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Curriculum DocumentOriginal Development: Spring 2015, Revised Summer 2019Unit:Winter Stories – Constellations, Emergence, and Hero TwinsSubject/Course:Dine Language and CultureGrade Level:Eighth GradeSchool Year:2019-2020This 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.-Investigate the concept of constellations using various resources-Understand the connection between facts and myths about the constellations-Examine the Northern Circumpolar constellations important to Dine people-Explore the connection between constellations and string figures (na’at[’o’)-Research the stories behind the English and Navajo names of the constellations-Read stories about the facts and myths of the constellations-Investigate how ancient Dine people viewed the world in terms of astronomy-Compare and contrast Dine Astronomy, Roman and Greek Astronomy -Recognize a few famous constellations, and know the myths behind each constellation-Look up and understand simple scientific data -Create simple stories about constellations -Identify basic phenomena in the sky-Locate and identify major constellations in the night skyCommon Core Standards / State StandardsContent Standard:including CODE + (Rigor)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 early Navajo history associated with traditional “Haigo Hane” (winter stories) of the Emergence to Din4tah.S1C-F3 PO3 Analyze and interpret the Navajo oral history story of Haji7n47 Baa Hane’.S3CF3PO5 solicit traditional viewpoints from elders on positive physical and mental development (e.g., related to Din4j7 hane’: Yoolgaii Asdz11, Asdz11 N1dleeh7, Naay44’ Neizgh1n7 d00 T0 B1jishch7n7 Baahane’); make inferences to avoid laziness, jealousy, deceitful, dishonesty and disrespectful of self and othersDine Culture StandardsConcept 4 Siihasin I will apply and practice dine way of life with confidence.PO 3. Haigo S-‘ binahj9 dahane’7g77 d00 na’at[‘o’ bee siih din7sdzin doolee[.I will explore the constellations and with-related games.Din4 Oral Language Standards Utilizing the Navajo language and culture, I will listen, communicate, observe, and understand appropriatelyConcept 1. Nits1h1kees I will listen and understand the basic Din4 language.PO 3. Hane’ s1n7 y7s7sts’32’go bik’i’diisht88h doolee[I will understand oral stories in Dine language.Integration of Reading & Writing and /or Mathematical Practices including CODECollege and Career Readiness Anchor Standards for Reading Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textualevidence when writing or speaking to support conclusions drawn from the textIntegration of Knowledge and Ideas7. 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 Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.College and Career Readiness Anchor Standards for Math Mathematical Practices1. 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 reasoningStatistics and Probability (SP)Use random sampling to draw inferences about a population.Functions (F)Use functions to model relationships between quantities.Construct viable arguments and critique the reasoning of others.College and Career Readiness Anchor Standards for WritingResearch 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. TechnologyStandard:including CODEET07/08S3C2PO1Locate and synthesize information utilizing advanced search strategies.ELP Standard:including CODECompleted by SEI/ELP teachers (later)Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?String Game, Na’at[‘o’, t[‘00[, Na;ashj4’ii Asdz33, S-‘ din4’4, Constellations, Haashch’44shzhiin, S-‘Tsoh, Dily4h4, Polaris N1hook-s Bok=’, S-‘ Ah0ts’7’7, S-‘ [an7, S-‘ Bidee’4, Ursa Major N1hook-s bik2’ii, Cassiopeia N1hook-s Bi’1adii, Náhookos Biko', Hastiin Sik'ai'í, ?tse Etsoh, ?tse Ats'oozí, Gah Haat'e'ii, Little dipper N1hook-s y1zh7, Ma’ii Biz-‘, Milky Way Yik17sd1h7, Orion, and Dilyéhé Pleiades. So' Bidee'í (Star With Horns) Many Stars (So' ?ání), Two Coyotes Running Apart (Ma'ii A?ts'áá' Yilwo?í), Open the Gate, Lightening (Atsinitl'ish), the Arrowhead (Béésh Sist'ógii), Unraveling (Wóltáád), and Wood Carrier (Chizh Yooyé?í), celestial, Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know: -Define star and constellation. -Navajo constellations are directly related to animals-Navajo constellations that are depicted in human form representing different stages of life, such as childhood, maturity, and old age-The basic phenomena in the sky-Patterns of change visible in the sky over time and movement of objects in the sky-That natural events that affect humans and impact human lifePrerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledgeConceptual Knowledge: What concepts does the student need prior to engaging in this standard?Students should know: -Academic vocabulary-Constellation stories and string games are winter activities-Changes that occur in the sky and objects that move in the sky-Difference between revolution and rotation-How the earth’s movement, in relation to the sun, creates day and night-How objects in the solar system are related-How to create basic string figuresProcedural Knowledge: What procedures does the student need prior to engaging in this standard?Students will:-Investigate the facts and myths of constellations-Perform string figures and understanding the story behind each figure (S-‘Tsoh, Dily4h4, N1hook-s Bok=’, S-‘ Ah0ts’7’7, S-‘ [an7, S-‘ Bidee’4, etc.,)-Describe how and why Dine constellations were named and the meaning attached to them. -Identify specific constellations (Ursa Major, Cassiopeia, Polaris (Ursa minor, Orion, and Pleiades) and learn to pronounce them in Din4. -Use a story map to comprehend the String Game story. -Research constellations that appear in January, February and March, and become familiar with the Navajo myths surrounding the constellations.-Compare perspectives on the constellations to the perspectives of my ancestors. -Compare and contrast the Din4, Roman and Greek Astronomy. -Create simple stories about the constellations-Locate and identify major constellations in the night sky-Create star chart and discuss the constellations. AssessmentsProvide 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 compare / contrast Dine, Roman and Greek constellation Students will read stories about the constellations-Students will read a story and take Cornell notes for comprehension(Math) Students will research and understand simple scientific data(Writing) Students will research and present a power point presentation about constellations important to Dine people-Identify letter to sound relationship of Dine sound system -Students will accurately spell academic vocabulary (Oral Language Development) Students will use the academic vocabulary to increase their receptive and expressive speaking ability-Class presentations on constellationsThis 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 & InstructionSupplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.Sharing the Skies Navajo Astronomy by David Begay and Nancy C. MaryboyStar Trails Navajo: A Different Way to Look at the Night by Don Childrey Earth is My Mother, sky is my Father; Space, Time and Astronomy in Sandpainting by Trudy Griffin-PierceNavajo String Games book and DVD San Juan Heritage Language Resource CenterCoyote Tosses the Stars book and DVD San Juan Heritage Language Resource CenterInternet Research p-content/uploads/2012/02/D.10.NavajoSkies.pdfLeading the WayTeacher Instructional Strategies: Research-based strategies that “fit.”Vocabulary Building Academic vocabulary, Robert Marzano, pg. 14-30 (6 steps Process of introducing terms).-Accountable Talk-TAP strategies-Second Language Acquisition strategies-Total Physical Response-Capturing Kids Hearts-Illustration /labelingIntegration of Reading & Writing Anchor Standards and/or Mathematics PracticesIntegration 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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