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Tlingit-Haida-Tsimpshian 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.
• Chair Ring Toss
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.
• Clothespin Tag
Overturn two or three chairs and place them at one end of the
class room. The legs of the chairs can be used for a game of "ring
toss." Place the vocabulary illustrations beside each of the chairs.
Group the students about ten feet from the overturned chairs. Give
each student a ring made from a large pipe cleaner. Call a student’s
name. The student should then toss his/her ring towards the chairs,
attempting to land it on a chair leg. If the ring lands on a leg, the
student may "pass." However, if the ring misses the chair legs,
he/she must identify one of the vocabulary illustrations, using the
unit’s sentence. Repeat until all students have participated.
Have the students stand in a scattered form in the classroom. Give
a student who is IT a clothespin. Say the unit’s sentence, using one
of the vocabulary words. IT must then attempt to attach the clothespin
to another student's clothing. Designate a specific area in the
classroom in which the students may move to avoid being "tagged."
When a student is tagged with the clothes pin, call upon him/her to
repeat the sen tence that you said at the begin ning of the round.
Repeat, having the tagged student playing IT for the next round.
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