UNIT 10 - Sealaska Heritage
Transcript of UNIT 10 - Sealaska Heritage
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UNIT 10
Birds
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Teacher’s Notes
The “birds” unit is a favorite of
many students, especially when
the teacher uses stuffed animals
and puppets. The lessons and
the Student Support Materials
(SSM) follow the Developmental
Language Process (DLP) format
and begin with basic listening
and basic speaking, before read-
ing and writing are introduced.
The SSM include images, mini-
pictures, vocabulary word cards,
student worksheets, unit’s sen-
tence and dialog, and assess-
ments. Encourage students to lis-
ten to the audio recording of a
fluent speaker saying the nouns,
sentence and dialog. Once these
nouns are mastered and commit-
ted to long-term memory, stu-
dents can focus their learning on
the new verb phrases which will
be presented in Cycles C through
Advanced C. If students learn
Cycle B vocabulary quickly, move
forward to Cycle C, which intro-
duces verbs.
Vocabulary Cycle B
ts’axweil crow
kéidladi seagull
dzísk’w great horned owl
k’ákw owl w/o tufts
shoox’ robin
gúkl’ swan
kageet loon
láx’ heron
shaayáal hawk
dagitgiyáa hummingbird
káax’ chicken
x’eis’awáa ptarmigan
Unit’s Sentence
________________ xwaa.áx.
I heard the ________________.
Unit’s Dialog
(a) Wé ____________ eesitéen
agé? Did you see the
_____________________?
(b) Tléik’, wé ______________
xwaa.áx kú.aa. No, but I heard
the _____________________.
(a) Wé _____________ gwátk sá
iyaa.áx? When did you hear the
_____________________?
(b) Tatgé/tleeyátge/yáa yagiyee.
Yesterday/day before
yesterday/today.
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Teacher’s Notes
Cycle C introduces verbs to be
used with the bird names presented
in Cycle B. The focus is oral lan-
guage development. The phrases in
this lesson are third person, (he,
she, it) present tense of the verb
“for someone to hear something.”
Use the photos from Cycle B, SSM,
as props for each of the sentences.
Encourage students to listen to the
audio recording of a fluent speaker
saying these sentences. If students
learn the material quickly, you might
review the “birds” unit from grades
5&6 which uses this same phrase in
first person. Advanced cycles will
add new verb phrases.
Vocabulary Cycle C
Yéil aya.áxch. S/he can hear a
raven.
K’ákw aya.áxch. S/he can hear
a hawk.
Ch’áak’ aya.áxch. S/he can hear
a eagle.
Káax' aya.áxch. S/he can hear a
chicken.
Teacher’s Notes
Students can answer Daa sáwé
yaa ndakín?: What is flying?, with
any of the vocabulary words from
this unit. By this cycle they probably
don’t need props, but stuffed ani-
mals and puppets make the lesson
much more interesting and fun.
Closure sentences are a great way
for students to review vocabulary.
They can use any of the vocabulary
words to fill in the sentence Wé
_____________ yagéi: The
_________________ are big.
Encourage students to listen to the
audio recording of a fluent speakers
saying these sentences.
Vocabulary Cycle A Advanced
Daat ts’ítskw sáwé? What kind
of bird is that?
___________________ áwé.
It is a ___________________.
Closure sentences
Wé ______________ ch’a yéi
googéink’. The _____________
are small.
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Teacher’s Notes
Different birds can be substituted
in each of these sentences. The
substitution reinforces the bird
names and gives students listen-
ing and reading practice with the
new verb forms. Some of the
stuffed animals on the market
make natural-sounding bird calls.
Thee can add interest to the
lessons. You can provide further
practice by using bird names that
students already know, such as
yéil and ch’áak’. Encourage stu-
dents to listen to the audio
recording of a fluent speaker say-
ing the sentences.
Vocabulary Cycle B Advanced
Dagatgiyáa yasátkw. The hum-
mingbird is fast.
Xwasikóo k’ákw áwé. I know
that it was a hawk.
Wé láx' kayeil’. Heron is calm.
Shayadihein wé kéidladi. There
are a lot of seagulls.
Teacher’s Notes
The four sample sentences use a
variety of verbs and nouns, some
of which are from other units
and/or cycles. Students can write
their own sentences by choosing
one of the samples and substitut-
ing other bird names. In this sen-
tence, Héen wantóot woogoot
wé gus'yadóoli: The sandpiper
is walking around the riverbank,
each of the birds can be substi-
tuted for gus'yadóoli: sandpiper,
which will give students 12 differ-
ent sentences.
Vocabulary Cycle C Advanced
A wándáx áwé a yíkt sh
wudligás’wé yéil. The raven
leapt into it from the edge.
Dagwatgiyáa lú yayát’ ka yei
kwlisáa. A hummingbird’s beak
is long and skinny.
Neek ash atláx'w yaa
kudzigéiyi ts'ats'ée. Pigeons
carry messages.
Héen wantóot woogoot wé
gus'yadóoli. The sandpiper is
walking around the riverbank.
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Lesson 3
Review the unit’s vocabulary.
Basic Listening
1. Numbered Illustrations
2. Sticky Foot
Basic Speaking
3. Disappearing Illustrations
4. What’s That Word?
5. Flashlight Name
Lesson 2
Review the unit’s vocabulary.
Basic Listening
1. Back to Back Race
2. Airplane Land
Basic Speaking
3. Sheet Golf
4. Disappearing Illustrations
5. What’s That Word?
Lesson 1
Introduce the new vocabulary.
Basic Listening
1. Mini Pictures
2. Searchlight
Basic Speaking
3. Actions!
4. Out of Order
5. Over/Under
Lesson 4
Introduce the unit’s sentence.
Basic Listening
1. Right or Wrong?
2. Visual Memory
Basic Speaking
3. Calendar Bingo
4. Colored Words
5. Number Draw
Lesson 5
Review the unit’s sentence.
Basic Listening
1. Turn and Face
2. Matching Halves
Basic Speaking
3. Disappearing Illustrations
4. What’s That Word?
5. Flashlight Name
Lesson 6
Review the unit’s vocabulary.
Basic Reading - Sight
1. Pass the Lifesaver
2. Deal!
3. Circle of Words
4. Tissue Grab
5. Use the Student Support Materials
See Appendix III for lesson instructions.
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Lesson 10
Administer the unit’s assessment.
1.Practice the unit’s dialog with the
students.
2. Have the students do online
research into bird tracks of common
birds found in Southeast Alaska. The
students should copy the tracks onto
paper. Later, lay a length of mural
paper on the floor or table. The stu-
dents should then copy their tracks
onto the mural paper, filling it. When
finished, point to a track and have the
students identify it by its bird type.
Afterwards, have the students label
their tracks.
Lesson 9
Review the unit’s vocabulary.
Basic Writing
1. Numbered Illustrations
2. Flour Writing
3. Crayon Resist
4. Syllable Time
5. Use the Student Support Materials
Lesson 8
Review the unit’s vocabulary.
Basic Writing
1. Yarn Spell
2. What’s Missing?
3. Writing Relay
4. CV Spell
5. Use the Student Support Materials
Lesson 7
Review the unit’s vocabulary.
Basic Reading - Encoding
1. Word Change
2. Back Match
3. Find the Parts
4.Letter Encode
5. Use the Student Support Materials
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Cycle C Advanced Creative Writing Activities
1. Fill in the blanks to complete the sentences below.
__________________________ lú yayát’ ka yei kwlisáa.
A _____________________________ beak is long and skinny.
Héen wantóot woogoot wé ___________________________.
The _____________________________ is walking around the riverbank.
2. Use vocabulary words and phrases from the previous cycles to rewrite
this sentence. Include the translation for your new sentence.
Dagatgiyáa yasátkw. The hummingbird is fast.
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3. Tie the sentences together by rewriting a portion of the sentence or by
writing sentences between them to connect them to each other.
Dagwatgiyáa lú yayát’ ka yei kwlisáa. A hummingbird’s beak is long
and skinny.
Neek ash atláx'w yaa kudzigéiyi ts'ats'ée. Pigeons carry messages.
4. Use one of the example sentences below to write a series of sentences.
Your series should start with or end with the example sentence.
A wándáx áwé a yíkt sh wudligás’wé yéil. The raven leapt into it from
the edge.
Héen wantóot woogoot wé gus'yadóoli. The sandpiper is walking
around the riverbank.
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VOCABULARY
PICTURES
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ts’axweil
crow
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kéidladi
seagull
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dzísk’w
great horned owl
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k’ákw
owl w/o tufts
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shoox’
robin
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gúkl’
swan
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kageet
loon
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láx’
heron
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shaayáal
hawk
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dagitgiyáa
hummingbird
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káax’
chicken
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x’eis’awáa
ptarmigan
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BASIC
LISTENING
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Cut out the vocabulary pictures. Show the pictures for the vocabulary word given.
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Cut out the vocabulary pictures. Show the pictures for the vocabulary word given.
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Listen to the vocabulary words. Write the numbers under the pictures.
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BASIC READING
Sight Recognition
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ts’a
xw
eil
ké
idla
di
dzís
k’w
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x’e
is’a
wá
a
k’á
kw
sh
oo
x’
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gú
kl’
kag
ee
t
láx
’
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sh
aayá
al
dag
itg
iyáa
káax’
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ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
Circle the word for each picture.
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
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ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
Circle the word for each picture.
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
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Write the words from this unit in the boxes in horizontal, vertical, or diagonal forms. When all of the
words are in the form, fill the other boxes with any letters. Exchange Word Finds with another student
and circle the words in them.
Homemade Word Find
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gee yáal ísk’ dagit
áa kéi lá kw
weil kl’ sh awáa
ts’ax_______
______dladi
dz_______w
k’á_____
_____oox’
gú_____
ka______t
_____x’
shaa_______
_______giyáa
k_____x’
x’eis’_______
Cut out the word parts and glue them into the words.
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Cut out the letters and spell the word for the picture.
y lh
a
a
á
s
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BASIC
WRITING
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_ s’a _ wei _
_ éi _ la _ i
_ zís _’ _
k’ _ k _
_ h _ _ x’
g _ k _’
_ ag _ _ t
l _ x’
_ h _ _ yáal
_ a _ itgi _ áa
k _ _ x’
_’ ei _’a _ áa
Complete the words by writing in the missing letters.
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Write the correct vocabulary word next to each picture.
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DIALOG ACTIVITY
PAGE
565
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Cut out the words below. Listen for which word(s) to put in the spaces in the dialog.
Read the dialog as a group and in pairs as instructed. Change the word(s) after each
round. Practice the dialog with another student.(a
)
Wé _
_____________ e
esit
éen
ag
é?
(b)
Tlé
ik’, w
é _
__________ x
waa.á
xkú
.aa.
(a)
Wé _
___________
gw
átk
sá i
yaa.á
x?
(b)
Ta
tgé/t
leeyátg
e/y
áa y
ag
iyee
.
ts’a
xw
eil
dag
itg
iyáa
láx
’
káax’
x’e
is’a
wáa
sh
aayáal
k’á
kw
gú
kl
kag
eet
dzís
k’w
kéid
lad
i
sh
oo
x’
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UNIT
ASSESSMENT
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Tlingit Language Program
Unit Assessment
Teacher’s Notes
Cycle B Beginners Grade 7
Grade 7
Unit 10
Theme: Birds
Date:________
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Provide each student with a copy of the students’ pages. Read the fol-
lowing questions; the students answer the questions on their copies of the
assessment.
Basic Listening
“Turn to page 1 in your test. Look at the pictures in the
boxes.”
1. “Write the number 1 on top of the picture of ts’axweil.”
2. “Write the number 2 on top of the picture of kéidladi.”
3. “Write the number 3 on top of the picture of dzísk’w.”
4. “Write the number 4 on top of the picture of k’ákw.”
5. “Write the number 5 on top of the picture of shoox’.”
6. “Write the number 6 on top of the picture of gúkl’.”
7. “Write the number 7 on top of the picture of kageet.”
8. “Write the number 8 on top of the picture of láx’.”
9. “Write the number 9 on top of the picture of shaayáal.”
10. “Write the number 10 on top of the picture of dagitgiyáa.”
11. “Write the number 11 on top of the picture of káax’.”
12. “Write the number 12 on top of the picture of x’eis’awáa.”
Sight Recognition
“Turn to page 3 in your test.”
“Look at the pictures in the boxes. Circle the word for each picture.”
Decoding/Encoding
“Turn to page 5 in your test.”
“Look at the word parts in the boxes. Circle the other half or part of each word.”
Basic Writing
“Turn to page 7 in your test.”
“Look at the pictures in the boxes. Write the word for each picture.”
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Unit
Assessment
Student Pages
Cycle B Beginners Grade 7
Unit 10
Theme: Birds
Date:________
Student’s Name:________________
Grade:____
Teacher: To get a percentage for this student’s assessment:
divide the total number of questions correct by the total number
of questions; multiply this answer by 100 to determine the per
centage of questions answered correctly.
# Correct: % Correct:
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ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
Circle the word for each picture.
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
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ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
Circle the word for each picture.
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
ts’axweilkéidladidzísk’wk’ákwshoox’gúkl’kageetláx’shaayáaldagitgiyáakáax’x’eis’awáa
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dzí axweilladisk’wákwox’kl’
geetx’
yáalgiyáa
ax’’awáa
lá axweilladisk’wákwox’kl’
geetx’
yáalgiyáa
ax’’awáa
ka axweilladisk’wákwox’kl’
geetx’
yáalgiyáa
ax’’awáa
shaa axweilladisk’wákwox’kl’
geetx’
yáalgiyáa
ax’’awáa
kéid axweilladisk’wákwox’kl’
geetx’
yáalgiyáa
ax’’awáa
ts’ axweilladisk’wákwox’kl’
geetx’
yáalgiyáa
ax’’awáa
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gú axweilladisk’wákwox’kl’
geetx’
yáalgiyáa
ax’’awáa
dagit axweilladisk’wákwox’kl’
geetx’
yáalgiyáa
ax’’awáa
x’eis axweilladisk’wákwox’kl’
geetx’
yáalgiyáa
ax’’awáa
k’ axweilladisk’wákwox’kl’
geetx’
yáalgiyáa
ax’’awáa
ká axweilladisk’wákwox’kl’
geetx’
yáalgiyáa
ax’’awáa
sho axweilladisk’wákwox’kl’
geetx’
yáalgiyáa
ax’’awáa
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