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Tlingit-Haida-Tsimshian As a Second Language Lesson 4 Kindergarten - Grade 3 • The Running Story Basic Listening Give the vocabulary illustrations to the students. Tell a running story which contains the vocabulary words repeated a number of times. When a student hears the vocabulary word for his/her illustration, he/she must hold up the illustration and show it to you. Have the students exchange illustrations periodically during the ac tivity. • Right or Wrong Basic Speaking Mount the vocabulary illustrations on the chalkboard. Point to one of the illustra tions and say its vocabulary word. The students should repeat the vocabu lary word for that illustration. However, when you point to an illustration and say an incorrect vocabulary word for it, the students should remain silent. Repeat this process until the stu dents have re sponded a number of times to the dif ferent vocabulary illustrations. • Flashlight Name Mount the vocabulary illustrations on the chalkboard and the walls of the class room. Darken the classroom as much as possible. Use a strong flash light to direct the students' attention to one of the illustrations. The students should iden tify the illustration which is illuminated by the light of the flashlight. Con tinue in this way until all of the vo cabulary words have been said a number of times. • Ping Pong Cups Have two students stand about five feet apart. Give each student a styro foam cup. Mount the vocabulary illustrations on the chalk - board and number each illustration. Place a ping pong ball in one of the player's cups. The students should then begin to toss the ping pong ball back and forth, catching it with their cups and tossing it from their cups. When a player loses the ball, he/she must identify an illustration on the chalkboard for a number you call. Repeat with other pairs of students un til all have participated. Grade 4 - Grade 6 • The Running Story Basic Listening Give the vocabulary illustrations to the students. Tell a running story which contains the vocabulary words repeated a number of times. When a student hears the vocabulary word for his/her illustration, he/she must hold up the illustration and show it to you. Have the students exchange illustrations periodically during the ac tivity. • Right or Wrong Basic Speaking Mount the vocabulary illustrations on the chalkboard. Point to one of the illustra tions and say its vocabulary word. The students should repeat the vocabu lary word for that illustration. However, when you point to an illustration and say an incorrect vocabulary word for it, the students should remain silent. Repeat this process until the stu dents have re sponded a number of times to the dif ferent vocabulary illustrations. • Flashlight Name Mount the vocabulary illustrations on the chalkboard and the walls of the class room. Darken the classroom as much as possible. Use a strong flash light to direct the students' attention to one of the illustrations. The students should iden tify the illustration which is illuminated by the light of the flashlight. Con tinue in this way until all of the vo cabulary words have been said a number of times. • Government Vision Group the students in a circle. Have two students stand in the center of the circle with funnels. The two students should place the funnels over one of their eyes and cover their other eyes with one of their hands. The two students should look at the floor, through their funnels. Give the vocabulary illustrations to the students who are sitting in a circle. When you say “Go,” the students should pass the illustrations around the circle in a clockwise direction. When you clap your hands, the students should stop passing the vocabulary illustrations. Say a sentence that contains one of the vocabulary words. The two students should then raise their heads and search the circle (through the funnels) to see who is holding the illustration for the vocabulary word that you said in the sentence. The first player to do this successfully wins the round. The “winner” should remain in the center of the circle until he/she is beaten. Repeat many times. 7
Grade 7 - Grade 12 Basic Reading Sight Recognition Introduce the sight words to the students. Match the sight words with the vocabulary illustrations. When all of the sight words have been introduced, begin the Sight Recognition activities. Use the unit’s sentence with the sight words. • Running Story Tlingit-Haida-Tsimshian As a Second Language Lesson 4 Mount the sight words on the chalkboard. Tell a "running story" to the students. As the vocabulary words are called for in the story, point to them on the chalkboard. The students should say the words as you point to the sight words. Repeat this process until all of the sight words have been said a number of times by the students. • Sight Word Bingo Before the activity begins, prepare a stencil which contains the sight words. Provide each student with a copy of the stencil. The students should cut the sight words from their copies of the sten cil. When the students have cut out their sight words, each stu dent should lay all of the sight words but one, face down on his/her desk. Say a sight word. Any student or students who have that sight word face up on their desks should show the sight word to you. Then, those sight words should be placed to the side and other sight words turned over in their place. Continue in this way until a student or stu dents have no sight words left on their desks. This activity may be repeated more than once by col lecting, mixing, and redis tributing the sight words to the students. • Deal! Before the activity begins, obtain two decks of playing cards. Give all of the cards from one deck to the students (if possible, ar range it so that all students have the same number of cards). Mount the sight words on the chalkboard. Hold a playing card from the other deck of cards against one of the sight words on the chalkboard. The student who has the matching playing card must identify the sight word. When the student has done this correctly, he/she should place that playing card to the side. Continue in this way until a student or students have no playing cards left in their hands. • Activity Sheet - 1 Select an activity sheet from the Student Support Materials. 8
Page 1 and 2: Learning Our Tlingit, Haida and Tsi
Page 3: Credit Page Tlingit Language Specia
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Page 8 and 9: As more language goes into the chil
Page 10 and 11: For the language learners in grades
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Page 15: UNIT 1 Parts of My Body
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Unit 4 Parts of My Home - Tsimshian
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UNIT 5 Types of Animals
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Unit 6 - Types of Birds - Tsimshian
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