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Tlingit-Haida-Tsimshian As A Second Language
Lesson 6
Kindergarten - Grade 3
Review the unit sentence with the
students. Use the Unit Sentence for
the following activities.
•Let's Move
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 the unit sentence that contains
a vocabulary word. The students should respond with the
appropriate body movement. Rather than using body move ments
or, in ad dition to the body movements, you may wish to use "sound
effects" for the sentences. The students should perform the appropriate
body movements/sound effects for the sentences you say.
• Right or Wrong
Basic Speaking
Mount the vocabulary illustrations on the chalkboard. Point to one
of the illustra tions and say its vocabulary word in the unit sentence.
The students should repeat the vocabu lary word for that illustration.
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.
• Your Number Is Up!
Provide each student with ten blank flashcards. Each student
should then write one number on each of his/her cards, using the
num bers zero to nine - one number per card. When the students'
number cards are ready, they should turn their cards over on their
desks (face down). Then, each student should turn one card face
up. Call a number between zero and nine. Any stu dent or students
who have that number face up on their desks must iden tify a vocabulary
illus tration you point to, using the unit sentence for this unit.
Then, those number cards should be placed to the side and other
number cards turned over. The winner or win ners of this activity are
those stu dents who have no number cards left on their desks.
Grade 4 - Grade 6
Basic Reading
Sight Recognition
Introduce the sight words to the students.
Match the sight words with their
vocabulary illustrations. When all of the
sight words have been introduced in
this way, begin the Sight Recognition
activities. Have the students use the
unit sentence in their responses.
• Nod and Clap
Mount the vocabulary illustrations on the chalkboard. Point to one
of the illustra tions and say its name. The students should nod their
heads to indicate that you said the correct vocabulary word for the
illustration. However, when you point to an illustration and say an
incorrect name for it, the students should clap their hands ONCE.
Repeat this process until all of the vocabulary illustrations have
been used a number of times in this way.
• Face
Mount the sight words on the walls, chalkboard, windows, etc.,
around the classroom. Group the students into two teams. Give the
first player in each team a flashlight. Darken the class room, if
possi ble. Say one of the sight words. When you say "Go," the students
should turn their flashlights on and attempt to locate the sight
word you said. The first player to do this cor rectly wins the round.
The student should then use the sight word in the unit sentence for
this unit. Repeat until all players in each team have participated.
• Sight Word Bingo
Provide each student with a copy of the Sight Word Bingo stencil,
from the back of this Unit. The students should cut the sight words
from their copies of the sten cil. When the students have cut out
their sight words, each stu dent should lay all of the sight words but
one, face down on his/her desk. Say a sight word. Any student or
students who have that sight word face up on their desks should
show the sight word to you. Then, those sight words should be
placed to the side and other sight words turned over in their place.
Continue in this way until a student or stu dents have no sight words
left on their desks. This activity may be repeated more than once
by col lecting, mixing, and redis tributing the sight words to the students.
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