Curriculum Document
Original Development: Spring 2013, revised 2015
Arts and Crafts
Unit:
Subject/Course:
Grade Level:
School Year:
Navajo Culture
First Grade
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.
Name an element used to make pottery.
Create a small bowl/pot
Be aware of other Dine traditional Utensils.
Common Core Standards / State Standards Pre K-3rd Dine Culture Standards, Dine 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.
Concept 3: Iina- I will implement and recognize the Dine lifestyle.
PO 2: I will recognize the sacred teaching of the Land and Water
Creatures.
Standard: I will understand historical/factual events, people and
symbols that influence 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
culture and traditions.
Integration of Reading & College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details
Mathematical Practices
1. Read closely to determine what the text says explicitly and to
including CODE
make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes
Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences.
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
Technology
Standard:
including CODE
ELP Standard:
including CODE
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.
ET01-S5C3-01 Recognize and discuss how students and families use
technology to make their lives better.
Completed by SEI/ELP teachers (later)
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Leetsa’-(Pottery), Hashtl’iish-(clay), Sei-(sand),Ko’-(fire), To’(water), Azhii’-(juniper bark),
juniper pitch, water jug, dipper, Asta’-(Dine basket)
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the academic vocabulary.
Students need to distinguish the difference between sand and clay.
Students need to understand the protocols associated with pottery.
Students need to know by changing the water content changes everything within a mixture.
Students need to know at what temperature clay cures.
Students need to know the difference between Navajo pottery and pueblo pottery.
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 know…
- the definition of create.
- the colors in Dine
- the functions of the different types of containers.
- Contextual features of materials of liquids and solids.
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students will…
- Use listening skills to comprehend a read aloud story.
- discuss the story in detail from beginning, middle to end.
- list the protocols of making pottery.
- Experiment with using water, sand and clay.
- Investigate the temperature of a kiln to fire a pottery.
- to share their project during a gallery walk
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 use vocabulary terms related to specific domain of pottery making process during
pair share activity.
Students will write a summary about the experiment with clay, sand, and water for different
texture for best pottery mixture.
Students will keep data of different textures from different water mixtures.
Students will graph the temperatures of when water freezes, when it evaporates and cures
pottery.
Students will be able to name basic element to make pottery.
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: Internet resource/Google pottery
Worksheet: Teacher made resource
Illustrations: Pottery posters/pictures
Other materials:
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.