Chinle Unified School District



Subject: 8th Grade Navajo LanguageUnit: Hero TwinsLearning Objective:Students will apply thinking skills to their reading, writing, speaking, listening, and viewing. Students will identify and list Hero qualities and traits. Students will become familiar with the phases of the Hero’s Journey.Standards:1FL-R1 Respond to simple commands, greet people, make small talk and close conversations (Use appropriate gestures and oral expressions for greetings, leave-taking and courtesy phrases)5FL-R2 Read or listen to and talk about age appropriate folk tales, short stories, poems and songs that are written for native speakers.S4C-F1 PO1 Explore the earl Navajo history associated with traditional “Haigo Hane” (winter stories) of the Legend of the Hero Twins & Journey to Sun Bearer.S1C-F3 PO3 Analyze and interpret the Navajo oral history story of The Legend of the Hero Twins and Journey to Sun Bearer.Language ActivitiesStudents will activate prior knowledge by reviewing the events of Emergence storyStudents will evaluate the impact of how Din4Dine people and other Native cultures generate their existence through origin stories.Express ideas orally in complete sentences in Din4 and EnglishStudents will use their own background knowledge and visual cues to make predictions and connections about a story on Legend of the Hero Twins.Students will retell the stories they heard/read on the different tribal creation and Twins stories.Orally describe characters in the stories.Students will use what they already know and have learned about Din4 oral history and about Haj77n47 (The emergence Story) to complete assignments on the Legends of the Hero TwinsStudents will create pictures that illustrate their thoughts on how things must have looked through the teachings of the Oral storiesStudent Friendly Objective:I will make predictions using prior knowledge, textual story clues, and picture clues. I will scan the text and identify vocabulary words that are essential to the topic. I will use story details, prior knowledge, and logical thinking to draw conclusions about characters and story events. I will compare and contrast different versions of The Legend of the Hero Twins. I will read and analyze the stories of the Hero Twins and retell in my own words I will work cooperatively in a group to match key concepts and vocabulary terms to comprehend the story elements. I will view the film “Journey to the Sun Bearer” to identify and analyze the elements of plot and characterizationsEssential Questions:Describe the character traits of Naay44’ Neezgh1n7 (Monster Slayer) and T0 B1j7shch7n7 (Child Born for Water).In your own words explain how the story of the Twins provides a model facing and over-coming the challenges that all humans face throughout life.Do we have any evidence to back up the backup the Dine Oral stories? Do tribal oral stories actually have some observational methods?What is your opinion of the story? (Ask your parents and grandparents if they think the story is fact or fiction? What do you think is the significance of the number four in Dine culture? (The four worlds, mountains, directions, seasons, etc.)What conclusions can you draw from the story of Twins Story?Define the word creation.Process:Introduction of new unit: Monster Slayer and Child Born for Water Baa hane’Show pictures of Changing Woman and her Twins to create a class discussion with partners. Students will work with a partner to create a KWL Chart on what they already know and what they want to learn about the Hero Twins. Discussion on different points of view about The Twins (Most Native American tribes have creation stories)Teacher will read an excerpt from Navajo History book about Changing Woman and what led up to her having Twins. For comprehension students will do an “Etch to sketch to stretch” activity on the story sequence as the teacher reads the story.Students will create a Vocabulary awareness chartDistribute the text “Navajo History” and students will scan the text: students will identify key words or concepts that are essential to the story and record words on their vocabulary awareness chart.Round robin reading: Read aloud the story of The Twins Visit their Father Page 35-46 in the Navajo History text.Provide time for reflection and questions while reading. Students will also continue to make predictions on what will happen next as they are reading.Introduce a different version of the Twins Story “The Legends of the Twins” by Don Mose Jr. Students will also watch a film on “Journey to the Sun Bearer” (Students will take Cornell notes on the Film)Have a discussion about the similarities and differences between the stories.Pose the following questions as a discussion starter or as a short written assignment. The written assignment can be a short homework essay or a bell ringer activity. -What natural items appear in the stories have a symbolic meaning?-Identifying similarities and differences between different Twins stories.Students will retell the story by mapping a sequence of events in the story through illustration (Foldable)Teacher will review and question students on the all the creation stories. Explain the jigsaw activity: student engagement and collaboration. Assign groups for activity. Students will participate in jigsaw activity-matching key concepts and terms from the story of the Naay44’ Neezgh1n7 (Monster Slayer), T0 B1j7shch7n7 (Child Born for Water) Baa hane’. Collaboration and engagement with other students.Unit assessmentVocabularyNaaki7, Naay44’ Neezgh1n7 (Monster Slayer), T0 B1j7shch7n7 (Child Born for Water), Naay44’ (Monsters), Yeiitsoh, D44lg44d, Ts4 Nin1h1dl44h, Ts4dah0dz77[ta1[ii, Bin11’yee’agh1anii, Ts4’ Ah44n7di[ii, Seit’11d, J1d7 Naakits’1adah N1jin47i, Shash Na’a[kaah7, T44hoo[ts0dii, Haasch’44[ti’7, Dook’o’oos’[77d, Dib4 Nitsaa, Dzi[ N1’oodi[ii, Ch’0ol’9’9, Asdz33 N1dleeh7, Yoo[gaii Asdz33, j0honaa’47, t[‘4honaa’47.Assessments Participation in Think pair share partners to make predictions and all group pletion of vocabulary awareness chart.Jeopardy Game on Twins StoryGraphic organizer completion on creation chart – comparing different versions of the Twin storiesJeopardy game to review for unit Assessment.Jigsaw activity in groups to learn new vocabulary termsTeacher created unit assessment. ................
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