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Tlingit-Haida-Tsimshian As A Second Language
Theme: Types Of Animals
Lesson 1
Grade 7 - Grade 12
Motivation
Present concrete materials related to the animals to be introduced in this unit. When an item is
presented, call upon the students to identify the animal(s) from which the materials come. Use
this to introduce the different land and water animals found in the students’ area.
Introduction
• Develop pictures of the land animals’ tracks; show the tracks to the students, calling upon the
students to identify the animal associated with each illustration.
• Before the lesson begins, prepare simple illustrations that show a very small portion of each
animal, e.g. a tail, ears, a hoof, etc. Show each of the mini-illustrations to the students, calling
upon them to identify the animal associated with each one.
Introduce the Tlingit/Haida/Tsimshian vocabulary words for the items introduced above.
Show the vocabulary pictures from this Unit.
Basic Listening
• Illustration Hold-Up
Before the activity begins, prepare a stencil which contains small versions of the vocabulary illustrations.
Provide each student with a copy of the stencil. The students should cut the illustrations
from their copies of the stencil. When the students' illustrations are cut out, say a vocabulary
word. Each student should then hold up the il lustration for the vocabulary word that you said.
Repeat this process until all of the illustrations/vocabulary words have been used in this way.
• Whose Name Is Up
Basic Speaking
Provide each student with a blank flashcard. Each student should write his/her name on the
flashcard. When the students' name cards are ready, collect them and mix them together. Then,
redistribute them to the students. Each student should have another student's name card. Mount
the vocabulary il lustrations on the chalkboard. Call a stu dent's name. That student should then
say the name showing on the name card he/she has. It is that student who must identify a vocabulary
illustration you point to. For example, if you call, "Henry," and Henry has Mary's name card,
it is Mary who should respond. The motiva tion of this activity is that a stu dent never knows when
his/her name is going to be called. This activity may be repeated more than once by col lecting,
mixing and re distributing the name cards to the students.
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