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Tlingit-Haida-Tsimpshian As a Second Language Lesson 7 Kindergarten - Grade 3 Review the unit’s sentence with the students. Use the unit’s sentence for the following activities. • Nod and Clap Basic Listening Mount the vocabulary illustrations on the chalkboard. Point to one of the illustra tions and say its name, using the unit’s sentence. The students should nod their heads to indicate that you said the correct sentence for the illustration. However, when you point to an illustration and say an incorrect sentence for it, the students should clap their hands ONCE. Repeat this process until all of the vocabulary illustrations have been used a number of times in this way. • Under the Bridge Basic Speaking Have two students stand facing one another with hands clasped. The two students should raise their hands above their heads to resemble the arch of a bridge. Have the remaining students line up in a straight line. The students should file "under the bridge" in single file. When you clap your hands, the two students should lower their hands, trapping one of the students "on the bridge." The student who is trapped should then identify a vocabulary illus tration you show him/her. Repeat until a number of students have responded. • Whose Name Is Up Provide each student with a blank flashcard. Each student should write his/her name on the flashcard. When the students' name cards are ready, collect them and mix them together. Then, redistribute them to the students. Each student should have another student's name card. Mount the vocabulary il lustrations on the chalkboard. Call a stu dent's name. That student should then say the name showing on the name card he/she has. It is that student who must identify a vocabulary illustration you point to, using the unit’s sentence. For example, if you call, "Henry," and Henry has Mary's name card, it is Mary who should respond. The motiva tion of this activity is that a stu dent never knows when his/her name is going to be called. This activity may be repeated more than once by col - lecting, mixing and re distributing the name cards to the students. • Funnel Words Grade 4 - Grade 6 Basic Reading Sight Recognition Group the students into two teams. Give the first player in each team a funnel. Mount the sight words on the walls, chalkboard, win - dows, etc., around the classroom. Say one of the sight words. The students with the funnels must then look through them to locate the sight word you named. The first student to do this correctly wins the round. Re peat with other pairs of stu dents until all players in each team have played. • String Along Join all of the students together with string. The students need not move from their seats. Before tying the ends of the string to gether, in sert a roll of tape over one of the ends of the string. Tie the ends of the string together. Turn your back to the stu dents. The students should pass the roll of tape along the string as quickly as possible. When you clap your hands, the student left holding the tape must then identify a sight word you show him. Repeat this process until many students have responded and un til all of the sight words have been correctly identified a number of times. • Clothesline Mount a clothesline across the classroom using string or yarn. Tie the ends of the clothesline firmly at opposite ends of the classroom. Lay two piles of sight words on the floor under the clothesline. Place a pile of wooden clothespins on the floor be tween the sight word piles. Group the students into two teams. Say one of the sight words. When you say "Go," the first player in each team should rush to the pile of sight word cards. Each player must find the word card for the sight word you said. He/she must then use one of the clothespins to attach the sight word to the clothesline. The first player to do this successfully wins the round. Repeat until all players in each team have participated. The activity may also be reversed, having the students remove the sight words from the clothesline. • Crayon Resist Lay a length of white mural paper on the floor and group the students around it. Provide each student with a portion of white candle. The students should use their candles to copy the sight words on the mural paper. When the mural paper is filled with sight words, give a student a thin mixture of dark coloured paint and a paint brush; the student should “wash” one of the wax sight words - when the word can be seen, the student should identify it. Repeat until all students have responded. • Activity Sheet Select an activity page from the Student Support Materials. 133
• Find The Parts Tlingit-Haida-Tsimpshian As a Second Language Lesson 7 Grade 7 - Grade 12 Basic Reading Decoding/Encoding Before the activity begins, prepare a page that contains the sight words. Provide each student with a copy of the page. Each student should then cut out the letter/syllables of the sight words. When a student has cut out all of the letter/syllables, he/she should lay them on his/her desk, in a scattered form. Say one of the sight words. The students should then find the necessary let ters/syllables to create the sight word you said. Continue until all of the sight words have been developed in this way. Later, the students can glue their encoded sight words on blank sheets of paper. • Right Or Wrong Provide each student with writing paper and a pen. Spell a sight word orally. If you spell the sight word correctly, each stu dent should make a checkmark on his/her paper. However, if you mis spell the word, each student should make an "X" on his/her paper. Con tinue until all sight words have been spelled in this way. Af terwards, review the students' responses. This activity may also be done in team form. In this case, group the students into two teams. Write a sight word on the chalkboard (either spelling it correctly or incorrectly). When you say "Go," the first player from each team must rush to the chalkboard and indicate whether you spelled the word correctly or incor rectly. For cor rect, the players should make a checkmark on the chalk board; for incorrect, the players should make an "X" on the chalkboard. The first player to respond correctly, wins the round. Repeat until all players have participated. Use a different sight word for each round of the activity. • Should I Speak Write all of the letters/syllables on the chalkboard from the sight words. The letters/syllables should be written in a scattered form. Then, point to one of the letters/syllables on the chalk board and say a sight word. If the letter/syllable you are pointing to is found in the sight word you said, the students should repeat the sight word. However, if the letter/syllable you are pointing to is not found in the sight word you said, the students should re main silent. This ac tivity may also be done in team form. In this case, the first player in each team should respond (or not re spond). When a player makes a mistake, he/she is "out" until the next round of the game. Repeat until all players have participated. The winning team would be the team with the greatest number of players left. • Activity Sheet Select an activity page from the Student Support Materials. 134
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Learning Our Tlingit, Haida and Tsi
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Credit Page Tlingit Language Specia
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Unit 8 Types of Clothing 141-160 Un
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As more language goes into the chil
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For the language learners in grades
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UNIT 1 Parts of My Body
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Unit 4 Parts of My Home - Tsimshian
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UNIT 15 Types of Insects
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