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Tlingit-Haida-Tsimpshian As a Second Language
Theme: Weather Forms
Lesson 1
Grade 7 - Grade 12
Motivation
Show the students clothing that represents the different weather forms to be introduced in this
unit. Have the students identify the weather form(s) associated with the clothing items. Use this
to introduce the different weather forms.
Introduction
• Prepare simple weather symbols, similar to those used in newspapers and on TV. Show the
symbols to the students, calling upon them to name the weather form associated with each one.
Review the Tlingit/Haida/Tsimshian vocabulary words for the items introduced above.
Prepare a vocabulary illustration for each of the words.
• The Hidden Words
Basic Listening
Say a vocabulary word for the students. Tell the students to listen for that vocabulary word as you
say a running story. Provide each student with writing paper and a pen. When the students hear
the vocabulary word in the running story, they must make a check mark on their papers each time
the word occurs. Depending upon the readiness of your students, you may wish to have them
listen for two or three words. In this case, have the students make a check mark for one word,
and a "X" and an "O" for the other words.
• One To Six
Basic Speaking
Provide each student with two blank flashcards. Each student should then write a number on
each of his flashcards, between one and six - one number per card. When the students' number
cards are ready, toss two dice and call the numbers showing. Any student or students who have
those two numbers must then iden tify a vocabu lary illustration you show. The students may ex -
change number cards periodically during this activity.
• Clock That Word
Before the activity begins, obtain a clock which has a seconds hand. Mount the clock in front of
the classroom. Say a vocabu lary word and then tell the students to listen for that word again. As
the students listen for the word, they should watch the seconds hand of the clock. Say a number
of words or a running story - eventually repeating the vocabulary word you named at the beginning
of the activity. When the students hear the vo cabulary word, they must note the position of
the seconds hand on the clock. Repeat, using other vocabulary words or sentences which contain
the vocabulary words.
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