Download - Sealaska Heritage Institute

Tlingit-Haida-Tsimshian As a Second Language
Lesson 9
Kindergarten - Grade 3
Review the unit sentence with the students.
Use the unit sentence for the
following activities.
• Hop The Line
Basic Listening
Grade 4 - Grade 6
Basic Writing
Have the students use the Unit
Sentence with the Basic Writing
activities.
• The Other Half
Make a masking tape line on the floor. Have the students stand on
the line - their toes touching the masking tape line. Have the stu -
dents listen for a spe cific sentence (i.e., the unit sentence with a
vocabulary word). Say a number of other sentences - eventually
repeating the sentence you said at the beginning of the round.
When the students hear that sentence, they must hop to the other
side of the line. When the students hop to the other side of the line,
they should then turn around and place their toes on the line once
again. Repeat this pro cess using the Unit Sentence with all of the
vocabulary words.
• Match My Half
Basic Speaking
Cut each of the sight words in half. Give each student a sheet of
writing paper, a pen and one of the word-halves. Each student
should glue the word-half on his/her writing paper and then complete
the spelling of the word. You may wish to have enough wordhalves
prepared so that each student completes more than one
word. Af terwards, review the students' responses.
• Numbered Illustrations
Mount the vocabulary illustrations on the chalkboard and number
each illustration. Provide each student with writing paper and a
pen. Call the number of an illustration. Each student should write
the vocabu lary word for the illustration represented by that number.
Repeat until all vocabulary words for the illustra tions have been
written. Review the students' responses.
Cut the vocabulary illustrations in half. Keep one half of each il -
lustration and give the remaining halves to the students. Hold up
one of your illustra tion halves. The student who has its matching
half must show his/her half and say the unit sentence and vocabulary
word for the illus tration. Repeat this pro cess until all students
have responded.
• Squirrel In The Tree
Group the students into pairs. Each student should interlock one
elbow with his partner. Have one student be the "squirrel" and an -
other the "fox." The object of the activity is for the fox to tag the
squirrel. The squirrel may run away from the fox, eventually interlocking
elbows with another student. When this happens, the other
student in the pair (i.e., the "third man out") becomes the squirrel
and must run from the fox. Mount the vocabulary illustrations on the
chalkboard and number them. When the fox finally succeeds in tagging
the squirrel, say an illustration number and the squirrel must
say the vocabulary word for it, using the unit sentence. Repeat a
number of times, changing the "squirrel" and "fox" for each new
round of the ac tivity.
• Word Completion
Before the activity begins, prepare clozure cards for the sight
words; omit letters and syllables. Provide each student with a
clozure card. Call upon the students to complete their words on the
clozure cards by writing-in the missing parts. Afterwards, re view the
students' responses.
• Silent Dictation
Provide each student with writing paper and a pen. The students
should watch carefully as you move your lips as though you are
saying one of the sight words (do not voice the word). After "lipping"
the sight word, each student should write that word on his/her sheet
of paper. Repeat this process with other sight words. Afterwards,
re view the students' responses.
• Activity Sheet(s)
Have the students work on activity sheets from the students’ support
materials.
117