Download - Sealaska Heritage Institute

Tlingit-Haida-Tsimshian As A Second Language
Lesson 10
Kindergarten - Grade 3
Extension Activities
Administer the Assessment for this unit.
• Provide each student with a portion of modeling
clay (plasticine). The students should create
landforms with the clay, based on those
introduced in this unit. Display the completed
landforms on a table in the classroom.
• Lay a length of mural paper on the floor and
group the students around it. Provide the students
with illustrating materials and supplies.
The students should then create a mural of the
different landforms introduced in this unit.
When the mural is finished, display it in the
classroom or hallway.
• Give each student black construction paper
and white string. The students should then glue
lengths of string onto the construction paper to
represent the landforms introduced in this unit.
Display the string landforms 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.
• Use the Dialog Activity Page, from the
Student Support Materials, to review the dialog.
• Invite a resource person to make a presentation
to the students about local landforms. If
possible, have the presenter include a traditional
story related to a specific landform. Have
the resource person stress the
Tlingit/Haida/Tsimshian respect for the land.
Have the presenter explain, through examples,
how this respect for the land was shown.
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 vocabulary words to the
members of their families.
Grade 4 - Grade 6
Extension Activities
Administer the Assessment for this unit.
• Lay a length of mural paper on the floor and
group the students around it. Provide the students
with illustrating materials and supplies.
The students should then create a mural of the
different landforms introduced in this unit.
When the mural is finished, display it in the
classroom or hallway. Have the students make
label cards, using the key words from this unit.
Surround the mural with the labels.
• Give each student black construction paper
and white string. The students should then glue
lengths of string onto the construction paper to
represent the landforms introduced in this unit.
Display the string landforms in the classroom
or hallway. Once again, have the students
make label cards, using the names of the landforms
introduced in this unit. Surround the artwork
display with the label cards.
• 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.
• Invite a resource person to make a presentation
to the students about local landforms. If
possible, have the presenter include a traditional
story related to a specific landform. Have
the resource person stress the
Tlingit/Haida/Tsimshian respect for the land.
Have the presenter explain, through examples,
how this respect for the land was shown.
Prepare a list of the sight words from this unit. Make a
copy for each student. The students should take the
list home so that they can practice reading the words
with their families.
259