Download - Sealaska Heritage Institute

Tlingit-Haida-Tsimshian As a Second Language
Kindergarten - Grade 3
Motivation
Before the lesson begins, cut the shape of a
church from thin cardboard; tape the outline on
the chalkboard and cover it with a length of
brown mural paper. Group the students in front
of the chalkboard and use a large black crayon
to do a rubbing of the cardboard church. When
the outline is visible, have the students identify
it. Use this as an introduction to the buildings in
the community.
Introduction
• Collect concrete materials for the key words
to be introduced in this unit. Show the concrete
materials to the students, encouraging them to
tell you the use(s) of each item.
Review the Tlingit/Haida/Tsimshian vocabulary
words for the items introduced
above. Show the vocabulary pictures from
this Unit.
• Let's Move
Theme: Buildings
Basic Listening
Identify an appropriate body movement for
each vocabulary word. This may involve movements
of hands, arms, legs, etc. Practice the
body move ments with the students. When the
students are able to perform the body movements
well, say a vocabulary word. The students
should respond with the appropriate
body movement.
• Nod and Clap
Mount the vocabulary illustrations on the chalkboard.
Point to one of the illustra tions and say
its name. The students should nod their heads
to indicate that you said the correct vocabulary
word for the illustration; they should clap when
you make a mistake. Repeat.
Kindergarten - Grade 3
Motivation
Before the lesson begins, cut the shape of a
church from thin cardboard; tape the outline on
the chalkboard and cover it with a length of
brown mural paper. Group the students in front
of the chalkboard and use a large black crayon
to do a rubbing of the cardboard church. When
the outline is visible, have the students identify
it. Use this as an introduction to the buildings in
the community.
Introduction
• Collect concrete materials for the key words
to be introduced in this unit. Show the concrete
materials to the students, encouraging them to
tell you the use(s) of each item.
Review the Tlingit/Haida/Tsimshian vocabulary
words for the items introduced
above. Show the vocabulary pictures from
this Unit.
• Let's Move
Basic Listening
Lesson 1
Identify an appropriate body movement for
each vocabulary word. This may involve movements
of hands, arms, legs, etc. Practice the
body move ments with the students. When the
students are able to perform the body movements
well, say a vocabulary word. The students
should respond with the appropriate
body movement.
• Nod and Clap
Mount the vocabulary illustrations on the chalkboard.
Point to one of the illustra tions and say
its name. The students should nod their heads
to indicate that you said the correct vocabulary
word for the illustration; they should clap when
you make a mistake. Repeat.
181