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Tlingit-Haida-Tsimpshian As a Second Language Lesson 9 Kindergarten - Grade 3 Review the unit’s sentence with the students. Use the unit’s sentence for the following activities. • Hop The Line Basic Listening 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’s 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’s sentence with all of the vocabulary words. • Match My Half Basic Speaking 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’s sentence and vocabulary word for the illus tration. Repeat this pro cess until all students have responded. • Reflection Before the activity begins, obtain two small, unbreakable mirrors. Have two students stand at the front of the classroom, facing the chalk board. Give the two students each one of the mirrors. Stand some dis tance be hind the students. Hold up a vocabulary illustration. When you say "Go," the two players with the mirrors must then look over their shoulders with the mirrors to attempt to see the vocabulary illustra tion you are showing. The first player to orally identify the vocabu lary illustration using the unit’s sentence, wins the round. Repeat until all stu dents have participated. • The Other Half Grade 4 - Grade 6 Basic Writing 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. • 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. • Backwards Spell Provide each student with writing paper and a pen. Spell one of the sight words, backwards. When you have completed the spelling of the word in this way, each student should then write the word you spelled on his/her sheet of paper, writing the letters of the word in their correct order. The students should not begin to write the word until AFTER you have completed the backwards spelling of the word. Repeat this process with other sight words. This activity may also be done in team form. In this case, group the students into two teams. Spell one of the sight words back wards. When you say "Go," the first player from each team must rush to the chalkboard and write the word that you said - writing the letters of the word in their correct sequence. The first player to do this correctly wins the round. Repeat until all play ers have participated. • Activity Sheet Select an activity page from the Student Support Materials. 137
Tlingit-Haida-Tsimpshian As a Second Language Lesson 9 Grade 7 - Grade 12 Basic Writing • What's Your Letter Provide each student with writing paper and a pen. Say a sight word. Each student should then write ONE letter from that word (any letter). Review the students' responses to determine if all letters from the sight word were used. If all letters from the sight word were not used, call upon the students to identify the letters that are "missing." Repeat with other sight words. • Every Second Letter Write a sight word on the chalkboard, omitting every second let ter. Provide the students with writing paper and pens. The students should look at the incomplete word on the chalkboard and then write the sight word for it on their papers. Repeat using other sight words. • Word Build Provide each student with writing paper and a pen. Cut each of the sight words into its individual letters. Give each student one of the cut out letters. Each student should then glue the cut out letter onto his/her sheet of writing paper. Then, each student should add the missing letters to complete the original sight word. Afterwards, review the students' responses. You may wish to provide each student with more than one cut out letter so that he/she writes a num ber of the sight words. • Syllable Time Provide each student with writing paper and a pen. Say a syllable that is found in one of the sight words. Each student should then write the sight word that contains that syllable. De pending upon the syllable that you say, more than one sight word may be cor rect. Repeat this process with other syllables. Afterwards, 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. • Activity Sheet Select an activity page from the Student Support Materials. 138
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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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UNIT 1 Parts of My Body
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Tlingit-Haida-Tsimshian As a Second
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