Download - Sealaska Heritage Institute

Tlingit-Haida-Tsimshian As a Second Language
Lesson 10
Kindergarten - Grade 3
Extension Activities
Administer the Assessment for this unit.
• Lay a length of mural paper on the floor.
Place the frozen fish (from lesson one) on the
mural paper. Have the students trace the fish;
when finished, the mural paper should be covered
with fish tracings. Then, the students can
use crayons, pastels or paint to colour the fish
and to add details to the tracings.
• Lay a length of white mural paper on the floor
and group the students around it. Give each
student a portion of white candle. The students
should then create illustrations of fish, using
the white candles. When the mural paper is
filled, wash the mural paper with a thin mixture
of blue paint. Display the crayon resist fish
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.
• Lay a length of white mural paper on the floor
and group the students around it. Give each
student a portion of white candle. The students
should then create illustrations of fish, using
the white candles. When the mural paper is
filled, wash the mural paper with a thin mixture
of blue paint. Have the students create labels
for the different fish and display the crayon
resist fish mural in the classroom or hallway,
surrounded by the students’ labels.
• Attach a real fish net to a bulletin board in the
hallway. Provide the students in grades 4 to 6
with illustrating materials and supplies. The
students should create illustrations of fish.
When the illustrations are finished, the students
should cut them out. Attach the cut out
fish from the different classes to the fish net in
the hallway. Have the students in each class
create labels that can be added to the fish net
display.
• Give each student a sight word card from any
unit covered thus far in the Heritage language
program. Encourage each student to say a
sentence of his/her own using the sight word.
• 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.
319