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Tlingit-Haida-Tsimshian As a Second Language
Theme: Types Of Fish
Kindergarten - Grade 3
Motivation
Before the lesson begins, place a fish in a box;
tie a length of string through the fish
gills/mouth, leaving the end of the string hanging
out of the box. Stand in front of the students
and tell them to watch to see what happened
the last time you went fishing. Dramatize
pulling the fish from the box. Use this to introduce
the different types of fish to the students.
Introduction
• If possible, show the students a sample of
each type of fish to be introduced in this unit.
Have the students compare and contrast the
appearances of the fish.
Introduce the Tlingit/Haida/Tsimshian
vocabulary words for the family members
introduced above. Show the vocabulary
pictures from this unit.
Basic Listening
• Let's Move
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, place a fish in a box;
tie a length of string through the fish
gills/mouth, leaving the end of the string hanging
out of the box. Stand in front of the students
and tell them to watch to see what happened
the last time you went fishing. Dramatize
pulling the fish from the box. Use this to introduce
the different types of fish to the students.
Introduction
• If possible, show the students a sample of
each type of fish to be introduced in this unit.
Have the students compare and contrast the
appearances of the fish.
Introduce the Tlingit/Haida/Tsimshian
vocabulary words for the family members
introduced above. Show the vocabulary
pictures from this unit.
Basic Listening
Lesson 1
• Let's Move
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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