwakik NA teakettle. L TEASPOON emikwaanens NA teaspoon. 259 �ENGLISH - ANISHINAABEMOWIN GLOSSARY TELL aadizooke VAi tell a legend, tell a traditional story. dibaajimo VAi tell a story. wiindamaw VTA tell s.o. 0 TEN io n midaasinoon vu be ten of them. Stem /midaasin-/. midaasiwag vAI be ten of them. Stem /midaasi-/. midaaso-dibai'igane vn be ten o'clock. midaaswi NU ten. canvas tent. uc NI Ed babagiwayaanegamig wiigiwaam NI tent. at TENT of THANKYOU miigwech PC thank you. Fa cu l ty THAT a'a PR that [animate singular demonstrative]. See also awe. awe PR that [animate singular demonstrative]. See also a'a. awedi PR that over there [animate singular demonstrative]. Also wedi. iwedi PR that (inanimate) over there. Also i'iwedi, wedi. 0 y THEM er sit gewiinawaa PR they too, them too [third person plural pronoun]. wiinawaa PR they, them [third person plural pronoun]. aazha PC ni v THEN now, then, already. U THERE ke he ad awedi PR that over there [animate singular demonstrative]. Also wedi. i'imaa PC there. Also imaa. iwidi PC over there. wedi PC there. La THEY gewiinawaa PR they too, them too [third person plural pronoun]. wiinawaa PR they, them [third person plural pronoun]. THING gegoon PR something, a thing. THINK maaminonendan vnl think about s.t. Stem /maaminonendam-/. maaminonenim VTA think about s.o. 260 0 �ENGLIS H - ANINAA BEMOW IN GLOSSA RY THIRTY nisimidana TIDS owedi PR PC thirty. this over here [inanimate singular demonstrative]. Also wedi. io n THREE nisinoon VII be three of them. Stem /nisin-/. nisiwag VAi be three of them. Stem /nisi-/. niso-dibai' igane v11 be three o'clock. niswi NU three. at THUNDER Ed uc animikiika a v11 be thundering . TIME TODAY noongom gaa-giizhigak v11 today. TOMORR OW awasiwaab ang PC day after tomorrow. waabang PC tomorrow. er sit y ( Fa cu l ty of daso-diba'i gane VII be a certain time of the day. dibai'igane v11 be a time of the day [with combining form of number]. endaso-dib a' igane= vn be a certain time of the day. Initial Change of daso-diba'igane. weshkad PC a long time ago. ke he ad U ni v TOO gegiin PR you too [second person singular pronoun]. gegiinawaa PR you too [second person plural pronoun]. gegiinawin d PR we too [first person plural inclusive pronoun]. geniin PR me too [first person singular pronoun]. geniinawin d PR we too [first person plural exclusive pronoun]. gewiin PR him too, her too [third person singular pronoun]. gewiinawa a PR they too, them too [third person plural pronoun]. La TOOMUC H onzaam PC too much, excessive. TOP wagijiya'ii L PC on top of it. TOWARD bi- PV in this direction, towards, to here. 261 �ENGLISH - ANISHINAABEMOWIN GLOSSARY TRAP wanii'igan trap. NI 0 TREASURE zaagitoon vn2 love s.t., treasure s.t. Stem /zaagitoo-/. TRUE debwe PC really, it's true. n TRY at io gagwe- PV try. TURTLE turtle. uc NA Ed miskwaadesi TWELVE of midaaso ashi niizho-dibai'igane vn be twelve o'clock. TWENTY ty twenty. NU 0 UNABLE PV unable to, fail to. ni v giinawi- UNCLE my parallel uncle, my father's brother. Stem /-mishoomey-/. ad NAD U nimishoome UNDER PC under it. under it. he anaamiya'ii zhiibaaya'ii er sit y Fa TWO niizhin NU two. niizhinoon VII be two of them. Stem /niizhin-/. niizhiwag VAi be two of them. Stem /niizhi-/. niizho--dibai'igane v11 be two o'clock. cu l niishtana ke PC La UNDERSTAND nisidotan VTI understand s.t. Stem /nisidotam-/. UNPLEASANT maazhi-giizhigad v11 be bad weather, be an unpleasant day. VERY aapiji gichi- PC PV very, quite. big, very. 0 262 �ENGLISH -ANINA ABEM OWIN GLOSSARY VISIBLE made- PV visible (in the distance). VOLUNTATIVE waa- PV want [voluntative prefix]. Initial Change ofwii. wii- PV want [voluntative prefix]. WANT at io n andawendan vn need s.t., want s.t. Stem /andawendam-/. andawenim VTA need s.o., want s.o. waa- PV want [voluntative prefix]. Initial Change ofwii. wii- PV want [voluntative prefix]. NI water. WE ty of gegiinawind PR we too [first person plural inclusive pronoun]. geniinawind PR we too [first person plural exclusive pronoun]. giinawind PR we [first person plural inclusive pronoun] . niinawind PR we [first person plural exclusive pronoun]. Ed nibi I uc WATER .. cu l Fa WEATHER ezhiweba= vn be a certain kind of weather, happen. Initial Change ofizhiwebad. izhiwebad vu be a certain kind of weather, happen. maazhi-giizhigad vu be bad weather, be an unpleasant day. sit y C .f ..,. . - . ..... , er WHAT U ni v aan PC how, in what manner, why, what. See also aaniin, aaniish. aaniin PC how, in what manner, why, what. See also aan, aaniish. aaniish PC how, in what manner, why, what. See also aaniin, aan. wegonen PR what. ad WHEN ke he aaniinpii PC when? Also aanapii apii PC when. WHERE where. La aandi PC WHILE baanimaa PC after a while. megwaa PC while, during. naanaage PC in a while. L WHITE PERSON waabishkiiwe NA white person. See also zhaaganaash. 263 ,, . 1 ,f �ENGLISH - ANISHINAABEMOWIN GLOSSARY ·~ - ~~iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii;;;;;;.;;;;;iiiiiiiiiiiiiii~~~~~iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii zhaaganaash white person. See also waabishkiiwe. NA WIDTE WOMAN waabishkiiwekwe zhaaganaashiikwe WHO awenen PR NA NA 0 white woman. See also zhaaganaashiikwe. white woman. See also waabishkiiwekwe. who. WIN bakinaage win, beat in a competition. VII io of ty cu l NJ window. be windy. 0 wolf. ni v NA er WOLF ma'iingan sit y WINDY noodin in the wilderness. Fa WINDOW waasechigan at uc PC Ed WILDERNESS bagwajiya'iing VAJ n WHY aan PC how, in what manner, why, what. See also aaniin, aaniish. aaniin PC how, in what manner, why, what. See also aan, aaniish. aaniish PC how, in what manner, why, what. See also aaniin, aan. he ad U WOMAN anishinaabekwe NA native woman. ikwe NA woman. naajikwewe vAl go after women. waabishkiiwekwe NA white woman. See also zhaaganaashiikwe. zhaaganaashiikwe NA white woman. See also waabishkiiwekwe. La ke WORK anokii vAJ work. maadanokii VAi start to work. WORRY migoshkaadendan vn be worried about s.t. Stem /migoshkaadendam-/. WRITE ozhibii'ige VAi write. 0 264 �ENGLISH -ANINA ABEMO WIN GLOSSARY YES eya PC yes. YESTERDAY ~ I .. ..... awasinaago PC day before yesterday. bijiinaago PC yesterday. r .. , • • I • ,, , I fl f YET ·'. n gaa mashi PC not yet. geyaabi PC still, yet. mashi PC yet. .... io . ' ' • •• f j at / , : l 1' G.C . ., ... Fa cu l ty of Ed gegiin PR you too [second person singular pronoun]. gegiinawaa PR you too [second person plural pronoun]. giin PR you. giinawaa PR you [second person plural pronoun]. giinitam PR you first, you next [second person singular pronoun]. I uc YOU ' •• ;' ; •J he ad U ni v er sit y C La ke .:: . ,. -. , L 265 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Introductory Ojibwe Parts One and Two in Anishinaabemowin (Western Ojibwe) Subject The topic of the resource Universities Description An account of the resource The Native Language Instructors Program, Faculty of Education, Lakehead University. Text for Introductory Ojibwe (Western Dialect) course. Creator An entity primarily responsible for making the resource Native Language Instructor Program, Faculty of Education, Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2001-07-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University. The print version of this text and accompanying audio files are available at Lakehead University Libraries (Chancellor Paterson and Education Libraries) library.lakeheadu.ca This text has been scanned as part of the Anishinaabemowik - Indigenous Languages Program Historical Documents Digitization Project, Faculty of Education, Education Library (Thunder Bay Campus), Lakehead University. This work is licensed under a Creative Commons Attribution-NonCommercialNoDerivatives 4.0 International License. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/ Please contact the Faculty of Education, Office of the Dean, Lakehead University, Thunder Bay, Ontario Canada for additional information or permissions. 807-343-8010 (ext. 8520) Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource text Publisher An entity responsible for making the resource available Faculty of Education, Lakehead University https://digitalcollections.lakeheadu.ca/files/original/09efa4e9665de124e8e09e48a4bc59d1.mp3 daf64dd5333c4275e71423caac9f27d4 https://digitalcollections.lakeheadu.ca/files/original/949d26dfa066ffe8a2ede9577c7d57ff.mp3 4f79f736cd06266d8dfad6c45015b3fd https://digitalcollections.lakeheadu.ca/files/original/0befdabf7dd9f3b9f4c609a75e125265.mp3 276ee563a404b9c61ef6ebb710aaeb4b https://digitalcollections.lakeheadu.ca/files/original/e37f0c282a2bf00d51d83d223b6424ba.mp3 451b4c94be6d975ec51f63e3867475e7 https://digitalcollections.lakeheadu.ca/files/original/3f9af5d3aa8a604f33a0271e8d25656f.mp3 0aeebdbf09a65335fa7648547bf9c7e7 https://digitalcollections.lakeheadu.ca/files/original/ca08c7aef8b244194c85215f4a89abd0.mp3 5eb2bbc3cd5b1233355182ae668aa161 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Introductory Ojibwe: Audio Files Subject The topic of the resource Universities Indigenous Language Description An account of the resource Accompanying audio files for Introductory Ojibwe (Tom Beardy). There are six audio files: click on each to play or download in .mp3 format. Creator An entity primarily responsible for making the resource Native Language Instructor Program, Faculty of Education, Lakehead University Publisher An entity responsible for making the resource available Faculty of Education, Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2001-07-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University. The print version of this text and accompanying audio files are available at Lakehead University Libraries (Chancellor Paterson and Education Libraries) library.lakeheadu.ca This text has been scanned as part of the Anishinaabemowik - Indigenous Languages Program Historical Documents Digitization Project, Faculty of Education, Education Library (Thunder Bay Campus), Lakehead University. This work is licensed under a Creative Commons Attribution-NonCommercialNoDerivatives 4.0 International License. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/ Please contact the Faculty of Education, Office of the Dean, Lakehead University, Thunder Bay, Ontario Canada for additional information or permissions. 807-343-8010 (ext. 8520) Format The file format, physical medium, or dimensions of the resource mp3 Language A language of the resource Ojibwe Type The nature or genre of the resource Audio https://digitalcollections.lakeheadu.ca/files/original/f60f8524d72135600172038674c524f1.mp3 0fa0ad973e706936c1f3f94a46399960 https://digitalcollections.lakeheadu.ca/files/original/5d2d31b86eedd61a4469ec00cd71fa9e.mp3 e16f63a0c3160e621319b69c1832b768 https://digitalcollections.lakeheadu.ca/files/original/f27096f6006c1b718b9a801499c8d09c.mp3 a9c10067842f80b7ab5d82128fcd7bda https://digitalcollections.lakeheadu.ca/files/original/cf14f52d35d6f8a032f45cffc9f8fa24.mp3 d82e33e90ee2917c7d38e7ca4312a627 https://digitalcollections.lakeheadu.ca/files/original/15151ba10b48502cd5cbbb9b07c6a10f.mp3 ba8b9996b4f669cdba78a93bf31c9510 https://digitalcollections.lakeheadu.ca/files/original/d168f002bdf67fc3465bb06cb06330a9.mp3 9e891dd324ea33044ddd293675c7bfea Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Intermediate Ojibwe: Audio Files Subject The topic of the resource Universities Description An account of the resource Accompanying audio file for Intermediate Ojibwe (Tom Beardy). There are six audio files: click on each to play or download in .mp3 format. Creator An entity primarily responsible for making the resource Native Language Instructor Program, Faculty of Education, Lakehead University Publisher An entity responsible for making the resource available Faculty of Education, Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2001-07-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University. The print version of this text and accompanying audio files are available at Lakehead University Libraries (Chancellor Paterson and Education Libraries) library.lakeheadu.ca This text has been scanned as part of the Anishinaabemowik - Indigenous Languages Program Historical Documents Digitization Project, Faculty of Education, Education Library (Thunder Bay Campus), Lakehead University. This work is licensed under a Creative Commons Attribution-NonCommercialNoDerivatives 4.0 International License. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/ Please contact the Faculty of Education, Office of the Dean, Lakehead University, Thunder Bay, Ontario Canada for additional information or permissions. 807-343-8010 (ext. 8520) Format The file format, physical medium, or dimensions of the resource mp3 Language A language of the resource Ojibwe Type The nature or genre of the resource Audio