Curriculum Document
Original Development: Spring 2013, revised Summer 2015
Grade Level:
School Year:
Navajo Culture/Language
Second grade
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.
Describe the characteristics of sacred precious stones and shells.
Compare and contrast men and women’s jewelry.
Common Core Standards / State Standards Pre K-3rd Dine Culture Standards & History Standards
Content Standard:
Standard: I will develop an understanding of Dine way of life.
including CODE + (Rigor)
Concept 1: Nitsahakees- I will acknowledge and value my thoughts
and personality.
PO 2. I will describe the value of things that I use.
PO 3. I will recognize cultural items and jewelry.
Standard: I will understand historical/factual events, people and
symbols that influenced my family.
Concept 1: I will be able to understand cultural knowledge that has
influenced my family
PO 4: I will name, recall events and dates relevant to my current
family culture and traditions.
Integration of Reading & College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details: 1. Read closely to determine what the text
Mathematical Practices
says explicitly and to make logical inferences from it; cite specific
including CODE
evidence when writing or speaking to support conclusions drawn
from the text.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes:1. Write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
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
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
including CODE
ELP Standard:
including CODE
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
S1.C4.PO 2. Use digital collaborative tools to develop collective
Completed by SEI/ELP teachers (later)
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Nitl’iz altaas’eii-(Hard Goods), Yoolgai-(White Shell), Dootl’izhii-(Turquoise), Diichili-(Abalone
Shell), Baashzhinii-(Obsidian), Yoo’-(necklace), Yoostsah-(Pennant), Latsini-(bracelet),
Jaatl’ool-(earings), Dah na’ayizii-(medicine pouch), K’eet’oh-(bow guard), Sis Lichi’i/Ligai(red/white sash), Tsiil’ool-(hair tie), Tsii’nazt’i’-(headband)
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Student need to know the academic vocabulary words
Student need to know the name of the precious stones and shells
Student need to know some basic Navajo jewelry made for man and woman
Student need to know how to compare and contrast various types of tribal jewelry.
Prerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledge
Conceptual Knowledge: What concepts does the student need prior to engaging in this standard?
Students should…
- Differentiate between the traditional male and female attire. (i.e., Jewelry and clothing)
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students will…
- Create a vocabulary booklet using the Academic vocabulary.
- Explain the connections that jewelry encompasses the Dine way of life.
- Collect data for graphing within the school setting.
- Graph the results of the number of people wearing the precious stones and shells.
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 compare and contrast the characteristics of precious stone and shells.
Students will illustrate the academic vocabulary words in a vocabulary folder.
Students will create a T-chart on men’s and women’s jewelry
Students will present their graph assignment with results and summary.
This section completed per whole unit. (Its purpose is to focus on integrating the standards through resources & instructional strategies that focus on unit big
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: “A Summer’s Trade,” by Deborah Trotter , Internet resource/Google gems
Worksheet:, Teacher made resource
Illustrations: Posters/photos if not actual artifact of white shell, turquoises, abalone and black
Other: Cultural relevant realia
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.