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Tlingit-Haida-Tsimshian 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.
• Flashlight Find
Basic Listening
Mount the vocabulary illustrations on the walls, chalkboard, win -
dows, etc. Have a student stand in the center of the classroom with
a flashlight. Say the unit’s sentence and one of the vocabulary
words; the student must find the illustration for the sentence you
said, using the light of the flashlight. This activity may also be conducted
in team form. In this case, have two flashlights available.
Have a player from each team stand in the center of the classroom.
When you say the Unit’s Sentence, each player must attempt to
find the correct illustra tion with the light of his/her flashlight. The
first player to correctly identify the il lustration for the sentence you
said wins the round. Repeat until all players have played.
• Wheel of Names
Basic Speaking
• Switch
Grade 4 - Grade 6
Basic Reading
Sight Recognition
Stand all of the sight word cards in the chalkboard ledge. For added
motivation you may wish to prepare extra sight word cards for this
ac tivity. Have the students look carefully at the sequence of sight
word cards (from left to right). Then, have the students close their
eyes. Switch the order of any two of the sight word cards. Have the
students open their eyes and call upon specific individuals to name
the sight words that were switched. You may wish to conduct this
activity in team form. In this case, the first player to correctly identify
the two switched sight words, wins the round. Re peat until all
play ers have participated.
• About - Face!
Mount the vocabulary illustrations on the walls, chalkboard, door,
and windows of the classroom. Mount the sight word cards on the
chalkboard. Use a flashlight to shine on one of the sight word
cards. The students should then turn and face the illustra tion for the
sight word you point to. Repeat until all of the sight words have
been identified in this way.
• The Disappearing Word
Before the activity begins, prepare a name card for each student.
Lay the name cards on your desk, in a large circle. Mount the
vocab ulary illus trations on the chalkboard. Place a bottle or other
appropriate spinner in the center of your desk. Spin the spinner.
When the spin ner stops, call the student’s name it is pointing at.
That student must then identify a vocabu lary illustration you point
to on the chalkboard and then say its name in the unit’s sentence.
When a student has done this correctly, re move his/her name card
from the desk. Continue in this way until no name cards are left on
the desk.
• Under the Bridge
Mount all of the sight words on the chalkboard. For added motiva -
tion, you may wish to prepare an extra set of sight word cards to
add to those on the chalkboard. Have the students look carefully at
the sight words. Then, the students should close their eyes. When
the stu dents' eyes are closed, remove one of the sight words from
the chalkboard. Have the students open their eyes and identify the
missing word. Re peat this process until all of the sight words have
been re moved from the chalk board and identified in this way.
• Activity Page
Select an activity page from the Unit’s Student Support Materials.
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, using the unit’s sentence. Repeat until a number
of students have responded.
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