Curriculum Document
Original Development: Spring 2013, revised Summer 2015
Arts & Craft
Unit:
Subject/Course:
Grade Level:
School Year:
Navajo Culture/Language
Second 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.
Identify a White Shell woman.
Describe the significant parts of a Cradleboard.
Construct a Cradleboard.
Recognize the protocols of a Cradleboard.
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 3. I will name the various plants within my surroundings.
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: 3. Analyze how and why individuals, events,
Mathematical Practices
and ideas develop and interact over the course of a text.
including CODE
College and Career Readiness Anchor Standards for Writing
Production and Distribution of Writing:4. Produce clear and
coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
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.
S1. C2.PO 2. Identify and describe how aspects of a situation change
using models or simulations.
Completed by SEI/ELP teachers (later)
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Awee’tsaal-(Cradleboard), Nahasdzaan-(Earth), Naatsiilid-(Rainbow), Yadilhil-(Sky),
Atsiniltl’ish-(Male lightening), Jaatl’ool- (Ears), Shabitlool-(Sun Ray), Naatsiilid agodi-(Short
Rainbow), Atsoolghal-(Female lightening), Yoolgai-(White Shell), Dootl’izhii-(Turquoise Shell),
Yoolgai Asdzaa-(White Shell Woman)
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the Academic Vocabulary Words in Dine Language.
Students need to know the Oral Story about White Shell Woman.
Students need to know the organization of constructing a Cradleboard.
Students need to know the protocol of a Cradleboard.
Students need to know at least four significant parts of the Cradleboard.
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
- Use listening skills to comprehend a literary text.
- Know the term significant.
- List names in sequential order.
- Draw conclusions using accountable talk.
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students will…
- Enunciate the Academic vocabulary words in Dine Language in a pair share activity.
- Develop a KWL chart in reference to a Cradleboard.
- Comprehend an Oral story of White Shell Woman through naming her Character traits.
- Memorize two positive protocols relating to the Cradleboard.
- Construct a Cradleboard.
- Summarize the significant parts of the Cradleboard.
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 match the academic vocabulary words using picture cues.
Students will label at least four parts of a Cradleboard using CUSD poster.
Students will illustrate White Shell woman as a mother.
Students will complete and present theirs KWL chart from their Cradleboard lesson.
Students will critique one another’s constructed Cradleboard using a rating system.
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 cradle board
Worksheet: Teacher made resources
Illustrations: Poster/ Cradle Board (CUSD)
Other: “Aweetsaal”, Leading The Way Magazine
Teacher Instructional Strategies: Research-based strategies that “fit.”
Robert Marzono 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.