Curriculum Document
Original Development: Spring 2013, revised Summer 2015
Story Telling/ Recreation
Unit:
Subject/Course:
Grade Level:
School Year:
Navajo Culture/Language
Sixth Grade
2015-2016
This section completed once per whole unit. (Its purpose is to clarify the unit’s big idea and connecting standards.)
Big Ideas: Why is this learning important?
What generalization or principle do you want to know/do?
The big idea resides at the heart of the discipline, and has value beyond classroom. These may come from the cluster deconstructing process.
Recognize Dine traditional games
Identify the features of Dine traditional games
Participate in a Dine traditional game
Common Core Standards / State Standards
Content Standard:
Standard: I will develop an understanding of Dine way of life.
including CODE + (Rigor)
Concept 1: Nitsahakees – I will acknowledge and value my thoughts and
personality.
PO 4. I will identify the specific phases of the day/night.
Concept 2: Nahat’ah – I will apply and practice the Dine way of life
through planning.
PO 1. I will retell my cultural teachings of earth and sky.
PO 2. I will listen to and retell stories related to elements of nature.
Concept 4: Siihasin – I will apply and practice the Dine way of life with
confidence.
PO 3. I will identify the constellations.
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.
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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?
Hane’ binaji’ anootiil-(Moral), hane’ aliini-(values), hane’-(oral story), keshjee’-(shoe game), tsidil(stick game),na’atlo’-(string game), tsi baas- (hoop game)
Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?
Students need to know the Academic Vocabulary Words in Dine bizaad
Students need to know the representations of game features
Students need to know about the Dine winter games
Students need to know the Dine traditional oral story about the game
Students need to know the objective of the Dine traditional game
Prerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledge
Conceptual Knowledge: What concepts does the student need prior to engaging in this standard?
Students should
1.
know basic moral and values of the Dine Coyote tales
2.
know rules of games
3.
responsibility during conflict resolution
4.
understand about constellations, 4 seasons, and the 12 months in the Dine perspective
Procedural Knowledge: What procedures does the student need prior to engaging in this standard?
Students will
1.
classify Academic Vocabulary words according to their features
2.
use a graphic organizer to predict what the story is going to be about
3.
incorporate the protocol of playing winter traditional games
4.
participate in playing winter traditional games
5.
write relevant information about how to play winter traditional games
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 table to classify Acadamic Vocabulary word with its features.
Students will encompass moral and values while playing winter traditional games using a check list
Students will create a Venn Diagram to compare and contrast two winter traditional games.
Students will write a summary by using information from participating in winter traditional games.
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: Tsidil-Stick Games by Mike Mitchell, Tsidil-Stick & Na’atl’o’-String Games by San Juan
Curriculum Center
Worksheet: Teacher made resource
Illustrations:
Other Sources: Leading the Way magazine, Internet resource/Google, Navajo Storytelling, TsidilStick Games by CUSD, DVD Shoe Game and String Game Video by Ramah Curriculum Center,
Teacher Instructional Strategies: Research-based strategies that “fit.”
Robert Marzano 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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