Chinle Unified School District



NAV 1 Curriculum DocumentOriginal Development: Spring 2013; Revised Summer 2017Unit:NumbersSubject/Course:Din4 Language and CultureGrade Level:Ninth through Twelfth GradesSchool Year:2017-18This 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.-Learn how to count in Dine from 0 to 1,000,000-Learn to count by 2’s, 3’s, 4’s, 5’s and by 10’s-Explain how symbols were used as a counting tool-Research how counting and measurement was expressed by Din4 before the Long Walk-Compare and contrast the counting system from years ago to modern times-Analyze ways to measure areas, objects, and thingsCommon Core Standards / State StandardsContent Standard:including CODE + (Rigor)FL-CS-Cu11. PO.N3. FL-RS-F1PO9 Acquire skill and demonstrate agility and dexterity counting items by using and handling small items (e.g., pencils, crayons, flipping pages, stacking books, papers) counting numbers through use of finger counting and other small items.SIC E5PO7-develop an understanding for science inquiry as a specific process/framework for investigating natural phenomena in order to infer how similar, but not necessarily identical, classification, measurement and communication used by various American Indians in the past to investigate and explain natural phenomenaIntegration of Reading & Writing and /or Mathematical Practices including CODECollege and Career Readiness Anchor Standards for Reading 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.Craft and Structure4. 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 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 reasoningFunctions (F)Define, evaluate, and compare functions.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 Readin4ss 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. TechnologyStandard:including CODEET07/08S1C1PO1 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 CODEClarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?1n4elt’e’ w0lta’, 1din, t’11[a’7, naaki, t11’, d99’ ashdla’, hast33, tsosts’id, tseeb77, n1h1st’47, neezn11, [a’ts’1adah, naakits’1adah, t11’ts’1adah, d99’ts’1adah, ashdla’1adah, hast3’1adah, tsosts’idts’1adah, tseeb77ts’1adah, n1hast’47ts’1adah, naadiin, t1diin, dizdiin, ashdla’diin, hast3diin, tsosts’idiin, tseeb7diin, n1h1st4diin, neezn1diin, d00 bi’aan, t’11[a’7di m77l y1zh7, neezn1adi m77l y1zh7, t’11[a’7 m77l tsoh, ah7hiidz00h, b44 hidi’n77[, ah22h n1hiniily4, a[ts’1 n1h1dz00h, y7n7[ta’, 7’neel’22h, Haash n7[tsoh, -n7[ n44z, -n7[ t44l, -n7[ ts11z, -d4et33’, binaa 1n7zah7g77, haash n4el33’, haash n4elt’e’, d7kw77shDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know: -Academic vocabulary-How to count from 0 to 1,000,000 -How to count by two’s, three’s, four’s, five’s, and tens-Recognize number words written in Din4-Din4 numbers has a pattern and repetition-How symbols were used with numbersPrerequisites: Use Hess’s Cognitive Rigor Matrix to “map” preProcedural Skills: What procedures (steps, algorithms, tactics) does the student need to know HOW to DOStudents will:-Be introduced to Din4 number counting-Practice rote memory counting-Pronounce the numbers accurately and with fluency-Spell the numbers in Din4-Read the numbers -Apply numbers to basic math (Addition, subtraction, multiplication, and division)-Measure the height, width, circumference of objectPrerequisites: 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:-How to count in English 0 to 1,000,000-Read and write the numbers in expanded notation-Add, subtract, multiply, and divide up to 3 digits-Number patterns-Place values-numbers can be expressed by symbols, numerals, written form, and roman numerals-Simple measurement using measurement toolsProcedural Knowledge: What procedures does the student need prior to engaging in this standard?Students will:-Interview the elders about counting symbols-Research how counting and measurement was expressed by Din4 before the Long Walk-Create a poster or booklet using numbers-create number cards using symbols, numerals, written form, and roman numerals for math addition, subtraction, and multiplying game-Demonstrate counting 0 to 1,000,000AssessmentsProvide 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 a story, take Cornell notes, and summarize for comprehensionRead for fluency and comprehension (Math) Students will accurately measure for width, height, circumference, depth of objectsStudents will demonstrate counting 0 to 1,000,000 (Writing) Students will practice Cornell note-taking and summarizingStudents will interview and research counting system.(Oral Language Development) Present information in the Din4 language on numbers and measurementOral presentation on their interview-Use the high frequency words heard to build on their Din4 language speaking ability - Students will use the academic vocabulary to increase their receptive and expressive speaking abilityThis 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.Din4 Bizaad B7n1hoo’aah textbook and workbookDin4 Bizaad: Speak, Read, Write NavajoDin4 DictionaryInternet web searchInterview with eldersNewspaper, magazines Articles from Navajo TimesFlashcardsLeading The WayTeacher Instructional Strategies: Research-based strategies that “fit.”-TAP strategies-Total Physical Response-Accountable Talk-ELL strategies (i.e., word wall, word splash, reverse questioning, cloze reading)-Vocabulary: Building Academic Vocabulary, Robert Marzano, pg.14-30 (six steps process of introducing terms.Integration 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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