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Tlingit-Haida-Tsimshian As A Second Language
Lesson 10
Kindergarten - Grade 3
Extension Activities
Administer the Assessment for this unit.
• Blindfold a student. Have the student smell or
taste one of the northern foods. The student
should then tell you what the food is. Repeat,
until all of the students have participated.
• Lay a length of mural paper on the floor and
group the students around it. Obtain a small
whole fish. Paint one side of the fish with a
thick mixture of paint; have a student press the
painted side of the fish on the mural paper to
produce a fish print. Repeat until all of the students
have created a fish print; you may wish
to have different colors of paint available for
this activity. Display the completed fish mural in
the classroom or hallway.
• Lay all of the concrete materials from lesson
one on the floor. The students should look
carefully at the items. Then, have the students
turn around. Quietly remove one of the items
and place it in a box. Have the students turn
around and raise their hands, when they feel
that they can name the missing item. Repeat
this process a number of times.
• 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.
• Blindfold a student. Have the student smell or
taste one of the northern foods. The student
should then tell you what the food is. Repeat,
until all of the students have participated.
• Lay a length of mural paper on the floor and
group the students around it. Obtain a small
whole fish. Paint one side of the fish with a
thick mixture of paint; have a student press the
painted side of the fish on the mural paper to
produce a fish print. Repeat until all of the students
have created a fish print; you may wish
to have different colors of paint available for
this activity. Have the students label the mural
and display the completed fish mural in the
classroom or hallway.
• Lay all of the concrete materials from lesson
one on the floor. The students should look
carefully at the items. Then, have the students
turn around. Quietly remove one of the items
and place it in a box. Have the students turn
around and raise their hands, when they feel
that they can name the missing item. Repeat
this process a number of times.
• 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.
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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