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Tlingit-Haida-Tsimshian As a Second Language
Lesson 10
Kindergarten - Grade 3
Extension Activities
Administer the Assessment for this unit.
• Give each student a sheet of white art paper.
Each student should cover his/her art paper
with dry powdered paint. Then, each student
should pour a small amount of water over
his/her paint powder. When dry, shake off the
excess paint powder and display the water art
in the classroom or hallway." Label the display.
• Lay a length of mural paper on the floor.
Group the students along one edge of the
mural paper. Give each student a drinking
straw; place a teaspoon of blue (liquid) paint on
the mural paper in front of each student. The
students should then carefully blow the paint
around on the mural paper, using their straws.
When finished, display the “rivers” mural in the
classroom or hallway.
• Introduce the dialog from this unit to the students.
Practice the dialog with the students in
choral, group and individual forms.
Prepare a sheet of small vocabulary illustrations,
based on the key vocabulary
words for this unit. Make a copy of the page
for each student. The students should take
the illustrations page home so that they can
say the Tlingit/Haida/Tsimshian vocabulary
words to the members of their families.
Grade 4 - Grade 6
Extension Activities
Administer the Assessment for this unit.
Show a map of the world. Draw the students'
attention to the Atlantic and Pacific oceans.
Repeat this process using a globe of the world.
Then, group the students in a horse shoe
formation. Roll the globe to a student; the student
must stop the globe with one finger. If the
student's finger is on an ocean, he/she should roll
the globe to another student. However, if the
student's finger is on "land," he/she must return
the globe to you. Repeat a number of times.
• Provide each student with a small map of
Alaska. The students should then use illustrating
supplies to colour the oceans, lakes and
rivers that are shown on the map. When the
students have completed the coloring of the
waterforms on their maps, they should label
their maps using the key words from this unit.
Collect the maps and create a display in the
classroom or hallway with them.
• Introduce the dialog from this unit to the students.
Practice the dialog with the students in
choral, group and individual forms.
• Use the Dialog Activity Page, from the
Student Support Materials, to review the dialog
with the students.
Prepare a list of the sight words from this
unit for each student. The students should
read the sight words with their families.
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