Download - Sealaska Heritage Institute

More documents

Recommendations

Info

Tlingit-Haida-Tsimshian As A Second Language Lesson 5 Kindergarten - Grade 3 Introduce the sentence for this unit. Be certain that the students understand the meaning of the structure. Use the unit’s sentence in the following activities. • Turn and Face Basic Listening Mount the vocabulary illustrations on the walls and chalkboard. Group the stu dents together in the center of the classroom. Say the unit’s sentence, including one of the vo cabulary words and the students should turn to face the illustration for the sentence you said. Depending upon the size of your class, this ac tivity may be done in small groups. This activity may also be done in team form. In this case, have a player from each team stand in the center of the classroom. When a player faces the wrong di rection (i.e., the wrong il lustration), he/she is "out" until a later round of the ac tivity. Repeat until all players have had an opportunity to participate. • Right or Wrong Basic Speaking Mount the vocabulary illustrations on the chalkboard. Point to one of the illustra tions and say its vocabulary word, using the unit’s sentence. The students should repeat the sentence. However, when you point to an illustration and say an incorrect sentence for it, the students should remain silent. Repeat this process until the stu - dents have re sponded a number of times to the dif ferent vocabulary illustrations. • Run And Catch Grade 4 - Grade 6 Introduce the sentence for this unit. Be certain that the students understand the meaning of the structure. Use the unit’s sentence in the following activities. • Turn and Face Basic Listening Mount the vocabulary illustrations on the walls and chalkboard. Group the stu dents together in the center of the classroom. Say the unit’s sentence, including one of the vo cabulary words and the students should turn to face the illustration for the sentence you said. Depending upon the size of your class, this ac tivity may be done in small groups. This activity may also be done in team form. In this case, have a player from each team stand in the center of the classroom. When a player faces the wrong di rection (i.e., the wrong il lustration), he/she is "out" until a later round of the ac tivity. Repeat until all players have had an opportunity to participate. • Right or Wrong Basic Speaking Mount the vocabulary illustrations on the chalkboard. Point to one of the illustra tions and say its vocabulary word, using the unit’s sentence. The students should repeat the sentence. However, when you point to an illustration and say an incorrect sentence for it, the students should remain silent. Repeat this process until the stu - dents have re sponded a number of times to the dif ferent vocabulary illustrations. • Run And Catch Group the students in a circle. Say a number to each student. Then, give each student a vocabulary illustration. Stand in the cen ter of the circle with a small portion of tissue paper. When you say "Go," the students should pass the vocabulary illustrations around the cir - cle in a clockwise direction. When you clap your hands, the students should stop passing the vocabulary illus trations around the circle. Call one of the students’ numbers and toss the tissue paper into the circle at the same time. The student who has the number you called must orally identify the vocabulary illus tration he/she has, using the unit’s sentence, and then rush into the circle to catch the tissue paper before it hits the floor. Repeat this pro cess until many students have responded. Group the students in a circle. Say a number to each student. Then, give each student a vocabulary illustration. Stand in the cen ter of the circle with a small portion of tissue paper. When you say "Go," the students should pass the vocabulary illustrations around the cir - cle in a clockwise direction. When you clap your hands, the students should stop passing the vocabulary illus trations around the circle. Call one of the students’ numbers and toss the tissue paper into the circle at the same time. The student who has the number you called must orally identify the vocabulary illus tration he/she has, using the unit’s sentence, and then rush into the circle to catch the tissue paper before it hits the floor. Repeat this pro cess until many students have responded. 89
Tlingit-Haida-Tsimshian As A Second Language Lesson 5 Grade 7 - Grade 12 Basic Reading Sight Recognition • The Disappearing Word Mount all of the sight words on the chalkboard. For added motiva tion, you may wish to prepare an extra set of sight word cards to add to those on the chalkboard. Have the students look carefully at the sight words. Then, the students should close their eyes. When the stu - dents' eyes are closed, remove one of the sight words from the chalkboard. Have the students open their eyes and identify the missing word. Re peat this process until all of the sight words have been re moved from the chalk board and identified in this way. • One To Six Provide each student with a copy of the “1-6” sheet from the back of this Unit. The students should cut out the numbers. Then, each student should place TWO number cards in front of him/her. Mount the sight words on the chalk board. Toss two dice and call the numbers showing on them. Any student or students who have those two numbers on their num ber cards, must identify a sight word you point to. The students may exchange number cards periodi cally during the activity. Repeat until all of the sight words have been identified a number of times. • Name of Fortune Before the activity begins, prepare a name card for each student in the class. Arrange the name cards in a circle on your desk. Place a bot tle in the center of the circle. Mount the sight words on the chalkboard. Spin the bottle. When the bottle stops, call the student's name from the name card the bottle is pointing to. That student must then identify a sight word you point to on the chalkboard. Remove that stu - dent's card from the circle of name cards. Continue in this way until all of the name cards have been removed and until each student has responded. • Activity Sheet - 1 Prepare an activity sheet that contains small versions of the vocabulary illustrations and the sight words. The students must cut out the sight words and glue them beside their correct illustrations. • Activity Sheet(s) Have the students work on activity sheet(s) from the students’ support materials. 90
Page 1 and 2:
Learning Our Tlingit, Haida and Tsi
Page 3:
Credit Page Tlingit Language Specia
Page 6 and 7:
Unit 8 Types of Clothing 141-160 Un
Page 8 and 9:
As more language goes into the chil
Page 10 and 11:
For the language learners in grades
Page 12 and 13:
Month 1 Month 2 Month 3 Month 4 Mon
Page 15:
UNIT 1 Parts of My Body
Page 18 and 19:
Unit 1 Kindergarten - Grade 3 Durin
Page 20 and 21:
Tlingit-Haida-Tsimshian As a Second
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Page 41:
UNIT 2 My Family
Page 44 and 45:
Page 46 and 47:
Tlingit-Haida-Tsimshian As A Second
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 67:
UNIT 3 Types of Food
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Page 80 and 81:
Page 82 and 83: Tlingit-Haida-Tsimshian As A Second
Page 92 and 93: Other SHI Resources Tlingit Languag
Page 95 and 96: Unit 4 Kindergarten - Grade 3 Durin
Page 97 and 98: Unit 4 Parts of My Home - Tsimshian
Page 103 and 104: Grade 7 - Grade 12 Introduce the un
Page 105 and 106: Grade 7 - Grade 12 Basic Reading Si
Page 111 and 112: • Find The Parts Tlingit-Haida-Ts
Page 113 and 114: • Word Part Bingo Tlingit-Haida-T
Page 119: UNIT 5 Types of Animals
Page 144 and 145: Other SHI Resources http://www.seal
Page 149 and 150: Unit 6 - Types of Birds - Tsimshian
Page 151 and 152: Tlingit-Haida-Tsimshian As a Second
Page 165 and 166: Grade 7 - Grade 12 Basic Reading De
Page 171: UNIT 7 Weather Forms
Page 176 and 177: Tlingit-Haida-Tsimpshian As a Secon
Page 182 and 183:
Tlingit-Haida-Tsimpshian As a Secon
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 190 and 191:
Page 192 and 193:
Page 194 and 195:
Page 196 and 197:
Other SHI Resources Beginning Tling
Page 199 and 200:
Page 201 and 202:
Unit 8 - Types of Clothing - Tsimsh
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
Grade 7 - Grade 12 Introduce the se
Page 209 and 210:
Grade 7 - Grade 12 Basic Reading Si
Page 211 and 212:
Page 213 and 214:
Page 215 and 216:
• Right Or Wrong Tlingit-Haida-Ts
Page 217 and 218:
Page 219 and 220:
Page 221:
Grade 7 - Grade 12 Extension Activi
Page 225 and 226:
Page 227 and 228:
Unit 9 - Recreation - Tsimshian Kin
Page 229 and 230:
Page 231 and 232:
Page 233 and 234:
Page 235 and 236:
Page 237 and 238:
Page 239 and 240:
• Word Find Tlingit-Haida-Tsimshi
Page 241 and 242:
Page 243 and 244:
Page 245 and 246:
Page 247:
Page 251 and 252:
Unit 10 Kindergarten - Grade 3 Duri
Page 253 and 254:
Unit 10 - Buildings - Tsimshian Kin
Page 255 and 256:
Page 257 and 258:
Page 259 and 260:
Page 261 and 262:
Page 263 and 264:
Page 265 and 266:
• Right or Wrong Tlingit-Haida-Ts
Page 267 and 268:
Page 269 and 270:
• Word Change Tlingit-Haida-Tsims
Page 271 and 272:
Page 273:
Page 277 and 278:
Unit 11 Kindergarten - Grade 3 Type
Page 279 and 280:
Unit 11 - Types of Transportation -
Page 281 and 282:
Page 283 and 284:
Page 285 and 286:
Grade 7 - Grade 12 Introduce the un
Page 287 and 288:
Page 289 and 290:
Page 291 and 292:
• Word Find Tlingit-Haida-Tsimpsh
Page 293 and 294:
Page 295 and 296:
Page 297 and 298:
Page 299:
Page 303 and 304:
Page 305 and 306:
Unit 12 - Waterforms - Tsimshian Ki
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
Page 315 and 316:
Page 317 and 318:
Page 319 and 320:
• Find The Parts Tlingit-Haida-Ts
Page 321 and 322:
• Word Part Bingo Tlingit-Haida-T
Page 323 and 324:
Page 325:
Page 329 and 330:
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
Page 337 and 338:
Grade 7 - Grade 12 Introduce the un
Page 339 and 340:
Page 341 and 342:
Page 343 and 344:
Page 345 and 346:
• Find The Parts Tlingit-Haida-Ts
Page 347 and 348:
• Word Part Bingo Tlingit-Haida-T
Page 349 and 350:
Page 351:
Page 355 and 356:
Page 357 and 358:
Unit 14 - Types of Plants - Tsimshi
Page 359 and 360:
Page 361 and 362:
Page 363 and 364:
Page 365 and 366:
Page 367 and 368:
Page 369 and 370:
Page 371 and 372:
Page 373 and 374:
Page 375 and 376:
Page 377 and 378:
Page 379:
UNIT 15 Types of Insects
Page 382 and 383:
Page 384 and 385:
Page 386 and 387:
Page 388 and 389:
Page 390 and 391:
Page 392 and 393:
Page 394 and 395:
Page 396 and 397:
Page 398 and 399:
Page 400 and 401:
Page 402 and 403:
Page 405:
UNIT 16 Types of Fish
Page 408 and 409:
Page 410 and 411:
Page 412 and 413:
Page 414 and 415:
Page 416 and 417:
Page 418 and 419:
Page 420 and 421:
Page 422 and 423:
Page 424 and 425:
Page 426 and 427:
Page 428 and 429:
Page 430:
Other SHI Resources http://www.seal
show all

Download - Sealaska Heritage Institute

Create successful ePaper yourself

Delete template?

Save as template?