Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
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Tlingit-Haida-Tsimpshian As a Second Language<br />
Lesson 9<br />
Kindergarten - Grade 3<br />
Review the unit’s sentence with the<br />
students. Use the unit’s sentence for<br />
the following activities.<br />
• Hop The Line<br />
Basic Listening<br />
Make a masking tape line on the floor. Have the students stand on<br />
the line - their toes touching the masking tape line. Have the stu -<br />
dents listen for a spe cific sentence (i.e., the unit’s sentencewith a<br />
vocabulary word). Say a number of other sentences - eventually<br />
repeating the sentence you said at the beginning of the round.<br />
When the students hear that sentence, they must hop to the other<br />
side of the line. When the students hop to the other side of the line,<br />
they should then turn around and place their toes on the line once<br />
again. Repeat this pro cess using the unit’s sentence with all of the<br />
vocabulary words.<br />
• Hand Tag<br />
Basic Speaking<br />
Group the students in a circle on the floor. The students should<br />
place their hands inside the circle - palms down, flat on the floor.<br />
Stand in the center of the circle with a flashlight. Then, use the light<br />
of the flashlight to attempt to tag a student's hand or hands. The<br />
stu dents may pull their hands out of the circle whenever they think<br />
they are going to be tagged. When a student's hand or hands are<br />
tagged, he/she must then iden tify a vocabulary illustration you<br />
show using the unit’s sentence for this unit. Repeat until many students<br />
have responded.<br />
• Feel The Number<br />
Mount the vocabulary illustrations on the chalkboard and number<br />
each one. Have a student stand, facing the illustrations. Stand be -<br />
hind the stu dent and use your index finger to "write" one of the illustration<br />
numbers on his/her back. When the student feels the num -<br />
ber, he/she should orally iden tify the illustration with that num ber,<br />
using the unit’s sentence. This activity may also be done in team<br />
form. In this case, "write" one of the numbers on the back of the last<br />
player in each team. When you say "Go," the last player in each<br />
team should write the number on the back of the student in front of<br />
him/her, and so on. When the first player in each team feels the<br />
number, he must name the illustration with that number. The first<br />
team to do this wins the round. The first player in each team should<br />
move to the back of the team after each round of the activity.<br />
Grade 4 - Grade 6<br />
Basic Writing<br />
• Numbered Illustrations<br />
Mount the vocabulary illustrations on the chalkboard and number<br />
each illustration. Provide each student with writing paper and a<br />
pen. Call the number of an illustration. Each student should write<br />
the vocabu lary word for the illustration represented by that number.<br />
Repeat until all vocabulary words for the illustra tions have been<br />
written. Review the students' responses.<br />
• Writing Relay<br />
Group the students into two teams. Say one of the vocabulary<br />
words. When you say "Go," the first player from each team must<br />
rush to the chalkboard and write only the FIRST letter of the word.<br />
He/She should then run to the back of the team and the next player<br />
should rush to the chalkboard to add the SECOND letter, and so<br />
on. The winning team is the team that correctly completes the<br />
spelling of the word first. Repeat using other key vocabulary words.<br />
• Water Writing<br />
Group the students into two teams. Place a container of water and<br />
two clean paint brushes in front of the chalkboard. Say one of the<br />
key vocabulary words. The first player from each team must then<br />
rush to the chalkboard. Each player should dip his/her paintbrush<br />
into the water and then use it to "write" the word on the chalkboard.<br />
Repeat this process until all players in each team have written a<br />
"water word."<br />
• Horizontal Completion<br />
Before the activity begins, cut each of the sight word cards in half,<br />
horizontally. Provide each student with writing paper and a pen.<br />
Also, provide each student with one of the word halves. Each student<br />
should mount his/her word half on the sheet of writing paper.<br />
Then, the students should complete their words by writ ing-in the<br />
missing halves. Some students should have the upper halves of the<br />
sight words and other students should have the lower halves.<br />
Afterwards, review the students' responses. You may wish to provide<br />
each stu dent with more than one half so that he/she completes<br />
more than one sight word.<br />
• Activity Sheet<br />
Photocopy an activity sheet from the Student Support Materials.<br />
Provide each student with a copy of the activity page.<br />
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