Download - Sealaska Heritage Institute

Tlingit-Haida-Tsimshian As A Second Language
Lesson 10
Grade 7 - Grade 12
Extension Activities
Administer the Assessment for this unit.
• Prepare a mixture of paper maché. Give each student a portion of cardboard and paper maché.
The students should use their paper maché to create the landforms introduced in this unit. When
the students’ paper maché landforms are finished, allow them to dry. When they are dry, the students
can paint and shellac them. Arrange the completed landforms on a table in the classroom.
• Provide the students with illustrating materials and supplies. The students can then do detailed
maps of their area, showing the different landforms introduced in this unit. The maps should be
colored and labeled, with the key vocabulary words from this unit. Display the completed maps
in the classroom or hallway.
• 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.
• 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.
• Provide each student with a copy of a contour map, illustrating materials and supplies. The students
should study their maps carefully (noting elevations, waterforms, etc.). Each student
should attempt to imagine what the area, represented by the map, looks like. Then, the students
should create illustrations of their “images” - afterwards, review the students’ creations.
Place all of the sight words from this unit in a box or envelope, labeled “Grades 7 - 12;”
these words can be used periodically throughout the school year for review purposes.
You may wish to keep the matching vocabulary illustrations in a separate box or envelope.
One review activity would be to dump all of the sight words on a table. Group the students
around the table. Each student should take one of the vocabulary illustrations and
then try to find its sight word on the table.
Other SHI Resources
http://www.sealaskaheritage.org/programs/language_resources.htm
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