Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
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Tlingit-Haida-Tsimshian As a Second Language<br />
Lesson 5<br />
Kindergarten - Grade 3<br />
Introduce the sentence for this unit.<br />
Be certain that the students understand<br />
the meaning of the structure.<br />
Use the unit’s sentence in the following<br />
activities.<br />
• Same or Different<br />
Basic Listening<br />
Provide each student with two blank flashcards. Each student<br />
should then make a checkmark on one of his/her cards and an "X"<br />
on the other card. When the students' cards are ready, say the<br />
unit’s sentence two times, with the same vocabulary words OR with<br />
different vocabulary words. If the two sentences are exactly the<br />
same, the students should hold up their check mark cards.<br />
However, if the vocabulary words are different in the sentences, the<br />
students should hold up their "X" cards.<br />
• Wheel of Names<br />
Basic Speaking<br />
Before the activity begins, prepare a name card for each student.<br />
Lay the name cards on your desk, in a large circle. Mount the<br />
vocab ulary illus trations on the chalkboard. Place a bottle or other<br />
appropriate spinner in the center of your desk. Spin the spinner.<br />
When the spin ner stops, call the student’s name it is pointing at.<br />
That student must then identify a vocabu lary illustration you point<br />
to on the chalkboard and then say its vocabulary word in the unit’s<br />
sentence. When a student has done this correctly, re move his/her<br />
name card from the desk. Continue in this way until no name cards<br />
are left on the desk.<br />
• Number Draw<br />
Grade 4 - Grade 6<br />
Introduce the sentence for this unit.<br />
Be certain that the students understand<br />
the meaning of the structure.<br />
Use the unit’s sentence in the following<br />
activities.<br />
• Same or Different<br />
Basic Listening<br />
Provide each student with two blank flashcards. Each student<br />
should then make a checkmark on one of his/her cards and an "X"<br />
on the other card. When the students' cards are ready, say the<br />
unit’s sentence two times, with the same vocabulary words OR with<br />
different vocabulary words. If the two sentences are exactly the<br />
same, the students should hold up their check mark cards.<br />
However, if the vocabulary words are different in the sentences, the<br />
students should hold up their "X" cards.<br />
• Wheel of Names<br />
Basic Speaking<br />
Before the activity begins, prepare a name card for each student.<br />
Lay the name cards on your desk, in a large circle. Mount the<br />
vocab ulary illus trations on the chalkboard. Place a bottle or other<br />
appropriate spinner in the center of your desk. Spin the spinner.<br />
When the spin ner stops, call the student’s name it is pointing at.<br />
That student must then identify a vocabu lary illustration you point<br />
to on the chalkboard and then say its vocabulary word in the unit’s<br />
sentence. When a student has done this correctly, re move his/her<br />
name card from the desk. Continue in this way until no name cards<br />
are left on the desk.<br />
• Number Draw<br />
Provide each student with a blank flashcard. Say a number to each<br />
stu dent (between one and, depending upon the number of stu dents<br />
in your class). Each student should write his/her number on his/her<br />
number card. Prepare a matching set of number cards and place<br />
the cards in a con tainer. Reach into the container and remove one<br />
of the number cards. Call the number showing on it. The stu dent<br />
who has that number must identify a vocabulary illustration on the<br />
chalkboard, using the unit’s sentence from this unit. Repeat this<br />
process until all students have responded.<br />
Provide each student with a blank flashcard. Say a number to each<br />
stu dent (between one and, depending upon the number of stu dents<br />
in your class). Each student should write his/her number on his/her<br />
number card. Prepare a matching set of number cards and place<br />
the cards in a con tainer. Reach into the container and remove one<br />
of the number cards. Call the number showing on it. The stu dent<br />
who has that number must identify a vocabulary illustration on the<br />
chalkboard, using the unit’s sentence from this unit. Repeat this<br />
process until all students have responded.<br />
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