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Tlingit-Haida-Tsimshian As a Second Language Lesson 5 Kindergarten - Grade 3 Introduce the unit’s Sentence for this unit. Be certain that the students understand the meaning of the structure. Use the unit’s Sentence in the following activities. • Turn and Face Basic Listening Mount the vocabulary illustrations on the walls and chalkboard. Group the stu dents together in the center of the classroom. Say the unit’s Sentence, including one of the vo cabulary words and the students should turn to face the illustration for the sentence you said. Depending upon the size of your class, this ac tivity may be done in small groups. This activity may also be done in team form. In this case, have a player from each team stand in the center of the classroom. When a player faces the wrong di rection (i.e., the wrong il lustration), he/she is "out" until a later round of the ac tivity. Repeat until all players have had an opportunity to participate. • Slip String Basic Speaking Mount the vocabulary illustrations on the chalkboard. Join all of the students to gether with a long length of string. Before tying the ends of the string to gether, insert a roll of tape over one end of the string (a large "washer" can also be used). Then, tie the ends of the string together. Face away from the students. The stu dents should then pass the roll of tape as quickly as possi ble along the string. When you clap your hands, the student who is holding the roll of tape, must identify (orally) a vocabulary illustration you point to, using the unit’s Sentence. • Wheel of Names Grade 4 - Grade 6 Introduce the unit’s Sentence for this unit. Be certain that the students understand the meaning of the structure. Use the unit’s Sentence in the following activities. • Turn and Face Basic Listening Mount the vocabulary illustrations on the walls and chalkboard. Group the stu dents together in the center of the classroom. Say the unit’s Sentence, including one of the vo cabulary words and the students should turn to face the illustration for the sentence you said. Depending upon the size of your class, this ac tivity may be done in small groups. This activity may also be done in team form. In this case, have a player from each team stand in the center of the classroom. When a player faces the wrong di rection (i.e., the wrong il lustration), he/she is "out" until a later round of the ac tivity. Repeat until all players have had an opportunity to participate. • Slip String Basic Speaking Mount the vocabulary illustrations on the chalkboard. Join all of the students to gether with a long length of string. Before tying the ends of the string to gether, insert a roll of tape over one end of the string (a large "washer" can also be used). Then, tie the ends of the string together. Face away from the students. The stu dents should then pass the roll of tape as quickly as possi ble along the string. When you clap your hands, the student who is holding the roll of tape, must identify (orally) a vocabulary illustration you point to, using the unit’s Sentence. • Wheel of Names 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, using 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. 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, using 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. 269
Tlingit-Haida-Tsimshian As a Second Language Lesson 5 Grade 7 - Grade 12 Basic Reading Sight Recognition • Twenty Boxes Pro vide each student with a copy of the “20 boxes” form from the back of this unit. Each student should then use a pencil to shade-in half of the boxes(10 boxes in all). When the stu dents have completed this process, call a student's name and a num ber from one of the boxes on the form. If the student has that box shaded-in, he/she may "pass". However, if that box is not shaded in, the student must identify a sight word you show. Repeat this process a number of times until many students have responded. The stu dents may exchange forms periodically during the activity. • Blank Chalkboard Reading Mount all of the sight word cards on the chalkboard, in a vertical column. Read all of the sight words with the students, from the top to the bot tom. Then, remove the last sight word card and read the list of sight words once again, including the "missing" sight word. Then, re - move another sight word card and repeat this process. Continue until the students are "reading" the col umn of sight words from a blank chalkboard. This activity may be repeated more than once by mixing and re-at taching the sight words to the chalkboard. • Dicey Words Mount the sight word cards on the chalkboard. Number each sight word, using a number between 1 and 6 (a number may be repeated as often as necessary). Group the students into two teams. Give the first player in each team a die. When you say "Go," each player should roll the die and then identify any sight word on the chalkboard that has that number. The first player to do this correctly wins the round. Repeat until all players have participated. • Activity Sheet(s) Refer to the Students’ Activity Sheets for Sight Recognition activities. 270
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Learning Our Tlingit, Haida and Tsi
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Credit Page Tlingit Language Specia
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Unit 8 Types of Clothing 141-160 Un
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