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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. • Right or Wrong Basic Speaking Mount the vocabulary illustrations on the chalkboard. Point to one of the illustra tions and say its vocabulary word, using the unit’s sentence. The students should repeat the sentence. However, when you point to an illustration and say an incorrect sentence 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. • Run And Catch 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. • Right or Wrong Basic Speaking Mount the vocabulary illustrations on the chalkboard. Point to one of the illustra tions and say its vocabulary word, using the unit’s sentence. The students should repeat the sentence. However, when you point to an illustration and say an incorrect sentence 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. • Run And Catch Group the students in a circle. Say a number to each student. Then, give each student a vocabulary illustration. Stand in the cen ter of the circle with a small portion of tissue paper. When you say "Go," the students should pass the vocabulary illustrations around the cir - cle in a clockwise direction. When you clap your hands, the students should stop passing the vocabulary illus trations around the circle. Call one of the students’ numbers and toss the tissue paper into the circle at the same time. The student who has the number you called must orally identify the vocabulary illus tration he/she has, using the unit’s sentence, and then rush into the circle to catch the tissue paper before it hits the floor. Repeat this pro cess until many students have responded. Group the students in a circle. Say a number to each student. Then, give each student a vocabulary illustration. Stand in the cen ter of the circle with a small portion of tissue paper. When you say "Go," the students should pass the vocabulary illustrations around the cir - cle in a clockwise direction. When you clap your hands, the students should stop passing the vocabulary illus trations around the circle. Call one of the students’ numbers and toss the tissue paper into the circle at the same time. The student who has the number you called must orally identify the vocabulary illus tration he/she has, using the unit’s sentence, and then rush into the circle to catch the tissue paper before it hits the floor. Repeat this pro cess until many students have responded. 289
Tlingit-Haida-Tsimshian As a Second Language Lesson 5 Grade 7 - Grade 12 Basic Reading Sight Recognition • The Disappearing Word Mount all of the sight words on the chalkboard. For added motiva tion, you may wish to prepare an extra set of sight word cards to add to those on the chalkboard. Have the students look carefully at the sight words. Then, the students should close their eyes. When the stu - dents' eyes are closed, remove one of the sight words from the chalkboard. Have the students open their eyes and identify the missing word. Re peat this process until all of the sight words have been re moved from the chalk board and identified in this way. • One To Six Provide each student with a copy of the “1-6” sheet from the back of this Unit. The students should cut out the numbers. Then, each student should place TWO number cards in front of him/her. Mount the sight words on the chalk board. Toss two dice and call the numbers showing on them. Any student or students who have those two numbers on their num ber cards, must identify a sight word you point to. The students may exchange number cards periodi cally during the activity. Repeat until all of the sight words have been identified a number of times. • Name of Fortune Before the activity begins, prepare a name card for each student in the class. Arrange the name cards in a circle on your desk. Place a bot tle in the center of the circle. Mount the sight words on the chalkboard. Spin the bottle. When the bottle stops, call the student's name from the name card the bottle is pointing to. That student must then identify a sight word you point to on the chalkboard. Remove that stu - dent's card from the circle of name cards. Continue in this way until all of the name cards have been removed and until each student has responded. • Activity Sheet(s) Have the students work on activity sheet(s) from the students’ support materials. 290
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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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As more language goes into the chil
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For the language learners in grades
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Month 1 Month 2 Month 3 Month 4 Mon
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UNIT 1 Parts of My Body
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Unit 1 Kindergarten - Grade 3 Durin
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