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Tlingit-Haida-Tsimshian As a Second Language
Kindergarten - Grade 3
Motivation
Before the lesson begins, find a fly swatter.
Stand in front of the students and pretend to
swatting flies. Have the students tell you what
you are doing. Use this as an introduction to
the different types of insects found in the Delta.
Introduction
• Collect concrete materials related to insects,
e.g. insect spray, mosquito netting, etc. Show
the students the materials, asking them both
literal and inferential questions about the
items.
Introduce the Tlingit/Haida/Tsimshian
vocabulary words for the family members
introduced above. Show the vocabulary
pictures from this unit.
• Let's Move
Theme: Types Of Insects
Basic Listening
Identify an appropriate body movement for
each vocabulary word. This may involve movements
of hands, arms, legs, etc. Practice the
body move ments with the students. When the
students are able to perform the body movements
well, say a vocabulary word. The students
should respond with the appropriate
body movement. You may wish to say the
vocabulary words in a running story. When a
vocabulary word is heard, the students should
perform the appropri ate body movement. In
addition to the body movements, you may wish
to use "sound effects" for identifying vocabulary
words. The students should perform the
appropriate body movements/sound effects for
the words you say.
Grade 4 - Grade 6
Motivation
Before the lesson begins, find a fly swatter.
Stand in front of the students and pretend to
swatting flies. Have the students tell you what
you are doing. Use this as an introduction to
the different types of insects found in the Delta.
Introduction
• Collect concrete materials related to insects,
e.g. insect spray, mosquito netting, etc. Show
the students the materials, asking them both
literal and inferential questions about the
items.
Introduce the Tlingit/Haida/Tsimshian
vocabulary words for the family members
introduced above. Show the vocabulary
pictures from this unit.
• Let's Move
Basic Listening
Lesson 1
Identify an appropriate body movement for
each vocabulary word. This may involve movements
of hands, arms, legs, etc. Practice the
body move ments with the students. When the
students are able to perform the body movements
well, say a vocabulary word. The students
should respond with the appropriate
body movement. You may wish to say the
vocabulary words in a running story. When a
vocabulary word is heard, the students should
perform the appropri ate body movement. In
addition to the body movements, you may wish
to use "sound effects" for identifying vocabulary
words. The students should perform the
appropriate body movements/sound effects for
the words you say.
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