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Tlingit-Haida-Tsimshian As A Second Language
Lesson 8
Kindergarten - Grade 3
Review the unit’s sentence with the
students. Use the Unit’s Sentence for
the following activities.
• Nod and Clap
Basic Listening
Mount the vocabulary illustrations on the chalkboard. Point to one
of the illustra tions and say its name, using the unit’s sentence. The
students should nod their heads to indicate that you said the correct
sentence for the illustration. However, when you point to an
illustration and say an incorrect sentence for it, the students should
clap their hands ONCE. Repeat this process until all of the vocabulary
illustrations have been used a number of times in this way.
• Hand Tag
Basic Speaking
Group the students in a circle on the floor. The students should
place their hands inside the circle - palms down, flat on the floor.
Stand in the center of the circle with a flashlight. Then, use the light
of the flashlight to attempt to tag a student's hand or hands. The
stu dents may pull their hands out of the circle whenever they think
they are going to be tagged. When a student's hand or hands are
tagged, he/she must then iden tify a vocabulary illustration you
show using the unit’s sentence for this unit. Repeat until many students
have responded.
• Half Time
Grade 4 - Grade 6
Basic Reading
Decoding/Encoding
Before the activity begins, cut each of the sight words in half. Keep
one half of each sight word and give the remaining halves to the
stu dents. Hold up one of your halves and the student who has the
other half of that word must show his half an say the sight word.
Repeat in this way until all students have responded. An alternative
to this ap proach is to give all of the word halves to the students.
Say one of the sight words and the two students who have the
halves that make up the sight word must show their halves.
Depending upon the num ber of students in your class, you may
wish to prepare extra sight word cards for this ac tivity.
• Find The Parts
Before the activity begins, prepare a page that contains the sight
words. Provide each student with a copy of the page. Each student
should then cut out the letter/syllables of the sight words. When a
student has cut out all of the letter/syllables, he/she should lay
them on his/her desk, in a scattered form. Say one of the sight
words. The students should then find the necessary let -
ters/syllables to create the sight word you said. Continue until all of
the sight words have been developed in this way. Later, the students
can glue their encoded sight words on blank sheets of paper.
• Activity Sheet - 1
Select an activity sheet from the Student Support Materials.
• Illustration Concentration
Prepare a photocopied set of vocabulary illustrations. Cut the photocopied
illustrations in half. For this activity, you may wish to prepare
extra copies of the vocabulary illustrations. Glue the halves to
sheets of construction paper. Mix all of the cut up illus tration halves
on the floor, face down. Group the students around the illus tration
halves. Call upon a student to turn over one of the illus tration
halves. The student should show that illustration half to the other
students. Then, he/she should turn over another illus tration half. If
the two halves go together to produce a vocabulary illustration, the
student should identify the illustra tion by its vo cabulary word in the
unit’s sentence and then keep the two halves. However, if the two
halves do not go together to produce a vocab ulary illustration, the
stu dent should replace both halves in their original locations on the
floor. Con tinue in this way until all of the illustration halves have
been correctly matched. The winning stu dent or students are those
with the greatest num ber of halves collected.
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