Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
Tlingit-Haida-Tsimshian As a Second Language<br />
Lesson 6<br />
Kindergarten - Grade 3<br />
Review the unit sentence with the<br />
students. Use the unit sentence for<br />
the following activities.<br />
•Let's Move<br />
Basic Listening<br />
Identify an appropriate body movement for each vocabulary word.<br />
This may involve movements of hands, arms, legs, etc. Practice the<br />
body move ments with the students. When the students are able to<br />
perform the body movements well, say the unit sentence that contains<br />
a vocabulary word. The students should respond with the<br />
appropriate body movement. Rather than using body move ments<br />
or, in ad dition to the body movements, you may wish to use "sound<br />
effects" for the sentences. The students should perform the appropriate<br />
body movements/sound effects for the sentences you say.<br />
• Right or Wrong<br />
Basic Speaking<br />
Mount the vocabulary illustrations on the chalkboard. Point to one<br />
of the illustra tions and say its vocabulary word in the unit sentence.<br />
The students should repeat the vocabu lary word for that illustration.<br />
However, when you point to an illustration and say an incorrect<br />
sentence for it, the students should remain silent. Repeat this<br />
process until the stu dents have re sponded a number of times to the<br />
dif ferent vocabulary illustrations.<br />
• Match My Half<br />
Cut the vocabulary illustrations in half. Keep one half of each il -<br />
lustration and give the remaining halves to the students. Hold up<br />
one of your illustra tion halves. The student who has its matching<br />
half must show his/her half and say the vocabulary word for the<br />
illus tration, using the unit sentence. Repeat this pro cess until all<br />
students have responded.<br />
• Road Maze<br />
Outline a series of "roads" on the floor using masking tape or chalk.<br />
All of the roads should begin at the same place and end in the<br />
same general area. Place the vocabulary illustrations at the ends of<br />
the roads. Give two students toy cars. The students should place<br />
their cars at the START of the roads. When you say "Go," they<br />
should drive through the road system as quickly as they can to the<br />
vocabulary illustrations. The first player to park his/her car on one<br />
of the illustrations and to name it, using the unit sentence, wins the<br />
round. Re peat with other pairs of players until all of the students<br />
have partici pated.<br />
Grade 4 - Grade 6<br />
Basic Reading<br />
Sight Recognition<br />
Introduce the sight words to the students.<br />
Match the sight words with<br />
their vocabulary illustrations. When<br />
all of the sight words have been<br />
introduced in this way, begin the<br />
Sight Recognition activities.<br />
• Face<br />
Mount the sight words on the walls, chalkboard, windows, etc.,<br />
around the classroom. Group the students into two teams. Give the<br />
first player in each team a flashlight. Darken the class room, if<br />
possi ble. Say one of the sight words. When you say "Go," the students<br />
should turn their flashlights on and attempt to locate the sight<br />
word you said. The first player to do this cor rectly wins the round.<br />
Repeat until all players in each team have participated.<br />
• The Disappearing Word<br />
Mount all of the sight words on the chalkboard. For added motiva -<br />
tion, you may wish to prepare an extra set of sight word cards to<br />
add to those on the chalkboard. Have the students look carefully at<br />
the sight words. Then, the students should close their eyes. When<br />
the stu dents' eyes are closed, remove one of the sight words from<br />
the chalkboard. Have the students open their eyes and identify the<br />
missing word. Re peat this process until all of the sight words have<br />
been re moved from the chalk board and identified in this way.<br />
• One To Six<br />
Provide each student with a copy of the “1-6” sheet from the back<br />
of this Unit. The students should cut out the numbers. Then, each<br />
student should place TWO number cards in front of him/her. Mount<br />
the sight words on the chalk board. Toss two dice and call the numbers<br />
showing on them. Any student or students who have those two<br />
numbers on their num ber cards, must identify a sight word you<br />
point to. The students may exchange number cards periodi cally<br />
during the activity. Repeat until all of the sight words have been<br />
identified a number of times.<br />
• Activity Sheet(s)<br />
Have the students work on activity sheet(s) from the students’ support<br />
materials.<br />
111