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NAV 1Curriculum DocumentOriginal Development: Spring 2013, Revised Summer 2017Unit:Din4 Language GrammarSubject/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.-Demonstrate a careful understanding of the 8 parts of speech in Din4 language-Identify the Din4 nouns, pronouns, verbs, adverbs, adjectives, conjunctions, postpositions, and enclitics -Demonstrate the correct usage of the Din4 grammar and applicable to their own lives-Be prepared to write correctly, Din4 words and phrases with the Din4 grammar approach-Order of sentence structure (SOV vs SVO)-Conjugate verb paradigms (first, second & third person & past, present & future tenses)-Develop a language skill and conceptual knowledge needed for success in school and life -Articulate fluency-Value, appreciate, and respect the Din4 grammar Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)FL-WS-F8PO Comprehend adaptation to the target language’s Eight Parts of Speech in meaning and content (i.e., in comparison and contrasting to the English)PO13 Comprehend target language concepts and apply the rules of grammar in the Eight Parts of Speech (e.g., nouns, verbs, being verbs, adjectives, pronouns, adverbs, proper nouns prepositions, conjunctions). PO14 Use standard, age appropriate grammar and word usage (i.e., basic subject-verb agreement, complete sentences, appropriate verb, noun tenses, singulars and plurals) FL-WS-RB6PO1 Apply letter/sound relationships as emergent writers Reading StandardWriting StandardMath Practiceincluding CODECollege and Career Readiness Anchor Standards for Reading CCSS-RST.R9Compare and contrast findings presented in a text to those from other sources (including their own experiments). Noting when the findings support or contradict previous explanations or SS-WHST.W4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS-HS.MP.1High School students start to examine problems by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. _______________ 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.4. Interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings, and analyze how specific work choices shape meaning or tone.8. Delineate and evaluate the argument and specific claims in a text. Including the validity of the reasoning as well as the relevance and sufficiency of the evidence Range of Reading and Level of Text Complexity.10. Read and comprehend complex literary and informational textsIndependently and proficiently.Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Determined a theme or central idea of a text and analyze its development over the course of the text, provide and objective summary of the text.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)Draw informal comparative inferences about two populations.l. Model with mathematics Look for and make use of structure.College and Career Readiness Anchor Standards for WritingWriting: Text Types and Purposes: 1,2,3.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 rage of tasks, purposes, and audiences.TechnologyStandard:including CODEET07/08S1C1PO1 Analyze and evaluate information to generate new ideas, processes or products.ELP Standard:including CODECompleted by SEI/ELP teachers (later)Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Saad a[’aan 1t’4ego dah naazhjaa’7g77, enclitics, space enclitics, time enclitics, noun-making enclitics, subordinating enclitic, conjunctions, y7zh7, nouns, simple nouns, compound nouns, phrase nouns, pronouns (first, second, third person embedded in verbs), independent (sh7, ni, b7, hw7, h0, ho) pronouns, possessive pronoun prefixes (Shin11’, nin11’, bin11’, han11’), postpositions (shil32j8’, shiyaa, sh1, shaa, shii, shi[, shik44’, shii’, shik’4, shee, shik11’, shitah, sh22h), verbs, 1h1t’7n7g77, verb stems (77[m11z, yismas, adeesmas), adverbs, adjectives Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will know:-The differences of the Din4 and English grammar -How to compare and contrast the Din4 and English grammar-The basic grammatical rules as it applies to 8 parts of speech of Dine language -How to participate in group projects on the Din4 grammar -How to practice the oral usage of the correct grammar with partners and groups-Self through pre and post tests on grammar unit -The importance of understanding that the Din4 language is verb-based in writing, reading and speakingProcedural Skills: What procedures (steps, algorithms, tactics) does the student need to know HOW to DO?The student need to know how to:-take Cornell notes on all Din4 grammar-define the 8 parts of speech terms-create enclitic, pronoun, and postposition wheels-create flashcards -create a simple, compound and phrase noun booklet-participate in collaborative grammar use activity -practice conjugating verb paradigms-write correct order of simple sentence structure -practice using the handling verbs-translate noun and verb from English to Din4 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 parts of speech in English-the subject-verb agreement in English-conjugation of English verbsProcedural Knowledge: What procedures does the student need prior to engaging in this standard?Students will: -apply the basic grammar rules in parts of speech through grammar exercises -create a word wall on Din4 grammar-participate in Heads-Up activity with word splash -create their own simple sentences to practice subject-object-verb agreement-take Cornell notes on each Din4 grammar lessonAssessmentsProvide 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 comprehend the 8 parts of speech-conjugate the verbs-apply the grammar rules in language lessons-use appropriate pronouns (i.e., shi, sh7, ni, n7, bi, b7) in class-Read for fluency and comprehensionMath: Students Writing:-Cornell note-taking from the reading and lectures-write simple sentences with academic vocabulary-conjugate verb paradigms-master correct uses of handling verbs-Ticket Out: What I have learned in this class.(Oral Language Development) effectively engage in the discussion using the Din4 vocabulary - Students will use the academic vocabulary to increase their receptive and expressive speaking ability-Identify letter to sound relationship of Din4 sound system 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 & 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 Posters from CUSC, San Juan District, and Salina Bookshelf“Between Sacred Mountain”, University of Arizona Press ISBN 0-8165-085609“Din4ji Nakee’ Nahane’”, University of Utah Printing Service“Din4 History”, Din4 CollegeLeading the Way magazineNavajo TimesTeacher Instructional Strategies: Research-based strategies that “fit.”-Using Vocabulary: Building Academic Vocabulary, Robert Marzano, pgs. 14-30, (six steps process of introducing terms.)-KWL Chart is used at the beginning of grammar unit-ELL strategies (i.e., word wall, word splash, reverse questioning, cloze reading)-Total Physical Response -Student contribute to an Grammar BookletIntegration 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.9/23/14, 4:30 P.M. Carolyn Irvin, Roselyn Johnson, Victor Denny, and Clarence Johnson. ................
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