Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
Tlingit-Haida-Tsimshian As a Second Language<br />
Lesson 2<br />
Kindergarten - Grade 3<br />
• Illustration Hold-Up<br />
Basic Listening<br />
Before the activity begins, prepare a stencil which contains small<br />
versions of the vocabulary illustrations. Provide each student with<br />
a copy of the stencil. The students should cut the illustrations from<br />
their copies of the stencil. When the students' illustrations are cut<br />
out, say a vocabulary word. Each student should then hold up the<br />
il lustration for the vocabulary word that you said. Repeat this<br />
process until all of the illustrations/vocabulary words have been<br />
used in this way.<br />
• Stretch<br />
Place the vocabulary illustrations on the floor, in a scattered form.<br />
The il lustrations should be quite close together. Have a stu dent<br />
stand beside the illustrations. Say a vocabulary word for one of the<br />
illustrations. The student should place his/her left foot on that illus -<br />
tration. Then, say other vocabulary words and the student must<br />
identify the correct illustrations with different parts of his/her body.<br />
You may wish to have two students partici pate in this pro cess at the<br />
same time for added motivation.<br />
• Matching Halves<br />
Cut each of the vocabulary illustrations in half. Mix all of the halves<br />
together and distribute them to the students. Say a vocabu lary<br />
word. The two stu dents who have the halves for the illustration that<br />
goes with the vocabulary word you said, should show their halves.<br />
You may have the students ex change illustration halves pe -<br />
riodically during this activity.<br />
• Wild Cars<br />
Make two "roads" on the floor using masking tape. Be certain that<br />
there are a number of curves and circles in the roads. The roads<br />
should stretch for at least ten feet. If you have a floor rug, chalk may<br />
be used to fashion the roads. Place a toy car at the beginning of<br />
each road. Lay the vocabulary illustrations at the end of the roads.<br />
Have a student sit beside each car. Name one of the vocabulary<br />
illustrations and say"Go." The two students should "drive" their cars<br />
along the roads as quickly as they can. The winner is the player<br />
who first parks his car on the illustration for the vocabulary word<br />
you said.<br />
• The Running Story<br />
Give the vocabulary illustrations to the students. Tell a running story<br />
which contains the vocabulary words repeated a number of times.<br />
When a student hears the vocabulary word for his/her illustration,<br />
he/she must hold up the illustration and show it to you. Have the<br />
students exchange illustrations periodically during the ac tivity.<br />
Grade 4 - Grade 6<br />
• Illustration Hold-Up<br />
Basic Listening<br />
Before the activity begins, prepare a stencil which contains small<br />
versions of the vocabulary illustrations. Provide each student with<br />
a copy of the stencil. The students should cut the illustrations from<br />
their copies of the stencil. When the students' illustrations are cut<br />
out, say a vocabulary word. Each student should then hold up the<br />
il lustration for the vocabulary word that you said. Repeat this<br />
process until all of the illustrations/vocabulary words have been<br />
used in this way.<br />
• Stare Down<br />
Basic Speaking<br />
Have two students stand facing one another. Mount the vocabu lary<br />
illustra tions on the chalkboard. The object of the activity is for the<br />
two stu dents to look at one another without laughing. The first stu -<br />
dent to laugh (or smile) must then identify a vocabulary illustration<br />
you point to. If both students laugh or smile at the same time, then<br />
both students must identify the vocabulary il lustration you point to.<br />
Repeat with other pairs of students until all students have partici -<br />
pated.<br />
• Reflection<br />
Before the activity begins, obtain two small, unbreakable mirrors.<br />
Have two students stand at the front of the classroom, facing the<br />
chalk board. Give the two students each one of the mirrors. Stand<br />
some dis tance be hind the students. Hold up a vocabulary illustration.<br />
When you say "Go," the two players with the mirrors must then<br />
look over their shoulders with the mirrors and name the illustration.<br />
Repeat with other pairs of students.<br />
• Cat's Cradle<br />
Group the students in a circle, sitting on the floor. Provide each student<br />
with a vocabulary illustration (prepare extra illustrations if necessary).<br />
The stu dents should stand their vocabulary illustra tions on<br />
the floor, leaning against their legs. Give a student in the circle a<br />
ball of string. The student should hold the end of the ball of string<br />
and then say the name of a vocabulary illustration that another student<br />
has. After identi fying the illustration, he/she should then toss<br />
the ball of string to the stu dent who has that illustra tion (being careful<br />
to hold tightly to his/her end of the string). The student who<br />
receives the ball of string must then re peat this process - tossing<br />
the ball of string to an other stu dent in the cir cle. The students<br />
should continue in this way until a "cat's cra dle" has been created<br />
with the string in the center of the circle. This activity may be<br />
repeated more than once by collecting and redis tributing the illus -<br />
trations for each new round.<br />
303