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Tlingit-Haida-Tsimshian As A Second Language
Kindergarten - Grade 3
Motivation
Lay a sheet of tagboard on the floor and group
the students around it. Have the students
name the different rooms of a home. Use a
large felt marker to make the rooms on the tagboard,
as they are named. Continue until the
home is completed. Use this to introduce the
different rooms of a home.
Introduction
• Collect a concrete material associated with
each of the rooms of a house, e.g. fork for
kitchen, pillow for bedroom, etc. Show the
items to the students and have them place
them in their correct locations in the home outline,
prepared above.
Review the Tlingit/haida/Tsimshian vocabulary
words for the items introduced
above. Show the vocabulary pictures from
this Unit.
• 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 a vocabulary
word. The students should respond with the
appropriate body movement.
• Nod and Clap
Theme: Parts of My Home
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; they should clap when you make a
mistake. Repeat a number of times.
Grade 4 - Grade 6
Motivation
Lay a sheet of tagboard on the floor and group
the students around it. Have the students
name the different rooms of a home. Use a
large felt marker to make the rooms on the tagboard,
as they are named. Continue until the
home is completed. Use this to introduce the
different rooms of a home.
Introduction
• Collect a concrete material associated with
each of the rooms of a house, e.g. fork for
kitchen, pillow for bedroom, etc. Show the
items to the students and have them place
them in their correct locations in the home outline,
prepared above.
Review the Tlingit/haida/Tsimshian vocabulary
words for the items introduced
above. Show the vocabulary pictures from
this Unit.
• 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 a vocabulary
word. The students should respond with the
appropriate body movement.
• Actions!
Basic Speaking
Lesson 1
Group the students together in front of you.
Perform one of the actions from above. The
students should say the vocabulary word for
the action you perform. Repeat, using all of the
actions.
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