Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
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Tlingit-Haida-Tsimshian As A Second Language<br />
Lesson 10<br />
Kindergarten - Grade 3<br />
Extension Activities<br />
Administer the Assessment for this unit.<br />
• Blindfold a student. Have the student smell or<br />
taste one of the northern foods. The student<br />
should then tell you what the food is. Repeat,<br />
until all of the students have participated.<br />
• Lay a length of mural paper on the floor and<br />
group the students around it. Obtain a small<br />
whole fish. Paint one side of the fish with a<br />
thick mixture of paint; have a student press the<br />
painted side of the fish on the mural paper to<br />
produce a fish print. Repeat until all of the students<br />
have created a fish print; you may wish<br />
to have different colors of paint available for<br />
this activity. Display the completed fish mural in<br />
the classroom or hallway.<br />
• Lay all of the concrete materials from lesson<br />
one on the floor. The students should look<br />
carefully at the items. Then, have the students<br />
turn around. Quietly remove one of the items<br />
and place it in a box. Have the students turn<br />
around and raise their hands, when they feel<br />
that they can name the missing item. Repeat<br />
this process a number of times.<br />
• Introduce the dialog from this unit to the students.<br />
Practice the dialog with the students in<br />
choral, group and individual forms.<br />
Prepare a sheet of small vocabulary illustrations,<br />
based on the key vocabulary<br />
words for this unit. Make a copy of the page<br />
for each student. The students should take<br />
the illustrations page home so that they can<br />
say the Tlingit/haida/Tsimshian vocabulary<br />
words to the members of their families.<br />
Grade 4 - Grade 6<br />
Extension Activities<br />
Administer the Assessment for this unit.<br />
• Blindfold a student. Have the student smell or<br />
taste one of the northern foods. The student<br />
should then tell you what the food is. Repeat,<br />
until all of the students have participated.<br />
• Lay a length of mural paper on the floor and<br />
group the students around it. Obtain a small<br />
whole fish. Paint one side of the fish with a<br />
thick mixture of paint; have a student press the<br />
painted side of the fish on the mural paper to<br />
produce a fish print. Repeat until all of the students<br />
have created a fish print; you may wish<br />
to have different colors of paint available for<br />
this activity. Have the students label the mural<br />
and display the completed fish mural in the<br />
classroom or hallway.<br />
• Lay all of the concrete materials from lesson<br />
one on the floor. The students should look<br />
carefully at the items. Then, have the students<br />
turn around. Quietly remove one of the items<br />
and place it in a box. Have the students turn<br />
around and raise their hands, when they feel<br />
that they can name the missing item. Repeat<br />
this process a number of times.<br />
• Give each student a sight word card from any<br />
unit covered thus far in the <strong>Heritage</strong> language<br />
program. Encourage each student to say a<br />
sentence of his/her own using the sight word.<br />
• Introduce the dialog from this unit to the students.<br />
Practice the dialog with the students in<br />
choral, group and individual forms.<br />
• Use the Dialog Activity Page from the Student<br />
Support Materials to review the dialog.<br />
Prepare a list of the sight words from this unit<br />
for each student. The students should read the<br />
sight words with their families.<br />
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