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Curriculum DocumentOriginal Development: Spring 2015, Revised Summer 2019Unit:Traditional Stories and Games: Tsidi[ (Stick Game)Subject/Course:Dine Language and CultureGrade Level:Seventh School 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.-Apply the fundamental Dine teachings of the concept of winter stories and games -Make predictions using prior knowledge, textual story clues, and picture clues in Shoe game, String game and Coyote stories-Use story details, prior knowledge, and logical thinking to draw conclusions about characters and story events.-Scan the text and identify vocabulary words that are essential to the topic.-Connect ideas with in the text to clarify plot points, trace the action of characters or review the actions of many characters (Stories on Stick Game).-Explore various Dine stories by analyzing the importance of the moral teachings. -Interpret Dine words and the teachings of Stick Game stories and use it in my daily life. -Describe the physical characteristics of coyote, water monster, crane, and frogs and identify the behavioral characteristics of each animal in the story of the Stick Game. Outline and summarize the plot in the Stick Game stories Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)5FL-R2Read or listen to and talk about age appropriate folk tales, short stories, poems and songs that are written for native speakers 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 S3CR2 PO1 Demonstrate an understanding of Dinek’eji Haigo hane’ and activities (e.g., traditional activities, preparing for winter, animal hibernation, migration, Winter stories: Shoe game, string games, and natural events) exemplify understanding by using correct terminologies for seasons, directions, various phases of the day, names of animals, plants, and objects in the immediate environment.S4C-F1 PO1 Explore the early Oral Din4 history associated with traditional “Haigo Hane” (winter stories).Concept 4 SiihasinPO 3. Haigo S-’ binaahj8’ dahane’7g77 d00 na’at[’o’ bee siih dinisdzin doolee[.I will explore the constellations and winter related games.Integration of Reading & Writing and /or Mathematical PracticesCollege and Career Readiness Anchor Standards for Reading Key Ideas and DetailsRead 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 Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.College and Career Readiness Anchor Standards for MathMathematical 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 reasoningGeometry (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 spheres1.Look for and make use of structure2. Construct viable arguments and critique the reasoning of others.College and Career Readiness Anchor Standards for WritingText Types and Purposes*Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. TechnologyStandard:including CODEET07/08S2ClPO1 Collaborate?and communicate with peers, experts, or others employing a variety of digital tools to share findings and/or publish. ELP Standard:including CODECompleted by SEI/ELP teachers (later)Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Yoo[gai whiteshell Doot[‘izhii turquoise Diichi[7 Abalone B11shzhiinii obsidian [izhin black N1zb2s round, circle T’11 sh1bik’ehgo clockwise Sh1d1ajigo counter clockwise Asdz33 N1dleeh7 Changing Woman T’iis bit[‘00l cottonwood root. Ts4 rocks Ma’ii coyote Hayoo[k11[ dawn Nihodeet[‘iizh Nihootsoo7 Chaha[hee[ darkness yikai dawn Siihasin hope/faith Ashdla’ five dizdiin forty Tooh river Nahat’1 Planning Iin1 Life Ii’ni’ thunder/lightning Neezn11 ten Nihim1 nasdz11n mother earth Ch’a[ frogs S- stars T44hoo[ts0dii Water monster Nits1h1kees thinking Tsidi[ Stick Game naaki two t11’ three [igai white Diyin din4’4 holy people Yadi[hi[ universe Yideesd44l Bits’77s nineez Bi’11d tooh Bik1’Tooh Bits’77s doo nin7t’i’7 Rio Grande River, Little Colorado River, Colorado River, San Juan RiverDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know:-The academic vocabulary-The origin of the Stick Game-The significance of the teachings associated with Winter Stories and Games (i.e., Coyote stories, Stick Game stories)-The significance of moral teachings and oral stories Prerequisites: 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:-The different games that can be played in the winter season-The Dine Values teaching (Blessing Way and Protection Way teachings)-The names of the winter months in Dine -The descriptive or detailed translations of each winter month-The weather conditions of winter months-The environmental changes that affect weather, animal life, and Dine life-That the cold weather and darkness of the night affect home life and activities-The names of common animals-The names of numbers and colors-The difference between variation of Oral Dine storiesProcedural Skill: What procedures (steps, algorithms, tactics) does the student need to know HOW to DO?The students will:-Dialogue with each other and teacher daily on the concept of the Winter Stories-Use their own background knowledge and visual cues to make predictions and connections about a story on the Shoe Game, String Game and Coyote Stories.-Make inferences and use context cues and clues from winter stories-Draw conclusions through activities about the Shoe Game, String Game, and Coyote Stories -Learn 10 or more string figures (manipulating string on fingers and improve hand to eye coordination)-Learn to play the shoe game (counting and tracking score, singing songs)-Act out a skit on one of the Coyote stories-Expand and use Din4 vocabulary and increase oral descriptive vocabulary in Din4 and English.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 read and take Cornell notes on the Winter Stories. -Students will read for fluency and comprehension-Student will summarize and draw conclusions about the story in their own words. (Math) Students will take a tally of the score while playing the shoe game and graph the results and learn geographic shapes (Writing) Students will take Cornell Notes and write a summary about each winter story -Students will accurately spell academic vocabulary (Oral Language Development) Use academic vocabulary to describe the different clans (i.e., adjectives, adverbs, SOV sentence order)- Students will use the academic vocabulary to increase their receptive and expressive speaking ability-Identify the names of colors and numbers in DineThis 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.COYOTE STORIES by Virginia Hoffman and Genevieve Gray Publisher: Rough Rock School Press ISBN#: 0-00000-000-0Various Coyote Stories by Don Mose, Jr., San Juan School DistrictCoyote Videos San Juan School DistrictNa’at[‘o’ Navajo String Games/DVD Don Mose, Jr., San Juan School DistrictSAAD AHAAH SINIL DUAL LANGUAGE by Martha A. Austin, Navajo Curriculum Center Press ISBN#: 0-89019-016XNavajo History by Navajo Studies Center Rough Rock School Press ISBN#: 0-00000-000-0 !lchin7 Baa Hane’ Volume I and IILeading The Way: Article on Winter storiesTeacher 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-Skits-Use of visuals-Cooperative learningIntegration 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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