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L i t e r a t u r e • O r i g i n o f t h e K i l l e r W h a l eOrder of OperationsOrder of OperationsActivities below from Replacing Thing-a-ma-jig- The Developmental Language Processby Jim MacDiarmidMotivationIntroduce/develop the vocabulary illustrations for the key words. Students will not see printed words untilBasic Reading (Sight Recognition) activities, later in the lesson.BASIC LISTENING1. Show students the pictures and speak each vocabulary word. Continually repeat the vocabulary words tothe students as you go through the process.2. Sequence Match - pg. 81 - Number flash cards 1-3. Line up the DLP pictures on the board. Say threesequences of three vocabulary words in different order. Students should hold up the number of the correctsequence that is on the board.BASIC SPEAKING1. Illustration Build-Up - pg 104 - Point to two of the illustrations. Students should say the vocabularywords. Keep pointing and adding another word until students lose track of sequence.2. Disappearing Illustrations -pg 96 - Hang five or six illustrations on the board, vertically. Point to thetop picture and students should name it. Continue this way until the students have named all of theillustrations from top to bottom. Remove the last illustration, but continue to say the word as you repeatthe words.LISTENING COMPREHENSION1. The Revealing Illustration - pg 129 – Mount all illustrations on the board. Students close their eyes.Cover one illustration with a sheet of paper. Students open their eyes. Slowly uncover the picture untilstudents can name illustration.CREATIVE SPEAKING1. High Card Draw - pg 145 - Each student gets a playing card. Two students should show their cards. Thestudent with the highest card has to say a sentence using the vocabulary word that the teacher points to.Continue and switch cards as often as needed.14
S e a l a s k a H e r i t a g e I n s t i t u t eBasic ReadingBASIC READINGSight Recognition1. Funnel Words - pg 161 - Group students into two teams. Give the first player in each team a funnel.Mount the sight words on the walls, and chalkboards around the room. Say one of the sight words. Thestudents with the funnel look through them to locate the words. The first student to do this correctly wins.Repeat until all students have played.2. Student Support MaterialsREADING COMPREHENSION1. Sentence Halves - pg 209 - Write sentences related to the concept and including the sight words. Cuteach sentence in half. Mix all pieces up and mount on board. Number each sentence half. Each studentshould have paper and pen. Students should write down the sentence numbers that go together. More thanone sentence combination may work.BASIC WRITING1. Use the activity pages from the Student Support Materials.2. Write one definition for each word.CREATIVE WRITING1. Use the activity pages from the Student Support Materials.2. Make sentences with words missing. Students complete orally or written.15
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Grade 11 LiteratureOrigin of the Ki
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13) Look at the following illustrat
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8) The killer whales had left their
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MosquitoAs told by Robert Zuboff, H
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STUDENT SUPPORT MATERIALSEncoding A
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Fill in the Blank: Continuing readi
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Fill in the Blank: Continue reading
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L i t e r a t u r e • T l i n g i
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Matching: Match the key vocabulary
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Matching: Match the key vocabulary
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