Curriculum Document
Original Development: Spring 2013, revised Summer 2015
Food
Unit:
Subject/Course:
Grade Level:
School Year:
Navajo Culture and Language
Kdg.
2015-2016
This section completed once per whole unit. (Its purpose is to clarify the unit’s big idea and connecting standards.)
Big Ideas: Why is this learning important?
What generalization or principle do you want to know/do?
The big idea resides at the heart of the discipline, and has value beyond classroom. These may come from the cluster deconstructing process.
Identify and illustrate one type of traditional food.
Common Core Standards / State Standards K – 3rd Dine Culture Standards
Content Standard:
Standard: I will develop an understanding of Dine way of life.
including CODE + (Rigor)
Concept 3: IIna – I will implement and recognize the Dine lifestyle.
PO 3. I will name the various plants within my surroundings.
PO 4. I will name the herbs within my surroundings.
Concept 4: Siihasin – I will apply and practice the Dine way of life
with confidence.
PO 2. I will recognize the value of water.
Integration of Reading & College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details
Mathematical Practices
Determine central ideas or themes of a text and analyze their
including CODE
development; summarize the key supporting details and ideas.
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject
under investigation.
Mathematical Practices(MP)
1. Make sense of problems and preserve in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Technology
S4:C2 PO 1. Participate in a group learning project using digital tools
Standard:
to answer a question.
including CODE
ELP Standard:
including CODE
Completed by SEI/ELP teachers (later)
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Naadaa’-(Corn), Taa’niil-(Blue Corn Mush), Toshchiin-(Porridge/Gruel)
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know how to categorize.
Student will need to know the definition of traditional.
Students will need to know the definition of nutrition.
Students will need to know all the academic vocabulary words in Dine Bizaad.
Students will need to know table manners.
Students will need to know the preparation of various traditional corn recipes.
Students will need to know the value of food.
Prerequisites: N/A – early emergent
Assessments
Provide one assessment item for each content standard(one standard per box). For each assessment include: 1) standard + descriptive title + (Rigor)
2) an actual assessment item or quality description of the assessment 3) connection to Rdg, Wrtg, or Math Practice (if appropriate)
Students will be able to comprehend and recall a read aloud; Blue Corn Bread story by CUSD
Curriculum Center.
Students will categorize the food flash cards to the story during discussion.
Students will be able to manipulate the corn using their 5 senses such as color, taste, smell,
sound and texture.
Students will be able to illustrate types of food made from corn.
Students will be able to create a paper corn by pasting colorful beads.
This section completed per whole unit. (Its purpose is to focus on integrating the standards through resources & instructional strategies that focus on unit big
ideas.)
UNIT Resources & Instruction
Supplemental Text Connections: List other school-purchased curriculum resources.
Other materials available: List other useful resources, teacher-created, online, etc.
Book titles: Blue Corn Bread- Color Book
Worksheet: Flashcard, Rdg Book, 5 Food group poster
Illustrations: Food Demonstrations, Traditional Seeds-squash, corn, beans
Other:
Teacher Instructional Strategies: Research-based strategies that “fit.”
Robert Marzano Strategies: Identifying Similarities & Differences, Summarizing &
Note Taking, Reinforcing Effort & Providing Recognition, Homework & Practice, Nonlinguistic
Representations, Cooperative Learning, Setting Objectives & Providing Feedback, Generating &
Testing Hypotheses, Cues, Questions, & Advance Organizers.
Kagan Strategy: Inside-Outside Circle, Jigsaw, Mix Freeze Group, Pairs Compare, Think-pairshare, Brainstorming
Learning Keys: Cooperative Learning, Feedback & Effective Questioning, Identifying Similarities
and Differences, Student to Student Feedback, Summarizing and Note taking
Math RTI-FALCONS Strategy: Find the Question, Analyze the Question, Label Key Words,
Construct a Picture, act Out the Question, Equation, Solve the Problem
STAR Strategy: Search, Translate, Assess and Review
Frayer Model: Vocabulary
Blooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or
emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills)
TAP system: Instructional Rubric
Integration of Reading & Writing Anchor Standards and/or Mathematics Practices
Integration of Technology: Specific examples that apply the technology standards in the content.
Integration of ELP Strategies: (Language, Grammar, etc)
Completed by SEI/ELP teachers (later)
Exemplary Learning Activities (Optional): List one exemplary strategy per box.
Exemplary Scaffolding Strategy (Optional): List one exemplary strategy per box.
Curriculum Document
Original Development: Spring 2013, revised Summer 2014
Food
Unit:
Subject/Course:
Grade Level:
School Year:
Navajo Culture and Language
Kdg.
2013-2014
This section completed once per whole unit. (Its purpose is to clarify the unit’s big idea and connecting standards.)
Big Ideas: Why is this learning important?
What generalization or principle do you want to know/do?
The big idea resides at the heart of the discipline, and has value beyond classroom. These may come from the cluster deconstructing process.
Identify and illustrate one type of traditional food.
Common Core Standards / State Standards
Content Standard:
SIC R1PO5 – exemplify knowledge of the traditional significance
including CODE + (Rigor)
of the various types of Navajo food and how they are prepared;
Integration of Reading & College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details
Mathematical Practices
Determine central ideas or themes of a text and analyze their
including CODE
development; summarize the key supporting details and ideas.
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject
under investigation.
Mathematical Practices(MP)
1. Make sense of problems and preserve in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
Technology
Standard:
including CODE
ELP Standard:
including CODE
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
S4:C2 PO 1. Participate in a group learning project using digital tools
to answer a question.
Completed by SEI/ELP teachers (later)
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Naadaa’-(Corn), Taa’niil-(Blue Corn Mush), Toshchiin-(Porridge/Gruel)
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know how to categorize.
Student will need to know the definition of traditional.
Students will need to know the definition of nutrition.
Students will need to know all the academic vocabulary words in Dine Bizaad.
Students will need to know table manners.
Students will need to know the preparation of various traditional corn recipes.
Students will need to know the value of food.
Prerequisites: N/A – early emergent
Assessments
Provide one assessment item for each content standard(one standard per box). For each assessment include: 1) standard + descriptive title + (Rigor)
2) an actual assessment item or quality description of the assessment 3) connection to Rdg, Wrtg, or Math Practice (if appropriate)
Students will be able to comprehend and recall a read aloud; Blue Corn Bread story by CUSD
Curriculum Center.
Students will categorize the food flash cards to the story during discussion.
Students will be able to manipulate the corn using their 5 senses such as color, taste, smell,
sound and texture.
Students will be able to illustrate types of food made from corn.
Students will be able to create a paper corn by pasting colorful beads.
This section completed per whole unit. (Its purpose is to focus on integrating the standards through resources & instructional strategies that focus on unit big
ideas.)
UNIT Resources & Instruction
Supplemental Text Connections: List other school-purchased curriculum resources.
Other materials available: List other useful resources, teacher-created, online, etc.
Book titles: Blue Corn Bread- Color Book
Worksheet: Flashcard, Rdg Book, 5 Food group poster
Illustrations: Food Demonstrations, Traditional Seeds-squash, corn, beans
Other:
Teacher Instructional Strategies: Research-based strategies that “fit.”
Robert Marzano Strategies: Identifying Similarities & Differences, Summarizing &
Note Taking, Reinforcing Effort & Providing Recognition, Homework & Practice, Nonlinguistic
Representations, Cooperative Learning, Setting Objectives & Providing Feedback, Generating &
Testing Hypotheses, Cues, Questions, & Advance Organizers.
Kagan Strategy: Inside-Outside Circle, Jigsaw, Mix Freeze Group, Pairs Compare, Think-pair-
share, Brainstorming
Learning Keys: Cooperative Learning, Feedback & Effective Questioning, Identifying Similarities
and Differences, Student to Student Feedback, Summarizing and Note taking
Math RTI-FALCONS Strategy: Find the Question, Analyze the Question, Label Key Words,
Construct a Picture, act Out the Question, Equation, Solve the Problem
STAR Strategy: Search, Translate, Assess and Review
Frayer Model: Vocabulary
Blooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or
emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills)
TAP system: Instructional Rubric
Integration of Reading & Writing Anchor Standards and/or Mathematics Practices
Integration of Technology: Specific examples that apply the technology standards in the content.
Integration of ELP Strategies: (Language, Grammar, etc)
Completed by SEI/ELP teachers (later)
Exemplary Learning Activities (Optional): List one exemplary strategy per box.
Exemplary Scaffolding Strategy (Optional): List one exemplary strategy per box.