Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Clans
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 name maternal clan.
Identify and name family kinship.
Common Core Standards / State Standards
Content Standard:
S1C R1
including CODE + (Rigor)
PO 2 – Use correct kinship terms (e.g., shima, shizhe’e, shideezhi, shitsili,
shinaai, shadi, shicheii, shimasani.
PO 3 – Introduce him/herself in the appropriate traditional way;
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
1. Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
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
S2:C3
PO 1: Explore other cultures through digital resources.
Standard:
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?
Shima Mother
Shizhe’e Father Shicheii Maternal Grandfather Shinali Paternal
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Grandfather Shimasani Maternal Grandmother Shinaliasdzaa Paternal Grandfather
Shadi
Older Sister
Shinaa’i Older Brother
Shideezhi Younger Sister Shitsili Younger Brother
Bilhaijee’ Siblings
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know what identify is.
Students will need to know what maternal is.
Students will need to know what clan is.
Students will need to know what family means
Students will need to know mother and father names.
Students will need to know what kinship means.
Students will need to know family structure; immediate family members, parents, younger and older
siblings.
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 identify immediate family members (i.e. mother, father and grandparents).
Students will use hand and eye coordination to color mother picture then use pre writing skills
towrite mother in Navajo.
Students will orally practice with peers to recite mother, father and grandparent kinship terms in
Navajo.
Students will make a family book using family illustrations.
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: Diishi’asht’I, Johnny Lee and his family, Littleman’s family
Worksheet: Navajo clan sheet, Family kinship terms
Illustrations: Family pictures, K’e posters
Other:
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Hogans
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 name the male and female Hogan
Create a male and female Hogan
Common Core Standards / State Standards
Content Standard:
S1C R1
including CODE + (Rigor)
PO 5 – Exemplify knowledge on the traditional significance on the various
types of dwellings;
S3C R1
PO 3 – Orally demonstrate an understanding of traditional construction of
the various types of Hogan and be able to tell the significance of each;
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
Production and Distribution of Writing
1. 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.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
S2:C3
PO 1. Explore other cultures through digital resources.
Technology
Standard:
including CODE
ELP Standard:
including CODE
Completed by SEI/ELP teachers (later)
Clarifications of Content Standard
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Academic Vocabulary: What academic vocabulary does the student need to know?
HooghanNimazi Female Hogan Alch’i’adeeza Male Hogan
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know what identify is.
Students will need to know what the male is.
Students will need to know what the female is.
Students will need to know what a Hogan is.
Students will need to know what features mean.
Students will need to know what a shelter is.
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 listen to a read aloud books about Native shelters and discuss parts of the reading
related to male or female shelter.
Students will help the teacher to list the features of a female and male hogan.
Students will identify illustrations of the female and male hogan.
Students will illustrate their own female and male hogan.
Students will orally tell the teacher which is a female and male hogan and their features.
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:Three Little Sheep, The First Hogan, The Old Hogan, Johnny Lee and his Hogan
Worksheet: List of Hogan names
Illustrations: Hogan pictures, Types of home pictures Curriculum Center Hogan Illustration
Other:
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-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.
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Clothing
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 name the female and male moccasins.
Identify and name the animal hides used.
Common Core Standards / State Standards
Content Standard:
SIC R1
including CODE + (Rigor)
PO5 – identify traditional dress styles of the Navajo people
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details
Mathematical Practices
Analyze how and why individuals, events, and ideas develop and interact
including CODE
over the course of a text.
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
S2:C3 PO 1. Explore other cultures through digital resources.
Standard:
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?
Kelchi Male Moccasin Kenitsaa Female Moccasins Beeghashii Cow Biih/Dzeeh Deer/Elk
Lichii’ Red
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know what identify is.
Students will need to know what the male is.
Students will need to know what the female is.
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Students will need to know what moccasins are.
Students will need to know what animal hides are.
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 listen to a read aloud about the female and male moccasins and discuss the
differences among them.
Students will use illustrations to identify the female and male moccasins.
Students will use their illustrations to compare and contrast the female and male moccasins.
Students will identify the animal hides that are associated to the moccasins.
Students will illustrate the primary animals associated to moccasin making and use pre-writings skills
by labeling connecting dots.
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:
Taazbaa’ and her magic shoes
Grandfather Work Moccasins
Worksheet:
Illustrations:
Pictures of the 3 types of moccasins
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-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.
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Exemplary Scaffolding Strategy (Optional): List one exemplary strategy per box.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Places History and Government
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.
Create a map of familiar places in the community. Example: stores, schools, chapter house and clinic.
(Teacher discretion of location-school or community)
Common Core Standards / State Standards
Content Standard:
S4C R3
including CODE + (Rigor)
PO4 – identify landmarks and their significance on a community map; use
original Navajo names to produce a community profile;
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Integration of Knowledge and Ideas
Mathematical Practices
Analyze how two or more texts address similar themes or topics in order
including CODE
to build knowledge or to compare the approaches the authors take.
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
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
S1:C4 PO 1. Use digital creativity tools to develop ideas and create a
Standard:
project.
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?
Ch’iniliChinleOlta’ School NaalyeheBahooghan Store Azee’ilini Hospital
AlahBii’ na’adleeh Chapter House Shighan My House
[nurse office, principal office, bus stop, parent drop off, cafeteria, restroom, gym, enrichment
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classes]
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know what create is.
Students will need to know what a map.
Students will need to know what familiar is.
Students will need to know what places is
Students will need to know what community is.
Students will need to know vocabulary words stores, schools, chapter house and clinic.
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 view pictures of community and discuss location from the school setting.
Students will illustrate community locations on a map to show identity of places being learned.
Students will create their own community map using cut and paste method.
Students will generate questions among their peers pertaining to their map.
Students will orally retell about their map.
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: Teacher made maps
Worksheet: Federal project made map of Chinle, Many Farms and Tsaile
Illustrations: Pictures of significant locations
Other:
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-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)
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Exemplary Learning Activities (Optional): List one exemplary strategy per box.
Exemplary Scaffolding Strategy (Optional): List one exemplary strategy per box.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Story Telling/ Recreation
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 name the Earth, Sun, Moon, and star.
Identify and name 2 characters from a coyote story.
Common Core Standards / State Standards
Content Standard:
S3C R2
including CODE + (Rigor)
PO2 – exemplify an understanding of the Traditional principles and
values that encourages the maintenance of environmental harmony;
respect the natural laws and order; and understanding the interdependency of non-living and living matter (e.g. the understanding of
Navajo constellations – So’ Dine’e Baa hane’, winter/summer stories
teaches mental soundness, sureness, and appropriate behavioral
development;
S4C R1
PO3 – explore and discuss for an indepth understanding the Navajo
terminologies that associate with earth (Nahasdzaan), sky (shitaa’
yadilhil), sun (shitaa’ johonaa’ei), moon (shimatl’ehonaa’ei), and the
constellation (shitsooyehe or shitsoiyeheyot’aahsilaii or wot’aahsilaii)
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
Production and Distribution of Writing
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.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Technology
S1:C4 PO 1. Use digital creativity tools to develop ideas and create a
Standard:
project.
including CODE
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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?
Nahasdzaan EarthJohanaa’ei Sun Ooljee’ Moon So’ Star
Ma’ii Coyote Naadlooshii Animals Chaa’ Beaver Gah Rabbit Gohlizhii Skunk
Na’asho’iilbaha Lizard
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know what identify is.
Students will need to know the vocabulary words Earth, Sun, Moon, and star.
Students will need to know what characters are.
Students will need to know who coyote and other animals are.
Students will need to know what stories are.
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 identify the Earth, Sun, moon, and star through images downloaded from the internet.
Students will create an illustration of how the planets rotate.
Student will get a general idea of two different view of the universe-Western & Dine Cultures.
(Western view of Earth rotation around the sun while Dine Culture the sun rotates around the Earth.)
Students will watch Coyote videos and use graphic organizers to sequence events.
Student will illustrate a coyote with an animal character.
Students will create a booklet considering sequencing story using beginning, middle and end.
Students will be able to perform a skit to retell the story.
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: Coyote Stories
Worksheet: Posters, Teacher made resources
Illustrations: Coyote Stories Video/DVD
Other:
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Rug Weaving
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 name at least 1 rug weaving tool.
Create a paper rug weaving.
Common Core Standards / State Standards
Content Standard:
S5C R2
including CODE + (Rigor)
PO1 – recall and retell the traditional seasonal hane’ (e.g. Spiderwoman
and weaving) interpret inferences and meaning of the stories at
appropriate grade level.
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Range of Reading and Level of Text Complexity
Mathematical Practices
Read and comprehend complex literary and informational texts
including CODE
independently and proficiently.
College and Career Readiness Anchor Standards for Writing
Production and Distribution of Writing
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.
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?
Dah yistl’o Loom Nanoolzhee’ Warp Bee’adzoo’i Weaving Comb Bee ha’nilchaadi Carding
Brush
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know what identify is.
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Students need to know how to name.
Students need to know what weaving is.
Students need to know what tool is.
Student need to know the vocabulary words Loom, Warp, Weaving Comb, and Carding Brush.
Students need to know what paper weaving rug is.
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 listen to a read aloud; Goat in the Rug by Martin Link.
Students will be able to discuss “Goat in the Rug” and focus on process of rug weaving, tools and
characters of the story.
Students will be able to view weaving tools.
Students will be able to touch weaving tools and share color, shapes and texture of the tools.
Students will be able to use a weaving tool on a model rug loom.
Students will be able to discuss left, right, combing and batten the yarn onto the rug loom. In
addition, students will discuss the do’s and don’ts of rug weaving and tool care.
Students will be able to create a paper rug mat.
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: Goats In the Rug by Martin Link
Worksheet: Teacher made resources
Illustrations: Posters
Other:
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-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)
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Food
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 1 type of traditional food.
Common Core Standards / State Standards
Content Standard:
SIC R1
including CODE + (Rigor)
PO5 – exemplify knowledge of the traditional significance 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.
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?
Atoo’ Stew Naadaa’ Corn Ach’ii’ Intestine Atsaa’ Ribs
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know what type means.
Student will need to know what traditional is.
Students will need to know what nutrition is.
Students will need to know academic vocabulary words.
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Students will need to know table manners.
Students will need to know process of meat, vegetable and bread foods.
Students will need to know the value of food to eliminate waste.
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 listen to a read aloud; Blue Corn Bread by CUSD
Students will observe food flash cards and match it to the story during discussion.
Students will be able to touch corn and share color, shapes and texture of the corn.
Students will be able to use the corn as a model as a staple Navajo corn food.
Students will be able to discuss 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 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-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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Arts and Crafts
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.
Create and apply the correct colors of the Navajo basket.
Common Core Standards / State Standards
Content Standard:
S4C R2
including CODE + (Rigor)
PO7 – understand the association between American Indian arts and
crafts
S3C E3
PO3 – Gain understanding through a Traditional Practitioners cultural
concept of feminist and masculinity in all things in the environment
(e.g. wedding basket…)
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
Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
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:C2PO 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?
Navajo Basket Ts’aa’ White Lighai Black Lizhin Red Lichii’ Life Darkness
Sacred Mountains Dzil Navajo Wedding Alts’eeh Entry Hajiinee Holy People
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DiyinDine’e
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Student will need to know the definition of create.
Student will need to know the definition of apply.
Student will need to know the colors.
Student will need to know what a Navajo basket is.
Student will need to know the sumac plant.
Student will need to know the significant of the Navajo basket design.
Student will need to know the do’s and don’ts of the Navajo basket.
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)
Student will listen to a read aloud story.
Student will discuss the story details.
Student will review the do’s and don’ts of the basket.
Student will use creative thinking to draw and label Navajo basket design.
Student will be able to share their project during a gallery walk.
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: Ts’aa’ Rdg book, Little Navajo Basket Maker
Worksheet:
Illustrations: Illustration from the coloring book Ts’aa’ (CUSD)
Other:
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.
Kegan 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)
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Exemplary Learning Activities (Optional): List one exemplary strategy per box.
Exemplary Scaffolding Strategy (Optional): List one exemplary strategy per box.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Clans
Navajo Culture
First Grade
2013-14
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 name maternal and paternal clans.
Common Core Standards / State Standards
Content Standard:
SIC R1
including CODE + (Rigor)
PO 3 – Introduce him/herself in the appropriate traditional way;
S4C R1
PO1 – Verbally introduce self in the traditional way by maternal and
paternal clan;
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details
Mathematical Practices
2. 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
Text Types and Purposes
Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
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
ET01-06C2-03 Use multimedia presentation programs to crate simple
Standard:
class assignments
including CODE
ELP Standard:
Completed by SEI/ELP teachers (later)
including CODE
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Shima Mother
Shizhe’e Father Shicheii Maternal Grandfather Shinali Paternal
Grandfather Shimasani Maternal Grandmother Shinaliasdzaa Paternal Grandfather
Shadi
Older Sister
Shinaa’i Older Brother
Shideezhi Younger Sister Shitsili Younger Brother
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Bilhaijee’ Siblings
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the Academic Vocabulary Words
Students need to know the main idea of a story
Students need to know the word Paternal
Students need to know kinship of mom and dad
Students need to know introduction of 1st and 2nd clan
Students need to know where the two clans are coming from
Prerequisites: Know immediate family member names
Conceptual Knowledge: What concepts does the student need prior to engaging in this standard?
Students have to be able to know…
- what identify is
- what maternal is
- what clan is
- what family means
- their mother and father names
- what kinship means
- know family structure; immediate family members, parents, younger and older siblings
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to use hand and eye coordination to color family picture
- how to use pre writing skills to write family member relationships in Navajo
- how to orally practice with peers to recite mother, father and grandparent kinship terms in
Navajo
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 listen to a read aloud; “Navajo Clan Legends,” by San Juan Media
Center/Reference or “Beauty beside me,” by SeraphineYazzie
Students will be able to discuss the main idea of the story.
Students will pair share student’s mother and father clan with peers.
Students will be able to identify mother and father’s clans through pair share activity.
Students will be able to illustrate mother and father image, then use writing to label name and clans
to the images.
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: “Navajo Clan Legends,” by San Juan Media Center/Reference, “Beauty beside me,” by
SeraphineYazzie
Worksheet: Navajo clan sheet, Family kinship terms
Illustrations: Curriculum Clan Illustration
Other:
Teacher Instructional Strategies: Research-based strategies that “fit.”
Robert Marzono Strategies: Identifying Similarities & Differences, Summarizing &
Note Taking, Reinforcing Effort & Providing Recognition, Homework & Practice, Nonlinguistic
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Hogan
Navajo Culture
1st Grade
2013-14
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 difference between a male and female Hogan.
Create a male or female Hogan.
Common Core Standards / State Standards
Content Standard:
SIC R1
including CODE + (Rigor)
PO 5 – Exemplify knowledge on the traditional significance on the various
types of dwellings;
S3C R1
PO 3 – Orally demonstrate an understanding of traditional construction of
the various types of hogans and be able to tell the significance of each;
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
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 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
ET01-01C4-01 Use digital creativity tools to develop ideas and create a
Standard:
project
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?
HooghanNimazi Female Hogan Alch’i’adeeza Male Hogan
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
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Students need to know the academic vocabulary
Students need to know the definition of difference.
Students need to know the definition of male and female Navajo shelter
Students need to know that east direction is proper entrance of a Hogan.
Students need to know to enter a Hogan to the left in a cyclical manner.
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 have to be able to know…
- how to identify
- what the male and female Hogan is
- what features are to the male and female Hogan
- what a shelter is
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to orally tell the teacher which is a female and male Hogan and their features
- how to illustrate the female and male Hogan
- how to listen to a read aloud books about Native shelters and discuss parts of the reading
related to male or female shelter
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 listen to a read aloud: “Johonaa’ei, Bringer of Dawn,” by Veronica Tsinajinie
“First Hogan”, or “Three Little Sheep”
Students will be able to discuss the main idea, characters and details of the story.
Students will be able pair share with peers if they live in a male or female shelter.
Students will be able to construct a model male or female hogan
Students will be able to write a short poem using the word “HOGAN”
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: “Johonaa’ei, Bringer of Dawn,” by Veronica Tsinajinie,“First Hogan”, “Three Little Sheep”
Worksheet: Teacher made resources
Illustrations: Teacher made illustration, Internet resource, Hogan Model w/ appropriate placements
Other:
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Clothing
Navajo Culture
1st Grade
2013-14
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.
Recognize the difference between the male and female hair knot and hair tie.
Common Core Standards / State Standards
SIC R1
Content Standard:
PO5 – identify traditional dress styles of the Navajo people;
including CODE + (Rigor)
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details
Mathematical Practices
Analyze how and why individuals, events, and ideas develop and interact
including CODE
over the course of a 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 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
ET01-S1C3-01 Recognize and create patterns
Standard:
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?
Hair tie, knot, rain, comb, brush
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the academic vocabulary
Students need to know male and female hair tie.
Students need to know why Navajo men and women have long hair.
Student need to know yucca root is a natural soap for wash hair.
Students need to know hair care prevents parasites such as lice to live in hair.
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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 have to be able to know…
- how to identify
- know the male and female Navajo names
- know the difference between male and female clothing
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to listen to a read aloud about the female and male clothing
- how to illustrate the female and male attire
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 listen to oral stories related to the hair.
Students will be able to discuss the difference between a male and female hair tie and knot.
Students will be able to observe peers hair and compare and contrast length, color, and styles.
Students will be able to distinguish between a male and female hair tie and knot.
Students will be able to model/demonstrate a male and female hair tie and knot using yarn or other
medians.
Students will be able to illustrate the male and female hair tie and knot.
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: “Susie Chee’s Comb”, Shitsigha, Nihitsiigha’, San Juan
Worksheet: Teacher made resources, Poster on hair tie (CUSD)
Illustrations: Internet resource, “Leading the Way” (Apr. 09) , Navajo Times, Hair tie model
DVD: “Where the Highway Ends”
Other:
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Places History and Government
Navajo Culture
1st Grade
2013-14
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.
Create a map of familiar places in the community. Example: stores, schools, chapter house and clinic
Common Core Standards / State Standards
Content Standard:
S4C R3
including CODE + (Rigor)
PO4 – identify landmarks and their significance on a community map; use
original Navajo names to produce a community profile;
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Craft and Structure
Mathematical Practices
Interpret words and phrases as they are used in a text, including
including CODE
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
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 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
ET01-S2C1-01 Communicate with others as a whole class using digital
Standard:
tools.
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?
Ch’iniliChinleOlta’ School NaalyeheBahooghan Store Azee’ilini Hospital
AlahBii’ na’adleeh Chapter House Shighan My House
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know create.
Students will need to know what a map is.
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Students will need to know what familiar is.
Students will need to know directions.
Students will need to know of places in the community. Example: stores, schools, chapter house and
clinic.
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 have to be able to know…
- what create is
- what a map is and it’s features
- familiar places in the community
- know vocabulary words stores, schools, chapter house and clinic
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to will view pictures of community and discuss location from the school setting
- how to illustrate community locations on a map to show identity of places
- how to create their own community map using cut and paste method
- how to generate questions among their peers pertaining to their map
- how to orally retell about their map
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 look at images of significant places in the community.
Students will be able to locate the images of the local places in reference of their school.
Students will view the Navajo Nation Map and discuss significant places in comparison to their local
area.
Students will create their personal map and write labels to the significant places of their community.
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: Canyon De Chelly: Through Eyes of Navajo”, “The Canyon”, “Don’t tell anybody that there
is a dinosaurs in Canyon de Chelly” (CUSD), Arizona Highway Magazine, “Canyon Voices” (Video)
Worksheet: Teacher made resources
Illustrations: Internet resource/Google Maps, Post card puzzles, Posters (CUSD)
Other:
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Story Telling/ Recreation
Navajo Culture
1st Grade
2013-14
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 the appropriate season to create string game designs.
Common Core Standards / State Standards
Content Standard:
S3C R2
including CODE + (Rigor)
PO2 – exemplify an understanding of the Traditional principles and values
that encourages the maintenance of environmental harmony; respect the
natural laws and order; and understanding the inter-dependency of nonliving and living matter (e.g. the understanding of Navajo constellations –
So’ Dine’e Baa hane’, winter/summer stories teaches mental soundness,
sureness, and appropriate behavioral development;
S4C R1
PO3 – explore and discuss for an indepth understanding the Navajo
terminologies that associate with earth (Nahasdzaan), sky (shitaa’
yadilhil), sun (shitaa’ johonaa’ei), moon (shimatl’ehonaa’ei), and the
constellation (shitsooyehe or shitsoiyeheyot’aahsilaii or wot’aahsilaii)
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details
Mathematical Practices
Read closely to determine what the text says explicitly and to make
including CODE
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 informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
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
ET01-S6C2-01 Use multimedia presentation programs to create simple
Standard:
class assignments
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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?
So’ Star, Aak’eed Fall, Hai Winter, Daan Spring, Shi Summer
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know the academic vocabulary words.
Students will need to know what seasonal stories are.
Students will need to know the names of the seasons.
Students will need to know the purpose for string games.
Students will need to know the characteristics for each season.
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 have to be able to know…
- how to identify
- the vocabulary words Earth, Sun, Moon, and star in Navajo
- what characters are
- what stories are
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how identify the Earth, Sun, moon, and star through images
- the two different view of the universe-Western & Dine Cultures (Western view of Earth
rotation around the sun while Dine Culture the sun rotates around the Earth)
- how to recall events from the Coyote videos and how they tie in with string games
- how to create with a string
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 read stories pertaining to seasons/string games.
Students will discuss the significance of season.
Students will create an Illustration of the 4 seasons on butcher paper.
Students will match academic vocabulary words to seasonal pictures.
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: String Games /Video(San Juan),Na’atlo’ by Mike Mitchell
Worksheet: Teacher made resource materials
Illustrations: Navajo Times, Leading the Way
Other:
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-pair-share,
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Rug Weaving
Navajo Culture
1st Grade
2013-14
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 and draw the sequence in preparing wool.
Common Core Standards / State Standards
Content Standard:
S5C R2
including CODE + (Rigor)
PO1 – recall and retell the traditional seasonal hane’ (e.g. Spiderwoman
and weaving) interpret inferences and meaning of the stories at
appropriate grade level.
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
Text Types and Purposes
Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
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
ET01-S6C2-01 Use multimedia presentation programs to create simple
Standard:
class assignments
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?
Sheering cutters, Carding Brush, Spindle, Batten, weaving comb,
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know the academic vocabulary
Students will need to know what sequence means
Students will need to know names of the Navajo rug weaving tools
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Students will need to know do’s and don’ts of handling rug tools
Students will need to know types of hard wood to make weaving tools.
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 have to be able to know…
- how to identify
- how to name weaving tools in Navajo
- what weaving is
- what tool is
- the vocabulary words Loom, Warp, Weaving Comb, and Carding Brush in Navajo
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- to listen to a read aloud
- how to discuss the read aloud and focus on process of rug weaving, tools and characters of
the story
- how to identify view weaving tools
- manipulate weaving tools and share color, shapes and texture of the tools
- to use a weaving tool on a model rug loom
- to recall the do’s and don’ts of rug weaving and tool care
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 listen to read aloud; Goats in the Rug by Martin Link
Students will be able to discuss the process of wool preparation, tools and vegetable dye
Students will be able to apply current knowledge about wool preparation in general at a consensus
wheel activity
Students will be able to pair share with peers to see if they know of someone in their family that
weave rugs
Students will be able to illustrate a rug design on graph paper with cut out weaving tools glued
around their project.
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: “Season of a Navajo” (DVD), Goats In the Rug by Martin Link, Willie Chee and Shearing
Time (CUSD),“Grandmother’s Magic” CUSD), “Billy Goat” (CUSD)
Worksheet: Teacher made resource, Consultant/ Teacher demonstration of shearing, carding,
spinning and dying
Illustrations: Internet resource, Navajo Times
Other:
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-pair-share,
Brainstorming
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Food
Navajo Culture
1st Grade
2013-14
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 and illustrate 2 types of traditional foods not eaten today.
Common Core Standards / State Standards
Content Standard:
SIC R1
including CODE + (Rigor)
PO5 – exemplify knowledge of the traditional significance 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
Read closely to determine what the text says explicitly and to make
including CODE
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 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
ET01-S6C2-01 Use multimedia presentation programs to create simple
Standard:
class assignments
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?
Dloo’-Prairie dog, Wo’neeshch’iidi-Cicada-Locust, Lii’-Horse, Gah-Rabbit, Waa’-Spinach,
Hwosh-Prickley pear, Hashk’aan-Yucca Fruit
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know what traditional food is.
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Students need to know animal and plant food.
Students need to know how to illustrate.
Students need to know the meaning of fruit.
Students need to know the academic vocabulary.
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 have to be able to know…
- what type means
- traditional is
- what nutrition is
- academic vocabulary words
- know table manners
- the process of meat, vegetable and bread foods
- the value of food to eliminate waste
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to listen to a read aloud
- how to recall foods that were on flash cards
- to recall the color, shapes and texture of the corn
- to recall types of food made from corn
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)
Identify and illustrate 2 type of traditional food not eaten today.
Students will be able to listen to the story “Grandmother’s Yum Yum.
Students will be able to pair share with peers and name a favorite food item from the story.
Students will be able to retell a short summary of using past food or for the main idea.
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: Grandmother’s Yum Yum
Worksheet: Teacher made resource materials
Illustrations: Photographs of prairie dog, locust, rabbit, goat milk, yucca bloom, etc.
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Arts and Crafts
Navajo Culture
1st Grade
2013-14
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.
Common Core Standards / State Standards
Content Standard:
S4C R2
including CODE + (Rigor)
PO7 – understand the association between American Indian arts and
crafts
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 make
including CODE
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 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
ET01-S5C3-01 Recognize and discuss how students and families use
Standard:
technology to make their lives better.
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?
Pottery, clay, sand, molding, scraper, ratio, texture, temperature, temper, mixture, knead,
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 know by changing the water content changes everything within a mixture.
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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 have to be able to know…
- the definition of create
- the definition of apply
- the colors n Navajo
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- to listen to a read aloud story
- discuss the story details
- to review the do’s and don’ts
- to use creative thinking to draw and label projects
- 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 be able to use vocabulary in a conversation during pair share.
Students will be able to experiment clay, sand, and water for different texture for best pottery
mixture.
Students will be able to record different textures from different water mixtures.
Students will be able to graph the temperatures of proper clay pottery cure.
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 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-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)
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Clans
Navajo Culture/Language
2nd grade
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 name your Cheii’s clan.
Common Core Standards / State Standards
Content Standard:
S2C R1 PO1 – Exemplify the understanding of a nucleus in a family
including CODE + (Rigor)
structure and the role of each member (e.g. maternal grandfather);
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 says
Mathematical Practices
explicitly and to make logical inferences from it; cite specific textual
including CODE
evidence when writing or speaking to support conclusions drawn from
the text.
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.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Technology
S1-C4-PO 1. Use digital creativity tools to create original works.
Standard:
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?
Shi Shima Shizhe’e Shimasani Shicheii Shinali Shinali Asdzaan Da Shicheii Maternal
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the academic vocabulary
Students need to know that chei is a Navajo term used to describe mother’s father
Student need to know the general role of a chei
Students need to know about respecting elders
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Students need to know that listening to elders is similar to using classroom expectations and
guidelines
Students need to know how to produce clear and coherent writing by retelling the sequential order
of a story
Students need to know how to answer open ended questions
Students need to know how to comprehend informational texts
Students need to know how to Identify the main purpose of a text
Students need to know classroom expectations and guidelines
Students need to know what identify means.
Students need to know Introduction means
Students need to know how to Demonstrate
Students need to know how to produce clear and coherent writing
Students need to know how to answer questions
Students need to know how to comprehend informational texts
Students need to know how to Identify the main purpose of a text
Prerequisites: know immediate family and maternal grand parents names
Conceptual Knowledge: What concepts does the student need prior to engaging in this standard?
Students have to be able to know…
- the word Paternal
- kinship of mom and dad
- introduction of 1st and 2nd clan
- where the two clans are coming from
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to listen to a read aloud
- how to discuss the main idea of the story
- how to pair share student’s mother and father clan with peers
- how to identify mother and father’s clans through pair share activity
- how to illustrate mother and father image, then use writing to label name and clans to the
images
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 a read aloud or read; “Knots on a counting rope” by Bill Martin Jr or other
literature related to elders
Students will be able to discuss someone who has made an impression to the student because the
grandfather was someone important to the boy character.
Students will be able to name cheii’s clan using a clan chart
Students will be able to make a connection
Students need to know how to listen to instructions
Students need to explain the meaning of Identify
Students need to explain the process of introduction
Students need to Demonstrate Self Introduction using 1 st, 2nd and 3rd clan
Students need to answer questions sequentially and clearly about the Clan Unit
Students need to explain the process of how to introduce the 3 rd clan
Students need to point to the correct kinship of their 3rd clan using a Family clan chart
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.)
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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: “Navajo Clan Legends,” by San Juan Media Center/Reference, “Beauty beside me,” by
SeraphineYazzie, “Proud to be a Blacksheep,” by Roberta John, “My grandfather and the Colt”
(CUSD), “Grandfather’s hat” (CUSD), “Grandfather’s work moccasin” (CUSD)
Worksheet: Navajo clan sheet, Family kinship terms
Illustrations: Family Tree
Other:
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-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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Hogan
Navajo Culture/Language
2nd grade
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 name the significance and colors of the Cardinal Directions.
Common Core Standards / State Standards
Content Standard:
S4C R1PO6 – Exemplify an understanding of the traditional construction
including CODE + (Rigor)
and design of a Navajo Hogan and be able to tell of the significance of its
essential elements;
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details:2. Determine central ideas or themes of a text and
Mathematical Practices
analyze their development; summarize the key supporting details
including CODE
andideas.
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.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Technology
S1.C4.PO 2. Use digital collaborative tools to develop collective ideas.
Standard:
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?
Hooghan Nimazi Ha’a’aah, Shadi’aah, E’e’aah, Nahookos Yoolgai, Dootl’izhii, Diichili, Baashzhini
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to academic vocabulary
Students need to know the four cardinal directions
Students need to know the significance of the four colors related to the four directions
Students need to know the clockwise teaching that is incorporated In the hogan
Students need to know how to Demonstrate projects
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Students need to know how to produce clear and coherent writing
Students need to know how to comprehend informational texts through questioning
Students need to know how to Identify the main purpose of a text
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 have to be able to know…
- the definition of difference
- the definition of male and female Navajo shelter
- that east direction is proper entrance of a Hogan
- How to enter a Hogan to the left in a cyclical manner
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to listen to a read aloud
- how to discuss the main idea, characters and details of a story
- how to pair share with peers if they live in a male or female shelter
- how to illustrate a model male or female Hogan
- to write a short information about the Hogan
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 associate the Navajo colors to the four cardinal directions
Students will be able to write a simple sentence using the four cardinal directions
Students will be able to illustrate a female hogan
Students will label how to enter a hogan through an illustrated diagram
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 Hogan, “The three little sheep,” by SarephineYazzie
Worksheet: Teacher made resources
Illustrations: Posters or pictures of Hogans
Other:
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-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)
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Clothing
Navajo Culture/Language
2nd grade
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.
Describe the characteristics of sacred gems/stones/shells.
Compare and contrast men and women’s jewelry.
Common Core Standards / State Standards
Content Standard:
S3C F2PO4 – Identify , and describe the cultural values and practices
including CODE + (Rigor)
associated with utilizing earth’s surface and substance; minerals and
other natural resources (e.g. Gems);
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 says
Mathematical Practices
explicitly and to make logical inferences from it; cite specific textual
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 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
S1.C4.PO 2. Use digital collaborative tools to develop collective ideas.
Standard:
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?
Yoolgai, White Shell Dootl’izhii, Turquoise Shell Diichili, Abalone Shell Baashzhinii, Black Jet
Yoo’, Yoostsah, Latsini, Jaatl’ool, Dah na’ayizii, K’eet’oh, Sis Lichi’i/Ligai, Tsiil’ool
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 gems, stones and shells
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Student need to know some basic Navajo jewelry made for man and women
Student need to know what characteristics are
Student need to know how to compare and contrast
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 have to be able to know…
- the difference between a male and female
- the care of appearances and valuable materialistic
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- listen to oral stories
- how to discuss the difference
- how to observe, compare and contrast length, color, and styles.
- how to illustrate the male and female
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 compare and contrast the characteristics of stone, gems, and shells
Students will be able to illustrate the academic vocabulary words
Students will be able to create a T-chart on men’s and women’s jewelry
Students will be able to sort men’s and women’s clothing
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: “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 jet
Other:
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Places, History & Government
Navajo Culture/Language
2nd grade
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.
Locate and signify Window Rock, Chinle, Tuba City, Monument Valley and Shiprock on the Dine
Bikeyah map.
Common Core Standards / State Standards
Content Standard:
S4C R3PO4 – identify landmarks and their significance on a community
including CODE + (Rigor)
map; use original Navajo names to produce a community profile;
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 says
Mathematical Practices
explicitly and to make logical inferences from it; cite specific textual
including CODE
evidence when writing or speaking to support conclusions drawn from
the text.
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.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Technology
S2.C1.PO 1. Communicate with others as a whole class or small group
Standard:
using digital tools.
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?
Ch’inili Tseghahoodzani Tonaneesdizi Tsebii’nidzisgai Dine bikeyah Ha’a’aah Shadi’aah E’e’aah
Nahookos
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Student need to know what a map is
Student need to know the three states which the Navajo Nation is in.
Student need to know the basics of map reading skills
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Student need to know the general direction of Window Rock, Chinle, Tuba City, Monument Valley
and Shiprock from students’ community.
Student need to know a land mark characteristic of Window Rock, Chinle, Tuba City, Monument
Valley and Shiprock.
Students need to know what a land mark is
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 have to be able to know…
- how to know create
- what a map is
- what familiar is
- their directions
- about places in their community. Example: stores, schools, chapter house and clinic.
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to look at images of significant places in the community
- how to locate the images of the local places in reference of their school
- how to identify the Navajo Nation Map and discuss significant places
- to create their personal map and write labels to the significant
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 illustrate a simple land mark characteristic of Window Rock, Chinle, Tuba
City, Monument Valley and Shiprock
Students will be able to label Window Rock, Chinle, Tuba City, Monument Valley and Shiprock on a
map
Students will be able to name the three states the Navajo Nation is in
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: Arizona Highway Magazine
Worksheet: Teacher made resources
Illustrations: Internet resource/Google Maps, Post card puzzles, Posters (CUSD)
Other:
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Storytelling/Recreation
Navajo Culture/Language
2nd grade
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.
Demonstrate 2 more new string game designs
Illustrate the male and female revolver
Common Core Standards / State Standards
Content Standard:
S3C R2PO1 – Demonstrate an understanding of Dineji of Haigohane’
including CODE + (Rigor)
(winter stories) and activities (e.g. string games);
S3C R2PO2 – exemplify an understanding of the Traditional principles and
values that encourages the maintenance of environmental harmony;
respect the natural laws and order; and understanding the interdependency of non-living and living matter (e.g. the understanding of
Navajo constellations – So’ Dine’e Baa hane’;
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Craft and Structure:4. Interpret words and phrases as they are used in a
Mathematical Practices
text, including determining technical, connotative, and figurative
including CODE
meanings, and analyze how specific word choices shape meaning or tone
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 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
S2.C3.PO 1. Identify challenges and digital strategies as a class to
Standard:
effectively communicate with other cultures.
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?
Nahookos Bika’ii Nahookos Bi’aadii Nahookos Biko’ So’
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
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Student need to know the academic vocabulary
Student need to know how to demonstrate an activity
Student need to know the concept of Navajo string game
Student need to know the Navajo constellations
Student need to know the constellations according to the seasons
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 have to be able to know…
- what seasonal stories are
- the names of the seasons
- the purpose for string games
- the characteristics for each season
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to read stories pertaining to seasons/string games
- how to discuss the significance of the seasons
- how to create an Illustration
- how to match academic vocabulary words to seasonal pictures
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)
Student will be able to create and demonstrate at least two string games
Student will be able to label two string games
Student will be able to illustrate the Navajo male (Big Dipper) and female (Cassiopeia) revolver
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: Sting Games /Video(San Juan), Na’atlo’ by Mike Mitchell
Worksheet: Teacher made resources
Illustrations: Navajo Times, Leading the Way, Constellation posters (CUSD)
Other:
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-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)
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Rug Weaving
Navajo Culture/Language
2nd grade
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.
Illustrate 4 wool preparations steps in sequential order.
Common Core Standards / State Standards
Content Standard:
S5C R2PO4 – Give and follow multiple-step directions;
including CODE + (Rigor)
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details: 2. Determine central ideas or themes of a text and
Mathematical Practices
analyze their development; summarize the key supporting details and
including CODE
Ideas.
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge: 7. 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
S2. C1.PO 1. Communicate with others as a whole class or small group
Standard:
using digital tools.
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?
Bee Ta’digeesh Bee Ha’nilchaad
Bee Adizi Bee Da’Ilchiihi
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Illustrate 4 wool preparations steps in sequential order.
Students need to know academic vocabulary words
Students need to know the process of rug weaving: shear, card, spin and dye
Students need to know wool preparation tools
Students need to know how to manipulate wool preparation tools
Students need to know about the safety of wool preparation tools
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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 have to be able to know…
- how to sequence
- the Navajo rug weaving tools
- the do’s and don’ts of handling rug tools
- types of hard wood to make weaving tools
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to listen to read aloud
- how to discuss the process of wool preparation, tools and vegetable dye
- how to use a consensus wheel
- how to pair share with peers
- how to illustrate a rug design
- how to identify the weaving tools
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)
Student will create an illustration of sequence wool preparation as a group
Student will color, cut, and paste the wool preparation process in sequential order
Student will demonstrate the safety of wool preparation tools
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: “The Goat in the Rug,” by Martin Link, “Wisdom Weaver,” by Jann Johnson
Worksheet: Teacher made resource
Illustrations: Poster/Sequential order in weaving (CUSD), “Leading the Way” (Mar. 09)
Other:
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Food
Navajo Culture/Language
2nd grade
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.
Explore 2 different types of food prepared from a sheep
Common Core Standards / State Standards
Content Standard:
S6C R2PO2 – Identify, explore and discuss the various types of Indian food
including CODE + (Rigor)
and the process for preserving, conserving, and understand the
traditional act of giving thanks for the abundance of food and /or wealth;
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Craft and Structure:4. Interpret words and phrases as they are used in a
Mathematical Practices
text, including determining technical, connotative, and figurative
including CODE
meanings, and analyze how specific word choices shape meaning or tone.
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.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Technology
S1.C2.PO 1. Identify elements of a digital model or simulation.
Standard:
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?
Atoo’ Atsaa’ Ach’ii’ Alk’iniilgizh Adil Atsii’ Akee’ Dibe
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Explore 2 different types of food prepared from a sheep
Students need to know academic vocabulary words
Students will need to know how to explore
Students will need to know what prepared means as far as food
Students will need to know what a sheep is
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Students will need to know about nutrition
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 have to be able to know…
- what traditional foods are
- what animal and plant foods are
- know how to illustrate food pyramids
- meaning of fruit
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to identify and illustrate 2 type of traditional food not eaten today
- how to listen a story
- how to pair share with peers and name a favorite food item
- how to retell a short summary of using past food or for the main idea
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 the academic vocabulary word in a simple sentence
Students will create a recipe based on personal experience with a partner
Students will label sheep body parts on a personalized poster
Students will illustrate a food pyramid
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 sheep/mutton/lamb
Worksheet: Teacher made resource
Illustrations: “Leading the Way” (Sept. 09), Navajo Times, Picture or photos of roast ribs,
intestines, blood sausage and etc.
Other:
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Arts & Craft
Navajo Culture/Language
2nd grade
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.
Describe the significant parts of a cradle board and make a completed Cradleboard project.
Common Core Standards / State Standards
Content Standard:
S6C R1PO2 – Explore the significance of the traditional beliefs in child
including CODE + (Rigor)
rearing practices (e.g., cradleboard…..)
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, and
Mathematical Practices
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.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Technology
S1. C2.PO 2. Identify and describe how aspects of a situation change using
Standard:
models or simulations.
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?
Awee’tsaal-Cradleboard, Nahasdzaan-Earth, Hayoolkaal-Dawn, 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
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the Academic Vocabulary Words
Students need to know what significant means
Students need to know what the materials are made from
Students need to know the Do’s and Don’ts of a Cradleboard
Students need to know at least 4 parts of the Cradleboard
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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 have to be able to know…
- how to distinguish the difference between certain arts and crafts
- how materials change between certain arts and craft
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to use vocabulary in a conversation during pair share
- how to experiment materials for different textures
- how to record different textures using graphic organizers
- how to identify and name basic elements
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 the academic vocabulary word in a simple sentence
Students will label at least 4 parts of a Cradleboard using CUSD poster
Students will compare and contrast the different types of materials used for Cradleboard
Students will develop a T-Chart of the Do’s and Don’ts with a partner
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:
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-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)
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Clans
Navajo Culture and Language
3rd Grade
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.
Recite your 4 Clans; Nishli, bashishchiin, dashicheii, doo dashinali
Common Core Standards / State Standards
Content Standard:
S4C R1 PO1 – Verbally introduce self in the traditional way by maternal
including CODE + (Rigor)
and paternal clan; introduce parents, grandparents, or guardian by clan
relationship, name and place of residence;
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Craft and Structure
Mathematical Practices
2. Interpret words and phrases as they are used in a text, including
including CODE
determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
College and Career Readiness Anchor Standards for Writing
Range of Writing
2. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
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
S3:C2
Standard:
PO 1. Conduct a search using keywords to narrow or broaden a search.
including CODE
PO 4. Organize information into major topics and create a list of ideas.
ELP Standard:
Completed by SEI/ELP teachers (later)
including CODE
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Nishli-I am Bashishchiin-Born for Dashicheii-My Maternal Grandfather
Dashinali-My Paternal Grandfather Adoone’e-Clan
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the Academic Vocabulary Words
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Students need to know how to orally introduce themselves
Students need to know how to sequentially address their Navajo Clans properly
Students need to know correct Kinship terms
Students need to know how to recite clans in Navajo
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 have to be able to know…
- how to use the academic vocabulary words
- that cheii is a Navajo term used to describe mother’s father
- the general role of a cheii
- about respecting elders
- that listening to elders is similar to using classroom expectations and guideline
- how to produce clear and coherent writing by retelling the sequential order of a story
- how to answer open ended questions
- how to comprehend informational texts
- how to Identify the main purpose of a text
- the classroom expectations and guidelines
- how to identify
- how to Introduction oneself, demonstrate and produce it with clear and coherent writing
- how to comprehend and identify the main purpose of informational texts
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to a read aloud or read literature related to elders
- how to discuss literature
- how name cheii’s clan using a clan chart
- how to make a connections with the clan chart
- how to explain the process of introduction
- how to Demonstrate Self Introduction using 1st, 2nd and 3rd clan
- how to answer questions sequentially and clearly about the Clan Unit
- how to explain the process of how to introduce the 3rd clan
- how to point to the correct kinship of their 3rd clan using a Family clan chart
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 write an acrostic poem using their clans.
Students will orally recite their 4 clans in sequential order
Students will complete a family kinship term worksheet
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 Clans/Relationships/Kinships
Worksheet: Teacher made resource
Illustrations: “Leading the Way”, Navajo Times, Picture or photos of clan Stories, Clan Pictures, Clan
Wheel. etc.
Other:
Teacher Instructional Strategies: Research-based strategies that “fit.”
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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-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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Hogan
Navajo Culture and Language
3rd Grade
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.
Classify four items in a Hogan and construct an 8 sided Hogan.
Common Core Standards / State Standards
Content Standard:
S4C R1
including CODE +
PO6 – exemplify an understanding of the traditional construction and
(Rigor)
design of a Navajo Hogan and be able to tell of the significance of its
essential elements: honeeshgish, ko’, to, ch’iyaan (four basic sacred food)
and cooking preparation and utensils.
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
Research to Build and Present Knowledge
1. 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
S1:C4 PO 1. Use digital creativity tools to create original works.
Standard:
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?
Hooghan Nimazi Femal Hogan Tseebiigo Dik’ah Octagon Honeeshgish Fire Poker
To Water
Ch’iyaan Food
Ko’ Fire Place
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Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Student need to know the academic vocabulary
Student need to know how to classify information from expository text
Student need to know some basic geometric shapes like hexagon or octagon
Student need to know how to write a paragraph to describe items in a Hogan
Students need to know what materials are needed in a Hogan construction
Students need to know how to properly enter a Hogan
Students need to know the four direction
Students need to know the oral history of a hogan
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 have to be able to know…
- the academic Navajo vocabulary words for the four cardinal directions
- the four cardinal directions
- how to recall the significance of the four colors related to the four directions
- how to recall the clockwise teaching that is incorporated In the Hogan
- how to Demonstrate projects
- how to produce clear and coherent writing
- how to comprehend informational texts through question
- how to Identify the main purpose of a text
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know..
- how to associate the Navajo colors to the four cardinal directions
- how to write a simple sentence
- how to illustrate a female Hogan
- how show how to enter a Hogan through an illustrated diagram
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 complete a crossword puzzle using academic vocabulary.
Students will classify details from the storybook, “The First Hogan” story told by Don Moses Jr.
Students will use tangrams or 3-D blocks to shape a hexagon or an octagon
Students will write a paragraph to include 4 details common in a hogan
Students will demonstrate entering the classroom in a clockwise cyclical manner like a Hogan
Students will have pair share with peer and discuss elements of the story; “The First Hogan” story
told by Don Moses Jr.
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 Navajo Hogan, The First Hogan Book
Worksheet: Teacher made resource
Illustrations: “Leading the Way” , Navajo Times, Picture or photos of Navajo Hogan
Other:
Teacher Instructional Strategies: Research-based strategies that “fit.”
Robert Marzono Strategies: Identifying Similarities & Differences, Summarizing &
Note Taking, Reinforcing Effort & Providing Recognition, Homework & Practice, Nonlinguistic
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Clothing
Navajo Culture and Language
3rd Grade
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.
Name a traditional clothing for a man and a woman
Common Core Standards / State Standards
Content Standard:
SIC R1PO5 – identify traditional dress styles of the Navajo people;
including CODE + (Rigor)
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Integration of Knowledge and Ideas
Mathematical Practices
1. Integrate and evaluate content presented in diverse media and
including CODE
formats, including visually and quantitatively, as well as in words.*
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
1. Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
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
S1:C4 PO 1. Use digital creativity tools to create original works.
Standard:
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?
Deji’ee’ Shirt
Tl’aaji’ee’ Pants Tl’aakal Skirt Ke Shoes
Yoo’ Necklace Jaa’ tl’ool Earrings Tsii’ tlool Hair Tie Latsini Bracelet Yoostsah Ring
Dahna’ayizii Medicine Bag
Sis Lighai Concho Belt
Sis Lichi’i Sash Belt
Kelchi Male Moccasin Kenitsaa Female Moccasins
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
*
Please see "Research to Build and Present Knowledge" in Writing and "Comprehension and Collaboration" in Speaking and Listening for additional
standards relevant to gathering, assessing, and applying information from print and digital sources.
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Students need to know the Academic Vocabulary Words
Students need to differentiate Male and Female Clothing
Students need to know what Traditional is
Students need to know what Clothing is
Students need to know where the Traditional Clothings come from
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 have to be able to know…
- about Navajo jewelry made for man and women
- what characteristics are
- how to compare and contrast
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to compare and contrast the characteristics of men and women attire
- how to illustrate the academic vocabulary words
- how to create a T-chart on men’s and women’s attire
- how to sort men’s and women’s clothing
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 Academic Vocabulary words to label clothing on CUSD man and woman clothing
worksheet
Students will work in pairs to create a Self-Image of Traditional Clothing
Students will work on a Clothing Advertisement Activity to name a Traditional Clothing item
Students will create a graph paper sash belt by calculating mathematical ratios between three colors
used for sash belt.
Students will write a personalize paragraph about Navajo Clothing
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 Native Clothes
Worksheet: Teacher made resource
Illustrations: “Leading the Way”, Navajo Times, Pictures, Photos, illustration of Navajo Clothing
CUSD resource material
Other Resources: Dine College Library and Museum
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Places/History and Government
Navajo Culture and Language
3rd Grade
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.
Locate and describe 1 of the 4 Sacred Mountains on a map.
Common Core Standards / State Standards
Content Standard:
S3C R4
including CODE + (Rigor)
PO3 – Describe and make inferences on personal connections, cherished
moments to places in the immediate environment (e.g., Four Sacred
Mountains)
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
Research to Build and Present Knowledge
1. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
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
Standard:
S1:C4 PO 1. Use digital creativity tools to create original works.
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?
Sisnaajinii Blanca Peak
TsooDzil Mount Taylor
Dook’o’oosliid San Francisco Mountain
DibeNitsaaHesperas Mountain
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
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Students will need to know the academic vocabulary
Students will need to know what sacred is
Students will need to know the basic map reading skills
Students will need to know characteristics of mountains to add details in description
Students will need to know basic research skill using the internet to download images or reference
materials
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 have to be able to know…
- what a map is and be able to use map reading skills
- the three states which the Navajo Nation is in
- the general direction of Window Rock, Chinle, Tuba City, Monument Valley and Shiprock from
students’ community
- what a land mark is and identify the characteristics of Window Rock, Chinle, Tuba City,
Monument Valley and Shiprock
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how illustrate a simple land mark characteristic of Window Rock, Chinle, Tuba City,
Monument Valley and Shiprock
- how to label Window Rock, Chinle, Tuba City, Monument Valley and Shiprock on a map
- how to name the three states the Navajo Nation is in
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 label Navajo sacred mountains to its mountain images
Students will locate the four sacred mountains on a classroom map to identify the state it is in
Students will work in groups to brain storm description of mountain characteristics
Students will demonstrate downloading images of the four Navajo sacred mountains using the
internet.
Students will use the internet to research the altitude, location, and basic environment of the
mountains specified
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 , The Long Walk, Navajo Code Talkers DVD, Navajo Times
Worksheet: Teacher made resources
Illustrations: “Leading the Way” , Navajo Times, CUSD Posters and illustration
Other:
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-pair-share,
Brainstorming
Learning Keys: Cooperative Learning, Feedback & Effective Questioning, Identifying Similarities and
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Story Telling/ Recreation
Navajo Culture and Language
3rd Grade
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.
Recognize the differences of the constellations related to the string games.
Common Core Standards / State Standards
Content Standard:
S3C R2
including CODE + (Rigor)
PO2 – exemplify an understanding of the Traditional principles and values
that encourages the maintenance of environmental harmony; respect the
natural laws and order; and understanding the inter-dependency of nonliving and living matter (e.g. the understanding of Navajo constellations –
So’ Dine’e Baa hane’;
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Integration of Knowledge and Ideas
Mathematical Practices
1. Analyze how two or more texts address similar themes or topics in
including CODE
order to build knowledge or to compare the approaches the authors
take.
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
1. Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
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
S1:C4 PO 1. Use digital creativity tools to create original works.
Standard:
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?
So’ Stars Na’a’tl’o’ String Games So’ tsoh Dilyehe So’ lani So’ bidee’e
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
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Students need to know the academic vocabulary
Students need to know what constellations are
Students need to know the geometric shape of a diamond in string game represents stars in general
Students need to know the 4 basic string formations representing the sun, Pleiades, galaxy, comet
Students need to know the directions associated to 4 basic string formations
Students need to know the origin story of who placed the stars in the universe
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 have to be able to know…
- how to demonstrate an activity
- the concept of Navajo string game
- the Navajo constellations
- the constellations according to the seasons
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to create and demonstrate at least two string games
- how to label two string games
- how to illustrate the Navajo male (Big Dipper) and female (Cassiopeia) revolver
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 create and label Navajo string game after watching DVD or reading literature
Students will use CUSD constellation images to illustrate and label them
Students will design and explore various star shapes using geometric shape diamond
Students will retell in paragraph about who placed the stars in the universe and add details
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 , “Journey to the Sun” DVD, Cats in the Cradle, Book of String
Games.
Worksheet: Teacher made resource
Illustrations: Constellation/String Game Posters CUSD, Picture or photos of Constellations/String
Game etc.
Other:
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Rug Weaving
Navajo Culture and Language
3rd Grade
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.
Name and design a cardboard rug weaving using weaving tools.
Common Core Standards / State Standards
Content Standard:
S2C F2
including CODE + (Rigor)
PO6 – Listen, participate, discuss and interpret meaning in patterns…that
make up art, crafts…..
PO7 – Observe, discuss and make inferences to relationships and
variations in… art, crafts to other areas of academic skills: mathematics….
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 make
including CODE
logical inferences from it; cite specific textual evidence when
writing or speaking to support
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes
2. Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
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
S1:C4 PO 1. Use digital creativity tools to create original works.
Standard:
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?
Dah yistl’o Loom Ii’sinil Utensils Be’ezhoo’ Weaving Comb Bee ‘ak’intlish Batten Aghaa’
Wool
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
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Students need to know the academic vocabulary words.
Students need to know how to use the weaving tools.
Students need to know how to research for the types of rug designs.
Students need to know how to construct a cardboard weaving loom.
Students need to know how to manipulate the tools in the cardboard weaving loom.
Students need to know the Do’s and Don’ts of the weaving tools and loom.
Students need to the story origin of rug weaving.
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 have to be able to know…
- the process of rug weaving: shear, card, spin and dye
- the wool preparation tools
- how to manipulate wool preparation tools
- about the safety of wool preparation tools
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to create an illustration of sequence wool preparation as a group
- how to color, cut, and paste the wool preparation process in sequential order
- how to demonstrate the safety of wool preparation tools
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 academic words and create a diagram of the Navajo weaving loom.
Students will model and demonstrate how to weave use the weaving tools.
Students will research the different types of rug designs on the internet.
Students will use a graph paper to design a Navajo rug design.
Students will create a cardboard weaving loom and use the research design to create a Navajo rug.
Students will write a poem about their Navajo Rug design.
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 Navajo Weaving, Rugs and Posts by H.L. James, Goats In the
Rug by Martin Link
Worksheet: Teacher made resource
Illustrations: “Leading the Way”, Navajo Times , Pictures or photos of Navajo Rugs
Other:
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Arts and Crafts
Navajo Culture and Language
3rd Grade
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.
Understand and create a Navajo Sandpainting picture project.
Common Core Standards / State Standards
Content Standard:
S4C R2
including CODE + (Rigor)
PO2 – Exemplify an understanding on the interdependency of living and
non living matters; exemplify understanding for the act of reverence,
sacredness and respect of all elements by the people
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
Range of Writing
Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames
(a single sitting or a day or two) for a range of tasks, purposes, and
audiences)
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
S1:C4 PO 1. Use digital creativity tools to create original works.
Standard:
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?
Iikaah Sand Painting
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
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Students will need to know academic vocabulary words.
Students will need to know what a Navajo Sandpainting is.
Students will need to know where, why and how a Navajo Sandpainting is made.
Students will need to know research skills.
Students will need to know which texture, sand minerals, and procedures of making a sandpainting.
Students will need to know how to make culture connection.
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 have to be able to know…
- what significant means
- there are different materials for arts and craft
- the Do’s and Don’ts of arts and craft materials
- other Navajo arts and crafts
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to use the academic vocabulary word in a simple sentence
- how to label and use CUSD posters and materials
- how to compare and contrast the different types of materials used in arts and craft
- how to develop charts using graphic organizers and to work with partners
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 the internet to research and attain reference books for information about
sandpaintings.
Students will use the images from research to identify the symbols in sandpaintings to create their
own images on graph paper.
Students will write a procedural paper about the process of sandpainting.
Students will view images of the Tibetans culture and it’s sandpainting images to make culture
connections.
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: Navajo Sandpainting by Mark Bati, Internet resource/Google, Arts & Crafts of the Native
American Tribes by Michael G. Johnson
Worksheet: Teacher made resource
Illustrations: Picture or photos of sandpainting
Other:
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-pair-share,
Brainstorming
Learning Keys: Cooperative Learning, Feedback & Effective Questioning, Identifying Similarities and
Differences, Student to Student Feedback, Summarizing and Note taking
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Food
Navajo Culture and Language
3rd Grade
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.
Design a diagram of 3 foods prepared from corn.
Common Core Standards / State Standards
Content Standard:
S3C R3
including CODE + (Rigor)
PO3 – Explore the culture and historical information associated with
traditional preservation and preparation of native food (e.g., corn,
cornmeal), utilizing grandparents, traditional practitioners, and Navajo
studies teachers, and parents as consultants.
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Integration of Knowledge and Ideas
Mathematical Practices
1. Analyze how two or more texts address similar themes or topics in
including CODE
order to build knowledge or to compare the approaches the
authors take.
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
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
ET04-S3-C2-01. Use multiple search strategies to locate information.
Standard:
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
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know the academic vocabulary words.
Students will need to know the types of corn that the Navajo people harvest.
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Students will need to know when corn is planted and harvest according to Pleiades.
Students will need to know the parts of a corn plant.
Students will need to know the various types of food that can be made from corn.
Students will need to know how to research through the internet and reference materials.
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 have to be able to know…
- how to explore
- what prepared means as far as food
- what other traditional Navajo foods there are
- about nutrition
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to use the academic vocabulary word in a simple sentence
- how to create a recipe based on personal experience with a partner
- how to label feature/ character parts on a personalized poster
- how to illustrate and know features of a food pyramid
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 the academic word to create a diagram of a corn and label the parts of the plant.
Students will research on the internet and use reference materials to identify the different types of
foods that can be made from corn.
Students will create a booklet about the history and personal use of corn.
Students will make/create a simple corn recipe.
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, Native American Foods, Oxford Picture Dictionary
Worksheet: Teacher made resource
Illustrations: “Leading the Way”, Navajo Times, Picture or photos of four basic food groups.
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-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)
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Clans
Navajo Culture/Language
4thgrade
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.
Name and identify maternal clan group among peers and used correct kinship.
Common Core Standards / State Standards
Content Standard:
S2C R1PO1 – Exemplify the understanding of a nucleus in a family
including CODE + (Rigor)
structure and the role of each member; understand the significant roles
of a grandmother and mother’s brother (ada’i/ahastoi);
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details: 2. Determine central ideas or themes of a text and
Mathematical Practices
analyze their development; summarize the key supporting details and
including CODE
Ideas
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.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Technology
ET04-S6C1-0 3. Choose technology applications for a given
Standard:
activity/project.
including CODE
ET04-S6C2-03. Use a spreadsheet to record, organize, and graph
information.
Completed by SEI/ELP teachers (later)
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Nishli Ke Shima Shimayazhi Shida’i Shi…Bi…
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know academic vocabulary words.
Student s will need to know their mother’s clan.
Students will need to know their mother’s clan group.
Students will need to know the kinship terms when addressing their peers.
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Students will need to know the origin of the clan.
Students will need to know how to research for their clan using family members.
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 have to be able to know…
- what orally introduce themselves is
- to use sequence to address their Navajo Clans properly
- the correct Kinship terms
- how to recite clans in Navajo
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to write an introduction activity by using their clans
- how to orally recite their 4 clans in sequential order
- how to complete a family kinship term worksheet
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 identify their maternal clan group from a clan group worksheet, chart, or wheel.
Students will use family members to research maternal clan.
Students will use reference books or other resources to research maternal clan.
Students will create a clan card to properly introduce themselves to their peers.
Students will create a t chart to distinguish who is maternal clan from peers.
Students will use proper kinship terms with peers who are in the same maternal clan group.
Students will create a class web of who is related to them.
Students will orally recite their 4 clans and their maternal clan group and identify a peer of relation.
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 Clans/Relationships/ Kinships
Worksheet: Teacher made resource
Illustrations: “Leading the Way”, Navajo Times, CUSD Clan poster
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-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)
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Hogan
Navajo Culture/Language
4thgrade
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.
Distinguish the purpose and use of a Male Hogan.
Common Core Standards / State Standards
Content Standard:
S3C R1PO3 – Orally demonstrate an understanding of traditional
including CODE + (Rigor)
construction of the various types of Hogan and be able to tell the
significance of each;
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details: 2. Determine central ideas or themes of a text and
Mathematical Practices
analyze their development; summarize the key supporting details and
including CODE
Ideas
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge: 7. 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
ET04-S4C2-02. Generate alternative solutions using collected resources
Standard:
and data.
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?
Hogan Alch’i’ adeez’a Hataal BeeHooghan Tacheeh Ilnazt’i’
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the academic vocabulary words.
Students will need to know what a Male Hogan is.
Students will need to know the construction materials to build a Male Hogan.
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Students will need to know the origin of the Male Hogan.
Students will need to know the purpose of a Male Hogan.
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 have to be able to know…
- what to classify from expository text
- geometric shapes like hexagon or octagon
- a paragraph structure.
- the materials needed to construction a Hogan
- the proper way to enter a Hogan
- the four directions
- the oral history of a Hogan
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- to create and complete a vocabulary activity sheet
- to recall and classify details from a storybook
- use tangrams or 3-D blocks
- to write a detail paragraphs
- how to demonstrate entering the classroom in a clockwise cyclical manner like a Hogan
- how to recall, pair share with peer and discuss elements of the story; “The First Hogan” story
told by Don Moses Jr.
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 academic vocabulary words to identify, create, and write about the Male Hogan.
Students will construct a diorama of the Male Hogan.
Students will use a Venn Diagram to compare and contrast the Male Hogan and Sweat Lodge.
Students will do an oral presentation about their project.
Students will do a gallery walk and use a rubric to rate each other’s projects.
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, Lapahie.com, The Old Hogan by Berard Haile, The Navajo
Sweat Lodge:San Juan Curriculum
Worksheet: Teacher made resource
Illustrations: Hogan Models, “Leading the Way”, CUSD Hogan posters: Curriculum Center
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Clothing
Navajo Culture/Language
4thgrade
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.
Describe the various early Navajo adopted clothing styles (Before the Long Walk).
Common Core Standards / State Standards
Content Standard:
SIC R1PO5 – Exemplify knowledge of the traditional significance on the
including CODE + (Rigor)
various types of traditional dress styles of the Navajo people;
Integration of Reading &
Writing Anchor and/or
Mathematical Practices
including CODE
Technology
Standard:
including CODE
ELP Standard:
including CODE
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details:1. Read closely to determine what the text says
explicitly and to 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:2. Write informative/explanatory texts to
examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of
content.
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.
ET04-S3C2-04. Use appropriate digital tools to synthesize research
information and to develop new ideas.
Completed by SEI/ELP teachers (later)
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Blue Jeans Boots Blouse Pleated Skirts Collared Shirts Bandana/Scarf
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know academic vocabulary words.
Students will need to know what adopted means.
Students will need to know time line of styles of clothes.
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Students will need to know types of fabric & clothing materials.
Students will need to know the social influences that caused the change in clothing styles.
Students will need to know how to use a graphic organizer.
Students will need to know how to research topics using various resources.
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 have to be able to know…
- the Academic Vocabulary Words
- what to differentiate in a Male and Female Clothing
- what Traditional is
- what Clothing is
- the history of Traditional Clothing come from
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to use Academic Vocabulary words to label clothing on CUSD man and woman clothing
worksheet
- how to work in pairs to create an image of Traditional Clothing
- how to create a Traditional Clothing activity
- how to create information about clothing using graphic organizers
- how to write a personalize paragraph about Navajo Clothing
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 academic vocabulary words and categorize them by style: i.e. western, sports,
casual and etc.
Students will observe their own attire and identify style they are wearing.
Student will label some fabric and cloth materials for reference.
Students will use graphic organizer to compare and contrast present to 1800’s Navajo clothing style.
Students will the internet or other resources to research the origin of a Native American ribbon shirt.
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, CUSD Curriculum Center, Native Threads.com
Worksheet: Teacher made resource
Illustrations: “Leading the Way”, Navajo Times, CUSD Clan poster
Other: Dine College Library/ Museum
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Places, History & Government
Navajo Culture/Language
4thgrade
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.
Compare and Contrast a pictograph and petroglyph.
Common Core Standards / State Standards
Content Standard:
S7C R6. Access, view and respond to visual forms such as computer
including CODE + (Rigor)
programs, video, artifacts, drawings, pictures and collages.
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Integration of Knowledge and Ideas:
Mathematical Practices
1. Integrate and evaluate content presented in diverse media and
including CODE
formats, including visually and quantitatively, as well as in words.
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge:
1. Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
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
ET04-S1C4-02. Use digital collaborative tools to analyze information to
Standard:
produce original works and express ideas.
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?
Tse Tseyi’ Naashch’aa’ Yiitseel pictograph petroglyph
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know the academic vocabulary words
Students will need to know the Anasazi culture.
Students will need to know not to deface ancient rock art/symbols
Students will need to know types of stones in the general region on the Navajo Reservation
Students will need to know how compare and contrast
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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 have to be able to know…
- what sacred is
- the basic map reading skills
- characteristics of a land feature to add details in description
- basic research skill using the internet to download images or reference materials
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to label on an activity sheet
- how to locate the four sacred mountain and identify them to its states
- how to work in groups to brain storm description of land characteristics
- how to demonstrate downloading images using the internet
- how to use the internet to research the altitude, location, and basic environment features
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 creativity to define academic vocabulary using pictograph and petroglyph symbols
Students will use the internet and other resources to research the Anasazi culture
Students will use a graphic organizer to list the do’s and don’ts of pictograph and petroglyph
Students will label rock images that are common on the Navajo Reservation
Students will demonstrate a clay pictograph or petroglyph for a project
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, Rock Art Petroglyph and Pictograph Books and CD
Worksheet: Teacher made resource
Illustrations: “Leading the Way” , Navajo Times, CUSD Time Line Poster “Navajo History Posters”
& “A Guide to The Navajo/U.S. History Timeline”, Rough Rock Poster of Twins
Other:
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Storytelling/Recreation
Navajo Culture/Language
4thgrade
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.
Define the meaning of names for each month on the calendar.
Common Core Standards / State Standards
Content Standard:
S3C R2PO2 – exemplify an understanding of the Traditional principles and
including CODE + (Rigor)
values that encourages the maintenance of environmental harmony;
respect the natural laws and order; and understanding the interdependency of non-living and living matter (e.g. the understanding of
Navajo constellations – So’ Dine’e Baa hane’, winter/summer stories
teaches mental soundness, sureness, and appropriate behavioral
development;
S4C R1PO3 – Explore and discuss for an indepth understanding the
Navajo terminology that associate with the constellation;
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details:2. Determine central ideas or themes of a text and
Mathematical Practices
analyze their development; summarize the key supporting details and
including CODE
ideas.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes:2. Write informative/explanatory texts to
examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of
content.
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
ET04-S4C2-01. Manage a learning project using digital planning tools to
Standard:
develop solutions.
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?
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Nahadizidi Naakits’aadah Aak’ee, Hai, Daan, Shi, Ghaaji’, Nilch’itsosi, Nilch’itsoh, YasNilt’ees, Atsa
Biyaazh, Woozhch’iid, T’aachil, T’aatsoh, Ya’iishjaashchili, Ya’iishjaashtsoh, Bini’int’aatsosi,
Bini’int’aatsoh
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the academic vocabulary.
Students need to know how to pronounce the 4 seasons in Navajo
Students need to know how to pronounce the 12 months in Navajo
Students need to know the 12 months from the Navajo perspective
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 have to be able to know…
- what constellations are
- that the description of an object, persons, and being lead to the Navajo Pronunciations
- that story origins lead to Navajo names
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to create and label information from reading literature
- how to use CUSD images/worksheets to illustrate and label
- how to design and explore various information
- how to retell using a paragraph with added details
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 illustrate or download images from the internet to label months of the year in Navajo to
make a booklet.
Students will verbally mimic the months and seasons in Navajo on a digital recorder and re-listen to
phonetic pronunciations for accuracy.
Students will write a simple description of the Navajo months for each illustration or downloaded
images
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 , “Journey to the Sun” DVD, Cats in the Cradle- Book of String
Games.
Worksheet: Teacher made resource
Illustrations: Constellation/String Game Posters CUSD, Picture or photos of Constellations/String
Game etc.
Other:
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-pair-share,
Brainstorming
Learning Keys: Cooperative Learning, Feedback & Effective Questioning, Identifying Similarities and
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Rug Weaving
Navajo Culture/Language
4thgrade
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.
Name the significant color and design a Ganado Red Rug pattern.
Common Core Standards / State Standards
Content Standard:
S3C R2PO3 – Exemplify general knowledge acquired on the traditional use
including CODE + (Rigor)
of plants (e.g., for herbs, food, ointment, tools, dwelling materials);
Integration of Reading &
Writing Anchor and/or
Mathematical Practices
including CODE
Technology
Standard:
including CODE
ELP Standard:
including CODE
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details: 1. Read closely to determine what the text says
explicitly and to 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
Research to Build and Present Knowledge: 7. 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.
ET04-S1C4-01. Analyze information using digital creativity tools to create
original works and express ideas.
Completed by SEI/ELP teachers (later)
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Diyogi Aghaa’ Dahyistl’oh Bee Ak’iniltl’ish Bee Adzooi Lichii’ Lizhin Ligai Atl’oh
Noodooz
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know the academic vocabulary
Students will need to know different rug designs
Students will need to know what a Ganado Rug pattern is
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Students will need to know there are three phases of Ganado rug design
Students will need to know the primary colors associated to Ganado rugs
Students will need to know the location on the Navajo Reservation, where Ganado rugs are generally
produced.
Students will need to know the geometric shapes associated to Ganado rug designs.
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 have to be able to know…
- the use the weaving tools
- types of rug designs
- the construct of cardboard weaving loom
- the manipulations of the tools in the cardboard weaving loom
- the Do’s and Don’ts of the weaving tools and loom
- the story origin of rug weaving
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to use academic words and create a diagram of the Navajo weaving loom
- how to model and demonstrate how to weave use the weaving tools
- how to research the different types of rug designs on the internet
- how to graph paper to design a Navajo rug design
- how to a Navajo weaving loom is designed and created
- how to write a narrative about their Navajo Rug design.
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 create and complete a word search puzzle using academic vocabulary words.
Students will use the internet or other resources to gain information about Ganado rug pattern.
Students will use graph paper and produce common geometric patterns for a Ganado rug design.
Students will write comparison of the three phases of Ganado rug patterns
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 Navajo Weaving, Rugs and Posts by H.L. James
Worksheet: Teacher made resource
Illustrations: “Leading the Way”, Navajo Times, Pictures or photos of Navajo Rugs, Book Titles:
Goats In the Rug by Martin Link
Other:
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-pair-share,
Brainstorming
Learning Keys: Cooperative Learning, Feedback & Effective Questioning, Identifying Similarities and
Differences, Student to Student Feedback, Summarizing and Note taking
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Arts & Crafts
Navajo Culture/Language
4thgrade
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.
Name the colors and design a Navajo Sash.
Common Core Standards / State Standards
Content Standard:
S5C R3PO1 – Recall and retell of American Indian stories related by
including CODE + (Rigor)
elders, students, consultants or from video tapes.
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details:2. Determine central ideas or themes of a text and
Mathematical Practices
analyze their development; summarize the key supporting details and
including CODE
ideas.
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge:7. 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
ET04-S1C4-01. Analyze information using digital creativity tools to create
Standard:
original works and express ideas.
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?
Sis Lichi’I Dahyistl’oh Aghaa’ Bee Adzooi Bee Ak’iniltl’ishLichii’ Ligai Lichee Ta
tlidgoodotlizh
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know the academic vocabulary words.
Students will need to know what a Navajo Sash belt is.
Students will need to know that a Sash belt is a female belt.
Students will need to know primary colors associated to a sash belt and its meaning.
Students will need to know the story about sash belt
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Students will need to know different methods of weaving a sash belt with other cultures.
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 have to be able to know…
- where, why and how an arts and craft is made
- research skills to gather information about a topis
- there are materials and procedures when making a Navajo Arts and Craft
- how to make culture connection
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to use the internet to research and attain reference books for information about topic
- how to use the images from research to identify the symbols and colors to create their own images on
graph paper
- how to write a procedural paper about the process of the Navajo arts and craft topic
- how to use images to make culture connections
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 academic vocabulary words in categorizing tools, colors and methods.
Students will distinguish the relation between the Navajo Sash with a South American Sash.
Students will use the primary colors to design a Navajo sash.
Students will analyze the techniques of Navajo sash weaving.
Students will create a survey of who owns a Navajo Sash and graph the results.
Students will recall information about the Navajo Sash by creating a brainstorm web.
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 Native American Sash Belts, A Sash Belt for Rosie/CUSD
Curriculum Center
Worksheet: Teacher made resource
Illustrations: Sash Belts, Sash Belt Looms, “Leading the Way”, Pictures or photos of Sash Belts
Other:
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-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)
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Food
Navajo Culture/Language
4thgrade
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.
Choose 3 dried foods to explain the many ways of preparing for a meal.
Common Core Standards / State Standards
Content Standard:
S6C R2PO2 – Identify, explore and discuss the various types of Indian food
including CODE + (Rigor)
and the processes for preserving, conserving, and understand the
traditional act of giving thanks for the abundance of food and/or wealth
(e.g., Hozhooji, the Blessing Way Ceremony performed in expression of
appreciation for life, living and existence); and
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 says
Mathematical Practices
explicitly and to make logical inferences from it; cite specific textual
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:2. Write informative/explanatory texts to
examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of
content
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
ET04-S3C2-01. Use multiple search strategies to locate information.
Standard:
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?
Ch’iyaanAtsi’ Naadaa’ Ch’ilbineest’a’ Ch’ilNanise’
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students will need to know academic vocabulary words.
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Students will need to know what dried foods are.
Students will need to know the food pyramid.
Students will need to how the dried foods are prepared.
Students will need to know what a healthy meal consist of.
Students will need to know how to explain and present.
Students will need to know what dehydrated foods are.
Students will need to know how to reference past procedures of dry food making to present.
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 have to be able to know…
- the types of corn that the Navajo people harvest
- when corn is planted and harvest according to Pleiades
- the parts of a corn plant
- the various types of food that can be made from corn
- how to research through the internet and reference materials
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to use the academic word to create a diagram and label the parts of the plant/food
- how to research on the internet and use reference materials to identify the different types of
foods that can be made from different types of food
- how to create a booklet about foods
- how to make/create a simple recipe
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 words to design and create a menu.
Students will categorize dried food into a food pyramid.
Students will generate ideas on a consensus map of dehydrated foods.
Students will present 1 of the projects from a choice board activity to peers.
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 Navajo Food
Worksheet: Teacher made resource
Illustrations: “Leading the Way”, Pictures or photos of Navajo Foods
Other:
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Clans
Navajo Culture
5th Grade
2013-14
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 and identify kinship through paternal clan group
Common Core Standards / State Standards
Content Standard:
S1C F1
including CODE + (Rigor)
PO1 – Demonstrate social, cultural and historical understanding of their
own extended clan family history through maternal and paternal context;
PO2 – Use correct kinship terms with extended clan family members,
students, staff and community people (e.g., shimayazhi, shida’i, shibizhi,
shizhe’eyazhi, shizeedi, shimasani, shicheii,
shinaliasdzaandooshinalihastiin);
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.
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
Standard:
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?
K’e ah’doone’e’ shimayazhi, shiyaazh, shida’i, shibizhi, shizhe’eyazhi, shizeedi, shinali
asdzaandooshinalihastiin
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the academic vocabulary
Student s will need to know their father’s clan.
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Students will need to know their paternal clan group.
Students will need to know the kinship terms when addressing their peers.
Students will need to know the origin of their paternal clan groups.
Students will need to know how to research for their paternal clan using family members.
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 have to be able to know
- the academic vocabulary words
- their mother’s clan
- their mother’s clan group
- the kinship terms when addressing their peers
- the origin of the clan
- how to research for their clan using family members
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know
- how to use the clan group worksheet, chart, or wheel to identify clan groups
- to use family members to research clans
- to use reference books or other resources to research clans
- how to create a clan card to properly introduce themselves to their peers
- how to use a graphic organizer and use it for kinship terms with peers who are in the clan
groups
- how to create a class web of who is related to them
- how to orally recite their 4 clans and state their clan group
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 identify their paternal clan group from a clan group worksheet, chart, or wheel.
Students will use family members to research paternal clan.
Students will use reference books or other resources to research maternal clan.
Students will create a clan card to properly introduce themselves to their peers.
Students will create a T-chart to distinguish who is/are paternal clan from peers.
Students will use proper kinship terms with peers who are in the same paternal clan group.
Students will create a class web of who is related to them.
Students will orally recite their 4 clans and their paternal clan group and identify a peer of relation.
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, Navajo Clans, Lapahie.com
Worksheet: Teacher made resource
Illustrations: “Leading the Way”, Navajo Times, Navajo Clan Chart/CUSD Curriculum Center
Other Sources:
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.
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Hogan
Navajo Culture
5th Grade
2013-14
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 and identify the correct place where a traditional wedding takes place
Common Core Standards / State Standards
Content Standard:
S1C F1
including CODE + (Rigor)
PO3 – Analyze a particular cultural event (e.g., naming, first laugh,
anointing of corn pollen, traditional puberty and wedding celebration,
appropriate teasing from grandmothers and uncles); understand the logic
for an individual of a different culture to respond to it differently;
S2C F1
PO6 – Describe how family, gender, ethnicity and institutional affiliations
contribute to personal identity; recall and retell information on the first
Hogan, share the significance of the Navajo games: moccasin, stick and
string; understand the significance of honeeshgish (fire poker), ko’ (fire),
to (water), and ch’iyaan (food); and
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details
Mathematical Practices
Assess how point of view or purpose shapes the content and style of a
including CODE
text.
College and Career Readiness Anchor Standards for Writing
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
Standard:
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?
Hooghan nimazi, ts’aa, tadidiin water jug, alts’eeh, Lii neelkaad, groom, bride, Ko’, To
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Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know Academic Vocabulary Words
Students need to know the differences of a Traditional and Modern Wedding
Students need to know the type of Hogan used for a Traditional wedding
Students need to know the significant of a Traditional wedding
Students need to know the proper seating arrangements for families
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 have to be able to know…
- the academic vocabulary words
- what a Male Hogan is
- the construction materials to build a Male Hogan
- the origin of the Male Hogan
- the purpose of a Male Hogan
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- the academic vocabulary words to identify, create, and write about a Hogan
- how to construct a diorama of a Hogan
- how to use a Venn Diagram to compare and contrast Hogans
- how to do an oral presentation
- how to rate using a rubrics for grading peers’ projects
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 create a Haiku Poem using the Academic Vocabulary Words
Students will summarize a story of a Navajo Traditional wedding
Students will draw a Female Hogan and label the specific areas affiliated with a Traditional wedding
Students will utilize a Venn Diagram to compare and contrast a Traditional/Modern wedding
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 , Navajo Hogan Lapahie.com, The First Hogan by ???
Worksheet: Teacher made resource
Illustrations: “Leading the Way”, Navajo Times Navajo Hogan/CUSD Curriculum Center
Other: Chinle Visitor’s Center
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Clothing
Navajo Culture
5th Grade
2013-14
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 various later Navajo adopted clothing styles ( After the Long Walk).
Common Core Standards / State Standards
Content Standard:
S2C F2
including CODE + (Rigor)
PO3 – Participate in traditional activities; use the customs and languages
associated with those activities (e.g., American Indian Day, cultural
connection project, traditional dress-up, native food day, native arts and
crafts bazaar, pow wow, traditional social song and dance, grandparent’s
day, Cinco de Mayo);
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details
Mathematical Practices
Analyze how and why individuals, events, and ideas develop and interact
including CODE
over the course of a text.
College and Career Readiness Anchor Standards for Writing
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
Standard:
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?
Anglo, Mexican, Spanish, contemporary, western, sports, casual attire, work clothing
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the Academic Vocabulary Words
Students need to know how to view a time-line
Students need to know how economics relates to clothing
Students need to know to compare and contrast the traditional/Adopted clothing
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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 have to be able to know…
- the academic vocabulary words
- how to construct a time line
- the types of fabric & clothing materials
- how social change influences changes in clothing style
- how to use a graphic organizer
- how to research topics using various resources.
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- the academic vocabulary words and categorize them by style: i.e. western, sports, casual and
etc
- how to observe their own attire and identify style they are wearing
- how to label some fabric and cloth materials for reference
- how to use graphic organizer to compare and contrast clothing styles
- how to use the internet or other resources to research the origin of Native American clothes
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 create a cross-word puzzle using the Academic Vocabulary words
Students will illustrate a time-line with dates according to clothing styles
Students will design a Venn Diagram to compare/contrast the economics of Trading and buying
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 , Navajo Clothing
Worksheet: Teacher made resource
Illustrations: “Leading the Way”, Navajo Times, Navajo Clothing/CUSD Curriculum Center
Other:
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Places History
and Government
Navajo Culture
5th Grade
2013-14
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 and locate the significant of the Long Walk.
Name 3 Navajo leaders pertaining to that Era.
Common Core Standards / State Standards
Content Standard:
S3C F4
including CODE + (Rigor)
PO1 – Examine persistent issues involving the rights, roles and status of
individuals in relation to the general welfare of a community and growth;
discuss write about pass leadership, leaders and notable events that are
of significance to the development of the local government; and share
information with community;
S4CF
PO2- Identify and use various resources for reconstructing the past, such
as documents, maps, textbooks, interviews with elders and photos;
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details
Read closely to determine what the text says explicitly and to make logical inferences
Mathematical Practices
including CODE
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
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
Standard:
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?
Clan headmen, Naataani, bands, conflict era, treaty, dine’ bikeyah, Manuelito and Barboncito,
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Narbona, settlements
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the Academic Vocabulary Words
Students need to know the route of the Long Walk
Students need to know names of Navajo Leaders
Students need to know why the Long Walk occurred
Students need to know the locations of Fort Canby, Fort Wingate and Fort Sumner
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 have to be able to know…
- the academic vocabulary words
- the general region on the Navajo Reservation
- how compare and contrast
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to use creativity to define academic vocabulary
- how to use the internet and other resources to research the Navajo culture
- how to label images that are common on the Navajo Reservation
- how to demonstrate a presentation
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 create an Acrostic Poem from the word LONG WALK
Students will illustrate the Long Walk route and label the correct locations
Students will describe 3 leaders who played a role in the Long Walk
Students will write a summary of the events occurred during the Navajo Long Walk era
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 , The Long Walk: The Story of Navajo Captivity (Great
Journeys) Raymond Bial, Lapahie.com
Worksheet: Teacher made resource
Illustrations: “Leading the Way”, Navajo Times, Navajo History Posters: CUSD
Other: Chinle Visitor’s Center
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Story Telling/ Recreation
Navajo Culture
5th Grade
2013-14
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.
Define and describe the natural resources used for survival skills.
Common Core Standards / State Standards
Content Standard:
S2CF3
including CODE + (Rigor)
PO1-describe and compare how various American Indian tribes have
historically satisfied their basic economics needs and wants through the
production of goods in different regions of North America (e.g. hunting,
fishing, seed and plant gathering, farming, trading, arts and crafts);
PO2- locate and discuss the importance of tribal economic activities that
make use of natural resources on the reservation (e.g. agriculture,
mining, fishing, forestry, ranching, arts and crafts);
S3C F3
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Craft and Structure
Mathematical Practices
4. Interpret words and phrases as they are used in a text, including
including CODE
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
College and Career Readiness Anchor Standards for Writing
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
Standard:
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?
Hunting skills, survive, conserve, instinct, resource, water, fire, plants, Herbal medicine, wood
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
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Students need to know Academic Vocabulary Words
Students need to know what survival skills is
Students need to know what natural resource is
Students need to know about Forestry
Students need to know about Livestock management
Students need to know about their surrounding regions and its resources
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 have to be able to know…
- the seasons that associate with the months
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to illustrate or download images from the internet
- how to write a simple description of the illustrations or downloaded images from the internet
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 classify Academic Vocabulary words according to their groups
Students will use a graphic organizer to group different resources according to their region
Students will outline livestock management skills
Students will produce a map within their region and label its resources
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 Navajo StoryTelling
Worksheet: Teacher made resources
Illustrations: “Leading the Way”, Navajo Times
Other: Coyote and Beaver DVD, “Where the Highway Ends” DVD
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Rug Weaving
Navajo Culture
5th Grade
2013-14
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.
Compare and describe a Two Grey Hills and storm pattern rug weaving design.
Common Core Standards / State Standards
Content Standard:
S3C F2
including CODE + (Rigor)
PO1- exchange information with elders, culture teachers and traditional
practitioners on performing arts, social events, hands on activities, songs
and oral history (hane’) associated to preparation of wool, loom and tools
for weaving, farming and harvesting, corn grinding and corn meal
preparation, etc;
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Craft and Structure
Mathematical Practices
Interpret words and phrases as they are used in a text, including
including CODE
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
College and Career Readiness Anchor Standards for Writing
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
Standard:
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?
Textile, warp, weft, batten, botany, vegetable dye, wool, designs, regional areas, dine bikeyah
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know Academic Vocabulary Words
Students need to know the significant of a Two-Grey Hill/Storm pattern rug
Students need to know the value of a rug
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Students need to know the location of a rug
Students need to know about the various types of plants for dye
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 have to be able to know…
- the academic vocabulary
- different rug designs
- what a Ganado Rug pattern is, it’s phases, colors, shapes and location
- the geometric shapes associated rug designs
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to create and complete an activity when using academic vocabulary words
- how to use the internet or other resources to gain information about rug patterns
- how to use graph paper and produce common geometric patterns for a rug design
- how to write comparison of rug patterns
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 write sentences using the Academic Vocabulary Words
Students will create a Venn diagram to compare and contrast the 2 different rugs
Students will discover the uniqueness of a rug and predict a cost of a rug.
Students will name a rug design and locate the place on a Navajo Nation Map
Students will experiment with different vegetable dyes
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 Rugs and Post by H.P. James, Lapahie.com
Worksheet: Teacher made resources
Illustrations: “Leading the Way”, Navajo Times, Navajo Hogan Chart/CUSD Curriculum Center
Other: Local Rug Weavers/Consultants
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Food
Navajo Culture
5th Grade
2013-14
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.
Illustrate 3 foods adopted from other cultures.
Common Core Standards / State Standards
Content Standard:
S2C F2
including CODE + (Rigor)
PO3 – Participate in traditional activities; use the customs and languages
associated with those activities (e.g., American Indian Day, cultural
connection projects, traditional dress-up, native food day, native arts and
crafts bazaar, pow wows, traditional social song and dance, grandparent’s
day, Cinco de Mayo);
PO4 – Explain and give example of how various cultures and customs
attribute to bridging an understanding of literature, the arts, architecture,
other artifacts, traditions, beliefs, values, and behaviors in development
and transmission of culture (e.g., Mexican, Apache, Ute, Pueblo
influences on the Navajo language and culture)
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details
Read closely to determine what the text says explicitly and to make logical inferences
Mathematical Practices
including CODE
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
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
Standard:
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?
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Beef Stew, Frybread, Coffee, Tortillas,
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the Academic Vocabulary Words
Students need to know about the food pyramid
Students need to know the ingredients of some adopted food
Students need to know measurements of preparing food
Students need to know the accurate temperature of cooking food
Students need to know the exact ratio of mixing ingredients
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 have to be able to know…
- the academic vocabulary words
- what dried foods are
- the food pyramid
- how the dried foods are prepared
- what a healthy meal consist of
- how to explain and present
- what dehydrated foods are
- how to reference past procedures of dry food making to present
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to use vocabulary words to design and create a food activity worksheet
- how to categorize foods into a food pyramid
- how to generate ideas on a consensus map of different types of foods
- how to present to peers 1 of the projects from a choice board activity
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 play food bingo using the Academic Vocabulary Words
Students will categorize adopted food on a food pyramid
Students will write a recipe
Students will mix the right ratio in preparing an adopted food
Students will record the temperature of different thermometer settings of preparing food
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 Navajo Silver smith
Worksheet: Teacher made resources
Illustrations: “Leading the Way”, Navajo Times
Other: Navajo Arts and Crafts
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.
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Arts and Crafts
Navajo Culture
5th Grade
2013-14
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 and describe the tools for Silversmith.
Common Core Standards / State Standards
Content Standard:
S2C F3
including CODE + (Rigor)
PO1- describe and compare how various American Indian tribes have
historically satisfied their basic economic needs and wants through the
production of goods in different regions of North America (e.g. hunting,
fishing, seed and plant gathering, farming, trading, arts and crafts);
S4C F2
PO7- analyze and make references to Native music, dances, arts, crafts
and songs as an expression of balanced within health, emotion and
spiritually; to strive for living in harmony with the environment.
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details
Mathematical Practices
evidence when writing or speaking to support conclusions drawn from
including CODE
the text. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
College and Career Readiness Anchor Standards for Writing
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
Standard:
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?
Tools, design, hammer, silver, economy, torch, solder, stamps, buffer, mold
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
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Students need to know Academic Vocabulary Words
Students need to know silversmithing tools
Students need to know the uses of tools in silversmithing
Students need to know how to process silver for silversmithing
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 have to be able to know…
- the academic vocabulary words
- what a Navajo belt is
- the difference between a female and male belt
- the meanings/purpose of female and male attire
- the story about female and male clothing
- different attire to other cultures
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know…
- how to use academic vocabulary words in categorizing tools, colors and methods
- how to distinguish the relation between other cultures
- how to use the primary colors for traditional attire
- how to analyze traditional clothing
- how to create a survey and graph the results
- how to recall information and create a brainstorm web
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 write a 1 page summary using Academic Vocabulary Words
Students will play a race game to name the tools correctly
Students will demonstrate the proper way of using tools
Students will create a piece of jewelry using silver and show the end product to the class
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 Navajo Silver smith
Worksheet: Teacher made resources
Illustrations: “Leading the Way”, Navajo Times
Other: Navajo Arts and Crafts
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Clan
Navajo Culture/Language
6th
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.
Name and identify maternal & paternal Grandfather’s clan group and kinship.
Common Core Standards / State Standards
Content Standard:
S1C F1PO1 – Demonstrate social, cultural and historical understanding of
including CODE + (Rigor)
their own extended clan family history through maternal and paternal
context;
PO2 – Use correct kinship terms with extended clan family members,
students, staff and community people (e.g., shimayazhi, shiyaazh, shida’i,
shibizhi, shizhe’eyazhi, shizeedi, shimasani, shicheii,
shinaliasdzaandooshinalihastiin);
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Craft and Structure
Mathematical Practices
4. Interpret words and phrases as they are used in a text, including
including CODE
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
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.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Technology
ET06-S6C2-03. Produce simple charts and graphs from data in a
Standard:
spreadsheet.
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?
shimayazhi, shiyaazh, shida’i, shibizhi, shizhe’eyazhi, shizeedi, shimasani, shicheii,
shinaliasdzaandooshinalihastiin
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Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to identify academic vocabulary.
Students need to use communication skills to orally introduce themselves in Dine.
Students need to know what maternal and paternal means
Students need to know maternal & paternal grandfather clan groups
Students need to know the kinship terms
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 have to be able to know
- kinship by using clan groups
- kinship terms when addressing their peers
- how to research for clan groups using family members
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know
- their clan groups from a clan group worksheet, chart, or wheel
- how to use family members to research clans
- how to use reference books or other resources to research clans
- how to use clan cards to properly introduce themselves to their peers
- how to use a graphic organizers to distinguish who is/are clan from peers
- how to use proper kinship terms with peers who are in the same clan group
- how to use a class web
- how to recite their 4 clans, their clan groups and identify a peer of relation
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 listen to a Dine oral story based on the Creation of the Four Original Clans.
Students will be able to use communication skills to orally introduce themselves in Dine.
Students will be able identify clan groups using clan sheets, clan wheel and clan poster
Students will be able identify maternal and paternal definitions using dictionary, internet and other
sources.
Students will be able identify Dine kinship by compare and contrast clans with peers.
Students will be able to create a personal clan poster, including maternal and paternal clan groups.
Students will be able to write and complete a Paragraph Frame.
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 Navajo Clans Lapahie.com
Worksheet: Teacher made resources
Illustrations: “Leading the Way”, Navajo Times, Navajo Clan Chart/CUSD Curriculum Center
Other:
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-pair-share,
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Hogan
Navajo Culture/Language
6th
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.
Compare, contrast, and illustrate a traditional & modern Hogan.
Common Core Standards / State Standards
Content Standard:
S1C F2PO4 – Understand and demonstrate traditional knowledge of the
including CODE + (Rigor)
various types of Navajo dwellings and the significance of each (e.g., make
inference to a careful site selection, ground preparation and building a
strong understanding of adil’idli, doo hol’ili doo adaa’akohwiindzin);
S2C F1PO6 – Describe how family, gender, ethnicity and institutional
affiliations contribute to personal identity; recall and retell information
on the first Hogan, share the significance of the Navajo games: moccasin,
stick and string; understand the significance of honeeshgish (fire poker),
ko’ (fire), to (water) and chiyaan (food); and
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 make
including CODE
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*
3. 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 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
ET06-S1C4-01. Analyze information using digital creativity tools to create
Standard:
original works and express ideas.
including CODE
ELP Standard:
including CODE
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Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Hooghan nimazi, many legged, log cabin, modern home, forked, sweat lodge
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to listen to a Dine oral story or read literature about traditional shelters.
Students need to compare, contrast, and illustrate a traditional & modern Hogan.
Students need to compare, contrasts Male and Female Hogan
Students need to know the 6 Dine shelters
Students need to know geometrical shapes
Students need to know the definition of scale
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 have to be able to know
- about the history of the Hogan and construct a many legged Hogan
- the purpose of many legged Hogan
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know
- how to create a poem using the Academic Vocabulary Words
- how to summarize a story
- how to draw a Hogan and label
- how to utilize a Venn Diagram to compare and contrast
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 listen to a Dine oral story about traditional shelters.
Students will be able to compare and contrast Dine male and female shelters.
Students will be able to compare and contrast Dine traditional and modern shelters.
Students will be able to compare and contrast geometric shapes of Dine shelters.
Students will be able to use creativity to illustrate six Dine shelters.
Students will be able to use creative, analytical, critical and mathematical skills to scale model a Dine
shelter.
Students will be able to write and complete a Paragraph Frame.
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 , Navajo Hogan Lapahie.com, The First Hogan, Don Moses
Worksheet: Teacher made resources
Illustrations: “Leading the Way”, Navajo Times, Navajo Hogan/CUSD Curriculum Center
Other: Chinle Visitor’s Center
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-pair-share,
Brainstorming
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Clothing
Navajo Culture/Language
6th
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.
Differentiate contemporary clothing styles.
Common Core Standards / State Standards
Content Standard:
S2C F2
including CODE + (Rigor)
PO3 – Participate in traditional activities; use the customs and languages
associated with those activities (e.g., American Indian Day, cultural
connection projects, traditional dress-up, native food day, native arts and
crafts bazaar, pow wows, traditional social song and dance, grandparent’s
day, Cinco de Mayo);
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details
Mathematical Practices
2. 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
Text Types and Purposes*
2. Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately
through the effective selection, organization, and analysis of content.
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
ET06-S2C3-01. Participate in communication at a distance with others of
Standard:
different cultures or geographic areas to gain different perspectives of
including CODE
topics.
ELP Standard:
Completed by SEI/ELP teachers (later)
including CODE
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Contemporary, western, sports, casual attire, slacks, dress shirts, tie, boots, tennis shoes, sandals
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
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Students need to know the Academic Vocabulary Words
Students need know what differentiate contemporary clothing styles means.
Students need to know proper traditional clothing attire for traditional ceremonies or other Dine
social functions.
Students need to know what analyze means
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 have to be able to know
- about various later Navajo adopted clothing
- how to construct a time line
- Supply and demand reflects the textile industry
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know
- students will create an activity using the Academic Vocabulary words
- students will illustrate a time-line
- students will design a Venn Diagram to compare and contrast
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 listen to a Dine oral story based on wearing proper clothing attire.
Students will be to identify academic vocabulary words using dictionary, internet and other sources.
Students will be able to analyze the way individuals wear contemporary clothing styles by comparing
student’s style to peers.
Students will be able to use creative thinking skills to develop a contemporary Native American
ribbon shirt.
Students will be able to write and complete a paragraph frame.
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: Leading the Way
Worksheet:
Illustrations: Navajo Times Pictures
Other: Biilee’, Navajo Times “Return of Juanita Manuleto’s Dress” , Stories: History of Navajo
Clothing.
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Places, History and Government
Navajo Culture/Language
6th
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 name a Navajo Leader who signed the Treaty of 1868.
Common Core Standards / State Standards
Content Standard:
S3C F4PO1 – Examine persistent issues involving the rights, roles and
including CODE + (Rigor)
status of individuals in relation to the general welfare of a community and
growth; discuss write about pass leadership, leaders and notable events
that are of significance to the development of the local government; and
share information with community;
S4C F3PO8 – research both the Indian point of view and the non-Indian
perception of a controversial social, economic, political and
environmental issue that has a geographic dimension (e.g., Indian water
rights, eminent domain, allotted land, school boundaries, reservation
boundaries).
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details
Mathematical Practices
3. Analyze how and why individuals, events, and ideas develop and
including CODE
interact over the course of a text.
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
7. 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
ET06-S3C2-05. Follow copyright laws when using text, images, videos
Standard:
and/or other sources and obtain permission to use the work of others
including CODE
and cite resources appropriately.
ELP Standard:
Completed by SEI/ELP teachers (later)
including CODE
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Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Holocausts, era, treaty, accord
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to identify and name a Navajo Leader who signed the Treaty of 1868.
Students need to know what the Treaty of 1868 is
Students need to know what articles are in the Treaty
Students need to know where the treaty was signed
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 have to be able to know
- about describing and locating the significant of the Long Walk
- about 3 Navajo leaders pertaining to that Era of the Long Walk
- about 3 US Forts on or near the current Navajo Nation
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know
- students will create a poem using the academic vocabulary words
- students will illustrate a route and label for mapping
- students will describe event(s)
- students will write a summary of event(s)
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 listen to a Dine oral story based on the Dine Long Walk.
Students will be able to identify Dine Leaders who signed on the Treaty of 1868 using various
resources.
Students will read and analyze a copy of the Treaty of 1868 and discuss important aspects of the
document.
Students will be able to generate a personal poster about how the Treaty of 1868 affected the Dine
then and present time.
Students will write and complete a Paragraph Frame.
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, The Long Walk: The Story of Navajo Captivity (Great Journeys)
Raymond Bial, Lapahie.com
Worksheet: Teacher made resource
Illustrations: “Leading the Way”, Navajo Times, Navajo History Posters: CUSD
Other Sources: Chinle Visitor’s Center
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-pair-share,
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Story Telling/ Recreation
Navajo Culture/Language
6th
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.
Categorize contemporary and traditional games.
Common Core Standards / State Standards
Content Standard:
S3C F3PO 7- identify and describe ways various ethnic cultures influence
including CODE + (Rigor)
individuals’ daily life (e.g. hair style, attire, types of activities enjoyed:
rodeos, dancing, rollerblading, basketball and other sport); identify
various attitudes and behaviors adapted;
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Key Ideas and Details
Mathematical Practices
2. 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
Text Types and Purposes*
3. 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 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
ET06-S6C2-02. Compose a document that applies intermediate
Standard:
formatting.
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?
Moral, values, oral story, shoe game, stick game, string game, hoop game
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the Academic Vocabulary Words
Students need to know how to categorize contemporary and traditional games.
Students need to know about the Dine Coyote Tales
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Students need to know about the winter games
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 have to be able to know
- how to use the academic vocabulary words
- how to compare and contrast
- how to listen and comprehend stories
- the four seasons
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know
- how to classify Academic Vocabulary words according to their groups
- how to use a graphic organizer to group different resources according to their region
- how to recall and write relevant information
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 view Dine Coyote Tales on DVD and write a summary of one tale.
Students will be able to discuss moral and values to be learned from Coyote Tales
Students will be able to associate moral and values from Coyote Tales to contemporary games how
rules and regulations are designed for sportsmanship.
Students will be able to create a Venn Diagram and categorize games to season they are commonly
played in.
Students will be able to participate in a simple game of Dine stick game.
Students will be able to write and complete a Paragraph Frame.
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, Navajo Storytelling
Worksheet: Teacher made resource
Illustrations: “Leading the Way”, Navajo Times
Other Sources: Coyote and Beaver Video
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-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)
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Rug Weaving
Navajo Culture/Language
6th
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.
Describe and illustrate a Chief blanket pattern
Common Core Standards / State Standards
Content Standard:
S3C F2PO1- exchange information with elders, culture teachers and
including CODE + (Rigor)
traditional practitioners on performing arts, social events, hands on
activities, songs and oral history (hane’) associated to preparation of
wool, loom and tools for weaving, farming and harvesting, corn grinding
and corn meal preparation, etc;
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Range of Reading and Level of Text Complexity
Mathematical Practices
10. Read and comprehend complex literary and informational texts
including CODE
independently and proficiently.
College and Career Readiness Anchor Standards for Writing
Production and Distribution of Writing
6. Use technology, including the Internet, to produce and publish writing
and to interact and collaborate with others.
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
ET06-S4C2-01. Plan and manage research using credible digital resources
Standard:
to develop solutions 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?
Textile, warp, weft, batten, botany, vegetable dye, wool, mohair
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the Academic Vocabulary Words
Students need to know how to describe and illustrate a Chief blanket pattern
Students need to know the process of rug weaving
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Students need to know what is a ratio
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 have to be able to know
- how to compare and describe a rug design
- the value of a rugs
- the location and features of regional rug design
- the various types of plants for dye(s)
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know
- how to write sentences using the Academic Vocabulary Words
- how to create a Venn diagram to compare and contrast
- how to discover the uniqueness of a rug and predict a cost of a rug
- how to name a rug design and locate the place on a Navajo Nation Map
- how vegetable dyes are processed
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 listen to a Dine oral related to the Spirit of Spider Woman.
Student will be able to analyze the Spirit of Spider Woman poster or other rug design resources and
compare various Dine rug designs.
Student will be able to research Chief blanket pattern using the internet or other resources.
Students will be able to use mathematical skills and develop a Chief rug design using graph paper or
other median. (consideration: colors, design and ratio)
Students will be able to write and complete a Paragraph Frame.
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, Rugs and Post by H.P. James, Lapahie.com
Worksheet: Teacher made resource
Illustrations: “Leading the Way”, Navajo Times, Navajo Hogan Chart/CUSD Curriculum Center
Other Sources: Local Rug Weavers, Consultants
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-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
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Arts and Crafts
Navajo Culture/Language
6th
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.
Distinguish the seasonal traditional dances and the arts and crafts associated to traditional attire.
Common Core Standards / State Standards
Content Standard:
S2C F2PO3 – Participate in traditional activities; use the customs and
including CODE + (Rigor)
languages associated with those activities (e.g. American Indian Day,
Cultural connection projects, traditional dress up, native food day, native
arts and crafts bazaar, pow wows, traditional social song and dance,
grandparent’s day, Cinco de Mayo)
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Integration of Knowledge and Ideas
Mathematical Practices
9. Analyze how two or more texts address similar themes or topics in
including CODE
order to build knowledge or to compare the
approaches the authors take.
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
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
ET06-S2C3-01. Participate in communication at a distance with others of
Standard:
different cultures or geographic areas to gain different perspectives of
including CODE
topics.
ELP Standard:
Completed by SEI/ELP teachers (later)
including CODE
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Economy, creativity, design, elaborate
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the Academic Vocabulary Words
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Students need to know the different types of traditional dances
Students need to be able to listen to a Dine oral story related to arts and crafts.
Students need to know the 4 seasons
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 have to be able to know
- names and to describe the tools for Silversmith
- purpose of silversmith tools
- the process of silversmith
- the art and craft materials
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know
- how to write a 1 page summary using the Academic Vocabulary Words
- how to play a game
- how to demonstrate the proper way of using tools
- how to create a piece of jewelry using silver and show the end product to the class
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 characterize dances according to the seasons
Students will be able to distinguish the seasonal traditional dances because of the arts and crafts
used in traditional regalia.
Students will create a collage using magazine clips to show the different types of dances and clothing
Students will be able to write and complete a Paragraph Frame.
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 , Navajo Silver Smithing,
Worksheet: Teacher made resource
Illustrations: “Leading the Way”, Navajo Times
Other Sources: Navajo Arts and Crafts
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-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)
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Food
Navajo Culture/Language
6th
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.
Compare and contrast traditional and modern farming techniques.
Common Core Standards / State Standards
Content Standard:
S1C F1PO8 – Compare and contrast different stories or significant
including CODE + (Rigor)
occurrences of past events, people, places or situations; identify how
they contribute to the understanding of the past (e.g., trading, raiding,
the practice of slavery, adoption of clothing style, farming practices,
adoption of new words and new clans); and
S2C F3PO2 – Locate and discuss the importance of tribal economic
activities that make use of natural resources on the reservation (e.g.,
agriculture, mining, fishing, forestry, ranching, arts and crafts)
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing Anchor and/or
Integration of Knowledge and Ideas
Mathematical Practices
8. Delineate and evaluate the argument and specific claims in a text,
including CODE
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
7. 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
ET06-S6C2-02. Compose a document that applies intermediate
Standard:
formatting.
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?
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Nutrition, botany, dehydrate, vegetation
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the Academic Vocabulary Words
Students need to know what farming is
Students need to know the word, technique
Students need to know the basics of planting
Students need to know Navajo Traditional planting
Students need to know the tools & equipment for farming
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 have to be able to know
- of and illustrate foods adopted from other cultures
- about the food pyramid
- about the food chain
- the basics of gardening
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students have to be able to know
- how to play a bingo game using the Academic Vocabulary Words
- how to categorize food on a food pyramid
- how to write a recipe
- how to record informational text
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 write and complete a Paragraph Frame.
Students will draw the sequence of farming
Students will use a Venn Diagram to compare and contrast the techniques of Traditional/Modern
farming
Students will explain the correct time to farm and plant thru Navajo Astronomy
Students will illustrate the tools and equipment used for farming
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 , Navajo Food recopies
Worksheet: Teacher made resource
Illustrations: “Leading the Way”, Navajo Times
Other Sources: Navajo Food Consultants
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-pair-share,
Brainstorming
Learning Keys: Cooperative Learning, Feedback & Effective Questioning, Identifying Similarities and
Differences, Student to Student Feedback, Summarizing and Note taking
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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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Clans
Navajo Culture
7th & 8th
2013
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 self identity and self image
Identify 4 major clans
Identify kinship through siblings
Identify clan meaning
Common Core Standards / State Standards
Content Standard:
F1SICF1Demonstrate social, cultural and historical understanding of their
including CODE + (Rigor)
own extended clan family history through maternal and paternal context:
F!SICF1PO2 use correct kinship terms with extended clan family
members, students, staff and community people. (e.g. shima yazhi,
shiyaazh, shida’I )
F2 SIC-F2PO2 identify and describe how location, ethnic and national
cultures influence individual’s daily life (e.g. rural and urban Indians have
own perception and understanding of cultural events and occasions).
F3S2CF1PO1 Demonstrate knowledge gained on the correct usage of
Navajo kinship terms relating to extended clan family members.
F6S3CF1PO1 properly introduce themselves in the Traditional way when
addressing a group, making a presentation, welcome visitors, and
meeting community people
F6S3CF1PO3 verbalize appropriate greetings with politeness and
confidence
F14S5CF1PO1 in written form, properly introduce their parents,
grandparents and themselves in the traditional Navajo way which is
inclusive of their place of residence and any special accounts that are
significance to the family history:
F15S7CF1 Identify him/herself in written form to his/her primary,
immediate and extended clan family relations through the understanding
the traditional Navajo concepts of K’e
Reading Standard
College and Career Readiness Anchor Standards for Reading
Writing Standard
Key Ideas and Details
Math Practice
1.Read closely to determine what the text says explicitly and to make
including CODE
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
Range of Reading and level of Text complexity
10.Read and comprehend complex literary and informational texts
independently and proficiently.
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Technology
Standard:
including CODE
ELP Standard:
including CODE
College and Career Readiness Anchor Standards for Math
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of other.
4. Model with mathematics.
5. Use appropriate tolls strategically.
6. Attend to precision.
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning.
Statistics and Probability (SP)
-Draw informal comparative inferences about two populations.
Functions(F)
-Define, evaluate, and compare functions.
1.Look for and make use of structure
College and Career Readiness Anchor Standards for Writing.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
8. Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
ET07/08S2C2PO1 Create innovative products or projects using digital
tools to express original ideas.
ET07/08S2C1PO1 Collaborate and communicate with peers, experts, or
others employing a variety of digital tools to share findings and /or
publish.
Completed by SEI/ELP teachers (later)
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Nishlii, bashishchiin, dashicheii, dashinali, ynishye, done, asdzani, tselkei, sh’ikeen, maternal,
paternal, grandparents, different clan names, shi, shicheii, shima, sani, shinali, shinaliasdzaan, shitsili,
shadi, shideezhi
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students should know the academic vocabulary.
Students should know their four clans.
Students should know the clan meanings.
Students should know about kinship through siblings.
Students should know the origins of clans with self image.
Students should know the correct way of introducing self.
Students should know what maternal / paternal means.
Students should know about a family tree.
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?
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Students need to know what relates to Ke’
Students need to know the correct order of clan introduction
Students need to know the difference between maternal / paternal parents, grandparents, and other
relatives.
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
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)
F1S1CF1PO2 (Reading) Students will critic a family tree and label using kinship names. Students will
create their own family tree.
F15S7CF (Math) Students will construct a graph of the different clans in the Navajo Culture and graph
and classmates clans, and develop a relationship on chart.
F15SS7CF1 (Writing) Students will write out the correct way of introduction and present an oral
introduction of themselves
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.
A History of Navajo Clans (Rough Rock)
K’e doo k’e ts’osi Nanich’aah (Kine Clan Coloring Book) San Juan
http://www.lapahie.com/Dine
Clans Dine Self-Introduction: Wilson Aronilth Jr.
Story of Dine Clan System (Dine College)
Clan Wheel
Color Coated Clan Sheet from Chinle Curriculum Center
Tall Woman
Alchini Baa Hane’
Leading The Way: Article on Clan
Teacher Instructional Strategies: Research-based strategies that “fit.”
-Vocabulary Building Academic vocabulary, Robert Marzano, pg. 14-30 (6 steps Process of introducing
terms).
-Illustration / labeling of how the Holy People molded different clan groups
-Students focus on their own maternal / Paternal clans utilizing stories about the Clan System and
other materials used in the Clan Unit.
-A Why Poem is used to show and develop a logical argument on why clans are so important to know
and used for introduction in the daily live of our students.
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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Hogan
Navajo Culture
7&8
2013
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.
Read and summarize a story, “Old Hogan”
Write a haiku or acrostic poem on traditional Hogan
Identify, draw, and label 6 different types of Hogan
Construct a female hogan
Common Core Standards / State Standards
Content Standard:
F2SICF2PO4 understand and demonstrate traditional knowledge of the
including CODE + (Rigor)
various types of Navajo dwellings and the significance of each (e.g. make
inference to careful site selection., ground preparation and building the
foundation as to building a strong understanding of adil’idli, doo hol’ili
doo adaa’akohwiindzin)
F4S2CF1POP6 Describe how family, gender, ethnicity and institutional
affiliations contribute to person identity: recall and retell information on
the first hogan
F5S2CF3PO4 compare housing and land use for Indians living in urban and
rural areas; note similarities and differences
F6S3CF1PO5 explore, discuss and describe how family, gender, ethnicity
and institutional affiliations contribute to personal identity; recall and
review the “Dine Educations Philosophy” statement: Nihookaa Diyin
Dine’e niidli (we are the holy people of the earth), (our doorway faces
east)
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing and /or
Key Ideas and Details
Mathematical Practices
1. Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the
text.
Range of Reading and Level of Text Complexity
 10. Read and comprehend complex literary and informational
texts independently and proficiently.
College and Career Readiness Anchor Standards for Math
Mathematical Practices
1. Make sense of problems and persevere 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.
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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
Geometry (G)
-Draw, construct and describe geometrical figures and describe the
relationships between them.
Geometry (G)
-Solve real-world and mathematical problems involving volume of
cylinders, cones and spheres
1.Look for and make use of structure
2.Construct viable arguments and critique the reasoning of others.
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.
ET07/08S2ClPO1 Collaborate and communicate with peers, experts, or
others employing a variety of digital tools to share findings and/or
publish.
Completed by SEI/ELP teachers (later)
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Male Hogan, female Hogan, fork Hogan, Hogan with many legs, circular Hogan, eight-sided Hogan,
lumber Hogan, proverty, design custom, adequate, occupant, sacred Hogan, alch’i adeez’a, hooghan,
nimazi, dilzin, log cabin, Changing Woman, Spider Women, Hashcheelt’i, Hasshch’e’owann,
turquoise, redstone, white shell, abalone shell
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the academic vocabulary.
Students need to know summarization of stories. (outlined)
Students need to know how to write a haiku / acrostic poem.
Student need to know about the origins, styles, difference of the six Hogan’s
Students need to know the traditional significance of the structure of the six hogan’s
Students need to know the taboos about Hogan.
Students need to know the story of how the First Man / First Women built the First Hogan of ideas of
animals, insects, and bird people.
Students need to know the difference between Female / Male Hogan.
Procedural Skill: What procedures (steps, algorithms, tactics) does the student need to know HOW to DO?
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 need to know about traditional / modern hogans.
Students need to know the difference between two types of poems.
Students need to know the process of building a miniature Hogan.
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
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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)
F2SlCF2PO4 (Reading) Students will justify and label the Hogan settings inside and out, from the
readings of the First Hogan and other reading materials on the Hogan.
F4S2CF1PO6 (Math) Students will draw a diagram of a Hogan and list / label the shapes (Fractions)
within the Hogan.
F2SlCF2PO$ / F6S3Cf1PO5 (Writing) Students will write a poem of their understanding of “The Old
Hogan and compose a poem relating to the stories.
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.
The Hogan, The Traditional Navajo Home
The Story of the Hogan (Dine College)
Ama doo Achei Baah hane’
Navajo Times articles and Pictures
Leading the Way
The Old Hogan Book
Teacher Instructional Strategies: Research-based strategies that “fit.”
-Vocabulary Building Academic Vocabulary, Robert Marzano, pg.14-30 (6 steps Process of introducing
terms)
-Several stories are shared and read by the student on the “First Hogan”. In order for the students to
comprehend the stories several strategies are use to help the students to understand how 1st
Male/Female first built their home when they come in being.
-A chart / flow chart is used for the students to fill in to help them on which animals, insects, birds
help built the first Hogan using their examples of their homes, and how 1st Man & Woman use to gift
of the scared stones given for using the animals, insects, birds example of their homes.
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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Clothing
Navajo Culture
7th & 8th
2013
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.
Read and summarize a story of Navajo clothing
Write a haiku or acrostic poem on traditional clothing
Make a Navajo Moccasin
Make a miniature Navajo rug dress
Common Core Standards / State Standards
Content Standard:
F1SICF1PIO8 compare and contrast different stories or significant
including CODE + (Rigor)
occurrences of past events, people, places or situations: identify how
they contribute to the understanding of the past (e.g. adoption of
clothing style)
F4S2CF2PO3 participate in traditional activities: use the customs and
languages associated with those activities (Traditional dress-up)
F4S2CF1PO6 Describe how family, gender, ethnicity and institutional
affiliations contribute to personal identity: recall and retell information
on the moccasin.
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing and /or
Key Ideas and Details
Mathematical Practices
1. Read closely to determine what the text says explicitly and to make
including CODE
logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from
the text
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and
media, including visually and quantitatively, as
well as in words.* Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts
independently and proficiently.
College and Career Readiness Anchor Standards for Math
Mathematical Practices
1. Make sense of problems and persevere 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.
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Technology
Standard:
8. Look for and express regularity in repeated reasoning
Statistics and Probability (SP)
 Use random sampling to draw inferences about a population.
Functions (F)
 Use functions to model relationships between quantities.
1. Construct viable arguments and critique the reasoning of others.
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
8. Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day
or two) for a range of tasks, purposes, and audiences.
ET07/08S3C2PO1
Locate and synthesize information utilizing advanced search strategies.
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?
Hair Bun (tsiiyeel), moccasins, hair tie, pouch, jewelry, biil ee (Rug Dress), First Man, First Woman,
crystal light, evening twilight, yellow twilight, bow guard, squash blossom necklace, jewelry, beads,
silver buttons, rings, earrings, silver belt, velvet fashions, velveteen, fabrics, turquoise jewelry,
garments,
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know how to summarize stories (outlined)
Students need to know academic vocabulary.
Students need to know how to write haiku / acrostic poems.
Students need to know how the process of making a moccasin and a rug dress through illustration or
models.
Students need to know about the hair bun (tsiyeel)
Students need to know about how a rug dress is made
Students need to know about the designs in a rug dress.
Students need to know about the animals use in making a moccasin and rug dress.
Students need to know about the difference between female / male moccasin.
Procedural Skill: What procedures (steps, algorithms, tactics) does the student need to know HOW to DO?
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?
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Students need to know about different clothing styles of the Navajos throughout the history.
Students need to know about the different type of moccasins.
Students need to know about the different type of the Rug Dress throughout the history.
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
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)
F1SICF1PIO8 (Reading) Students will compare / contrast clothing styles of the Navajos throughout
historical times. Students will be given assorted pictures of styles and rank them in order of
development.
F1SICF1PIO8 / F4S2CF2PO3 (Math) Students will design a rug dress on graph paper with selected
designs using measurements of teacher instructions.
F4S2CF1PO6 (Writing) Students will write about the types of moccasins Native Americans wear for
different occasions and why. From the mini research they will plan and develop notes on moccasins.
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.
Leading the Way
Navajo Times Pictures
Biilee’ Navajo Times “Return of Juanita Manuleto’s Dress”
Stories: History of Navajo Clothing.
Teacher Instructional Strategies: Research-based strategies that “fit.”
-Vocabulary Building Academic Vocabulary, Robert Marzano, pg.14-30 (6 steps Process of introducing
terms.
-illustration / labeling of how 1st man / woman were first dress using different elements of the earth,
intergraded by using stories from “First Man, Woman”
-Stories are shared with student on Rug Dress historical / present form. Students write a comparison
paper about the Rug Dress.
-Students also use graph paper to graph a Rug Dress using design / shape, and color the Rug Dress.
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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Places, History and Government
Navajo Culture
7th & 8th
2013
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.
Research and summarize a story of 6 Navajo leaders.
Write a haiku or acrostic poem on Navajo leaders.
Illustrate a portrait of one of the 6 Navajo leaders and
create a map of Ft. Defiance to ft. Sumner on a drawing paper
Illustrate and label the Navajo Nation Flag and Seal
Common Core Standards / State Standards
Content Standard:
F9S3CF4PO1 examine persistent issues involving the rights, roles and
including CODE + (Rigor)
status of individuals in relation to the general welfare of a community and
growth; discuss and write about past leadership, leaders and notable
events that are of significance to the development of the local
government; and share information with community.
F9S3CF4 PO5 attend, participate and analyze local community chapter
functions and meetings: identify and determine how groups and
organizations encourage unity and deal with diversity to maintain order
and security.
F9S3CF4PO6 participate in the school governmental system: understand
the Roberts Rules of Order, the plan of operation, students handbooks,
regulations and rules for club membership and attend meetings; make
comparison with local community government system.
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing and /or
Key Ideas and Details
Mathematical Practices
1. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
9. Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.
College and Career Readiness Anchor Standards for Reading
Mathematical Practices
1. Make sense of problems and persevere 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.
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7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning
Functions (F)
Define, evaluate, and compare functions.
Statistics and Probability (SP)
 Use random sampling to draw inferences about a population.
Mathematical Practices (MP)
2. Make sense of problems and persevere in solving them.
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.
College and Career Readiness Anchor Standards for Writing
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
Technology
Standard:
ET07/08S3C2PO1 Locate and synthesize information utilizing advanced search
strategies.
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?
Barboncito, Chief Manuelito, Chee Dodge, council, traditional leadership, water issues, San Francisco
Peaks, prosecutor, rights violations, justices, court, high court, ruling, line-item veto, budget, four
sacred mountains, Navajo Nation Flag and Seal
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know about 6 Navajo Leaders
Students need to know the academic vocabulary
Students need to know two types of poems: haiku and acrostic
Students need to know about maps, and illustrate a map of “The Long Walk”
Students need to know about sketching a portrait
Students need to know about the Navajo Nation Flag and Seal
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 need to know about the leaders that sign the Treaty of 1868.
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
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)
F9S3CF4PO1 (Reading) compare / contrast traditional leadership to United States leaders and
produce a plan for a type of government the Navajo Nation Council uses.
F9S3CF4PO1 (Math) Design and develop a map of the Long Walk and using the scale on the map to
project the miles of the walk. Compare / Contrast the routes on the map.
F9S3CF4PO1 / F9S3CF4PO1 Students will write a poem about the leaders of the past and generate
the words from passage about the past leaders and a video.
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.)
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UNIT Resources & Instruction
Supplemental Text Connections: List other school-purchased curriculum resources.
Other materials available: List other useful resources, teacher-created, online, etc.
Atlas of the North American Indian by Carl Walden, pg.126.
Navajo History: Map pg. 46 Routes of the Long Walk
Navajo Nation map
The Navajo History Posters by CUSD
Postcards of different Areas
Navajo Time Pictures
Navajo Nation Government Book
Teacher Instructional Strategies: Research-based strategies that “fit.”
-Vocabulary Building Academic Vocabulary, Robert Marzano, pg.14-30 (6 steps Process of introducing
terms.
-Students take notes on a combination note taking form for understanding, illustration words and a
summary is completed on this combination note template about the past leaders.
-Strategies used for Navajo Nation Flag / Seal is illustrated / labeled by the students. Students need to
be aware of the design on the flag and seal.
-An ABC vocabulary is used for Navajo Nation Flag / Seal for students to insert words pertaining to the
two subjects.
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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Story Telling / Recreation
Navajo Culture
7th & 8th
2013
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.
Read, watch a video and write a summary on the coyote story.
Develop a poem about Coyote Stories.
Common Core Standards / State Standards
Content Standard:
F4S2CF2PO5 articulate understanding on how native dances, music, art &
including CODE + (Rigor)
crafts, sons , oral storytelling create and communicate meaning, through
movement and symbolic material
F5S2CF2PO6 listen, participate, discuss and interpret meaning in patterns,
style, modes, and feelings that make up Indian music, dances, arts, crafts,
songs and oral storytelling.
Reading Standard
College and Career Readiness Anchor Standards for Reading
Writing Standard
3. Analyze how and why individuals, events, and ideas develop and
Math Practice
interact over the course of a text.
including CODE
4. Interpret words and phrases as they are used in a text, including
determining technical, connotative and figurative meanings, and analyze
how specific work choices shape meaning or tone.
8. Delineate and evaluate the argument and specific claims in a text.
Including the validity of the reasoning as well as the relevance and
sufficiency of the evidence Range of Reading and Level of Text
Complexity.
10. Read and comprehend complex literary and informational texts
Independently and proficiently.
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details and well-structured event
sequences. Conduct short as well as more sustained research projects
based on focused questions, demonstrating understanding of the subject
under investigation. Determined a theme or central idea of a text and
analyze its development over the course of the text, provide and
objective summary of the text.
College and Career Readiness Anchor Standards for Math
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
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Technology
Standard:
including CODE
ELP Standard:
including CODE
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
Statistics and Probability (SP)
Draw informal comparative inferences about two populations.
l. Model with mathematics
Look for and make use of structure.
College and Career Readiness Anchor Standards for Writing
Writing: Text Types and Purposes: 1,2,3.
Range of Writing: 10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a rage of tasks, purposes, and audiences.
ET07/08S1C1PO1 Analyze and evaluate information to generate new
ideas, processes or products.
Completed by SEI/ELP teachers (later)
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Coyote, tricksters, rabbit, lizard, horned toad, skunk, deceived, hacking, bobcat, beaver, Milky Way,
Bird Nest, Running Coyote, Many Stars, Rug Weaving, Diyin Dine’e, Na’atlo, Spider Woman.
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
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 need to know about different stories: fables, fairy tales, etc.
Students need to know why stories were told by grandparents inside the Hogan, during different seasons.
Students need to know about life skills delivered from Coyote Stories.
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
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)
Reading: Students will read about Coyote Stories and watch a movie and take notes, they will compare / contrast
the meaning of each text and generate, compose a diorama about the story.
Math: Students will create a design from the string games and develop a design of the shape of the patterns that
is made onto graph paper.
Writing: students will write and predict their own stories about coyote and other animals or about the string game.
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.
Coyote Stories Video/DVD
Journey to Sun Bearer Video/DVD
String Game
Cats and the Cradle, CUSD String Game Booklet
Shoe Game
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Stick Game by Mike Mitchell
Navajo Times
Leading the Way
String Game Book SJSD
Teacher Instructional Strategies: Research-based strategies that “fit.”
-Using Vocabulary: Building Academic Vocabulary, Robert Marzano, pgs. 14-30, (six steps process of
introducing terms.)
-KWL Chart is used at the beginning of “The String Game / Coyote Stories
-A chart is made out to write down information on the habitant of animals in all the coyote stories.
-Dioramas are constructed by students to show their understanding of the Coyote Stories.
-Poems are written about one particular animals in Coyote Story. (Poem of Choice)
-Student contribute to an ABC Booklet for the Art Show, an illustration is made of the story.
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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Rug Weaving
Navajo Culture
7th & 8th
2013
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.
Construct a storybook about Navajo rugs.
Create a haiku or acrostic poem on Navajo rugs.
Develop a rug design on plastic canvas.
Common Core Standards / State Standards
Content Standard:
F5S2CF2PO6 listen, participate, discuss and interpret meaning in
including CODE + (Rigor)
patterns, style, modes and feelings that make up Indian music, dances,
arts, crafts, songs and oral storytelling.
F7S3CF2PO1 Exchange information with elders, culture teachers and
traditional practitioners on performing arts, social events, hand-on
activities, songs and oral history associated to preparation of wool, loom
and tools for weaving, farming and harvesting, corn grinding and
cornmeal preparation.etc.
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing and /or
Key Ideas and Details
Mathematical Practices
1 Read closely to determine what the text says explicitly and to make
including CODE
logical inferences from it, cite specific textual.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone. Integration of
Knowledge and Ideas Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts
independently and proficiently.
College and Career Readiness Anchor Standards for Math
Mathematical Practices
1. Make sense of problems and persevere 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.
Geometry (G)
-Draw, construct and describe geometrical figures and describe the
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Technology
Standard:
including CODE
relationships between them.
-Understand congruence and similarity using physical models,
transparencies, or geometry software.
Look for and make use of structure.
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
ET07/08S4C2PO1: Plan, conduct and manage research using appropriate
digital resources to develop solutions for a question.
ELP Standard:
including CODE
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Sheep shearing, spinning, carding, dying the wool, plants, Spider Woman, Changing Woman,
patterns, design, rug, Pueblo Indians, weaving tools, loom upper beam, tension bar, shed rod, heddle
rod, batten, shuttle stick, loom bar, lower bar, warps, twined warp, binding cord, tension cord,
Chinle, Ganado, Two Gray Hills, Storm, Crystal, Teec Nos Pos, ye’ii bicheii rugs.
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know academic vocabulary.
Students need to know about haiku and acrostic poems
Students need to know the process of book making
Students need to know about 3-5 plants that make dyes
Students need to know the process of the rug weaving
Students need to know about the different areas rug design
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 need to know the history of the Chief Blanket.
Students need to know about the design on a rug / Chief Blanket.
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
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)
F7S3CF2PO1 / F5S2CF2PO6 (Reading) Students will construct, create, develop the process of rug
weaving after reading “The Goat in the Rug” and shown several pictures of the process of rug
weaving and note taking.
F7S3CF2PO1 / F5S2CF2PO6 (Math) Students will design a particular area rug on graph paper of the
designs using measurements of the design and patterns of the rug.
F7S3CF2PO1 / F5S2CF2PO6 (Writing) Students will compose a poem using all sources used int erug
Unit, example of a haiku, acrostic poem or poem of choice.
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.
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Tessellations (How to Create Them) Video
Rug Weaving (Video)
Design Patterns
Rug Design coloring book
Navajo Times
Consultants
Leading The Way
Goats In the Rug by Martin Link
Teacher Instructional Strategies: Research-based strategies that “fit.”
-Vocabulary: Building Academic Vocabulary, Robert Marzano, pg.14-30 (six steps process of
introducing terms.
- compare / contrast different area rugs
-Students construct/ illustrate a personal book on the process of rug weaving after listening to the
story of “The Goat in the Rug” and other resources, pictures are use to show students the process of
rug weaving.
-Six Traits Writing is used in several writing about rug weaving.
-A poem is also formulated by the students on Rug Weaving and an illustration is done in the
background of the poem. The booklet is made in enter in the Art Show.
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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Food
Navajo Culture
7th & 8th
2013
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.
Read and summarize a story on Navajo foods.
Read and develop a recipe book about traditional foods.
Common Core Standards / State Standards
Content Standard:
S2C F1
including CODE + (Rigor)
PO6 – Describe how family, gender, ethnicity and institutional affiliations
contribute to personal identity; recall and retell information on the first
Hogan, share the significance of the Navajo games: moccasin, stick and
string; understand the significance of honeeshgish (fire poker), ko’ (fire),
to (water), and ch’iyaan (food); and
S3C F2
PO1 – Exchange information with elders, culture teachers and traditional
practitioners on performing arts, social events, hands-on activities, songs
and oral history (hane’) associated to preparation of wool, loom and tools
for weaving, farming and harvesting, corn grinding and cornmeal
preparations, etc.
Integration of Reading &
College and Career Readiness Anchor Standards for Reading
Writing and /or
2. Determine central ideas or themes of a text and analyze their
Mathematical Practices
development; summarize the key supporting details and ideas.
including CODE
Craft and Structure
4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone. Integration of
Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and
media, including visually and quantitatively, as well as in words.*
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts
independently and proficiently.
College and Career Readiness Anchor Standards for Math
Mathematical Practices
1. Make sense of problems and persevere 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.
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Technology
Standard:
including CODE
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning
Functions (F)
 Define, evaluate, and compare functions.
3. Make sense of problems and persevere in solving them.
Statistics and Probability (SP)
 Use random sampling to draw inferences about a population.
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
ET07/08S1C1PO1 Predict the most effective keywords and phrases for
use in information searches.
ET07/08S3C2PO1& PO2 PO 2. Evaluate and use authoritative primary
and/or secondary sources.
PO 1. Locate and synthesize information utilizing advanced search
strategies.
ELP Standard:
including CODE
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Corn, Juniper Ash, Blue Corn Meal, Grinding Stone, Stirring sticks, spoon, fork, knife, large bowl,
measurements, ingredients, recipe
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know academic vocabulary.
Students need to know about summarizing stories. (outlined)
Students need to know how to read a recipe book.
Students need to know how to develop a recipe book.
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 need to be aware of the importance of corn.
Students need to know about the process of the growth of corn.
Students need to know about differences & similarities of traditional and modern farming
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)
S2C F1PO6 (Reading)Students will read and summarize stories about corn foods and recipes
(outlined)
S2C F1PO6 / S3C F2PO1 (Math) Students will organize and develop a measurement use in preparing
of a Navajo corn food.
S2C F1PO6 / S3C F2PO1 (Writing) Students will write out a recipe by observing the preparation and
cooking of a corn food.
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.
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Other materials available: List other useful resources, teacher-created, online, etc.
Navajo Fry Bread and Indian Tacos History http//:whatscookingamerica.net/HistoryFryBread.htm
Pictures: Making fry bread at Blessing, Crownpoint, newspaper.
Cookbook (Ch’iyaaan ‘iil’ini binaaltsoos (Rough Rock)
Corn: articles from Navajo Times
Blue Corn Bread (Baah Dootl’izhi)
Sample Recipes
Blue Corn Bread Flashcards
Leading The Way: Articles on Food (Corn)
Teacher Instructional Strategies: Research-based strategies that “fit.”
-Vocabulary: Building Academic Vocabulary, Robert Marzano, pg.14-30 (six steps process of
introducing terms.
- Students will illustrate / write about the important of the stirring sticks used in preparing certain
corn foods.
-Students take notes on demonstration of a preparation of a corn dish, and write an explanation of
the corn dish.
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.
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Curriculum Document
Unit:
Subject/Course:
Grade Level:
School Year:
Original Development: Spring 2013
Arts & Crafts
Navajo Culture
7th & 8th
2013
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.
Research and design the art of beadwork, and other Arts & Crafts of the Navajos.
Common Core Standards / State Standards
Content Standard:
F5S2CF2PO5 articulate understanding on how native dances, music, arts,
including CODE + (Rigor)
crafts, songs, oral storytelling create and communicate meaning, through
movements and symbolic material.
F5S2CF2PO6 listen, participate, discuss and interpret meaning in patterns,
style, modes and feelings that make up Indian music, dances, arts, crafts,
songs and oral storytelling.
Reading Standard
College and Career Readiness Anchor Standards for Reading
Writing Standard
Integration of Knowledge and ideas
Math Practice
7. Integrate and evaluate content presented in diverse formats and
including CODE
media, including visually and quantitatively as well as words.
Range of Reading and Level of Text complexity
10. Read and comprehend complex literary and informational texts
independently and proficiently.
College and Career Readiness Anchor Standards for Math
Mathematical Practices
1. Make sense of problems and persevere 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
Geometry (G)
-Draw, construct and describe geometrical figures and describe the
relationships between them.
Geometry (G)
-Understand congruence and similarity using physical models,
transparencies, or geometry software.
1. Model with mathematics.
College and Career Readiness Anchor Standards for Writing
Range of Writing
10. Write routinely over extended time frames (time for research,
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Technology
Standard:
including CODE
ELP Standard:
including CODE
reflection, and revision) and shorter time frames (a single sitting or a day
or two) for a range of tasks, purposes, and audiences.
ET07/08S3C2PO1 Locate and synthesize information utilizing advanced
search strategies.
Completed by SEI/ELP teachers (later)
Clarifications of Content Standard
Academic Vocabulary: What academic vocabulary does the student need to know?
Jewelry, Navajo Wedding Basket, ceremony, Sash Belt, silver, cradleboard, rainbow, sunbeam, black
cloud, lightning bolt, dismantled
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know about designs and patterns, in beadwork, Navajo Wedding Basket, and Cradle
Boards.
Students need to know the four sacred stones use in arts & crafts.
Students need to know about the creations of some arts and crafts items.
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 need to know the colors associate with different jewelry, wedding basket, sash belt and other crafts of
the Navajos.
Students need to know about the design of crafts used in Arts and Crafts of the Navajos.
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
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)
(Reading) articulate understanding by writing out a report on note taking of the stories on Art &
Crafts items shared with the students throughout the unit.
(Math) Using geometry to explain the shapes and design of some of the Arts & Crafts shared with the students
through storytelling.
(Writing) Students will compose / illustrate a poem about items in Art & Crafts to enter into the Art Show.
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.
Teacher made resources
Leading The Way
Navajo Times Pictures
Teacher Instructional Strategies: Research-based strategies that “fit.”
-Vocabulary Building Academic Vocabulary, Robert Marzano, pg.14-30 (6 steps Process of introducing
terms.
-Compare / Contrast of Navajo Cradle Boards and other Native cradle boards.
-Students will identify / label a Navajo Cradleboard put together by CUSD, and take notes about the
story on the cradleboard.
-Students will illustrate / label the Navajo Wedding basket put out by the CUSD.
Integration of Reading & Writing Anchor Standards and/or Mathematics Practices
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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.
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