Chinle Unified School District #24
NAV 2 Curriculum DocumentOriginal Development: Spring 2013, Revised Summer 2017Unit:Clans/KinshipSubject/Course:Din4 Language and CultureGrade Level:Eleventh to 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.-Clarify the meaning of self-identity and self-image-Identify and communicate his/her four clans accurately (i.e., pronunciation and spelling)-Research clans history (i.e., interpretation of clans, family history, animal protector, and where the clan originated)-Determine relationships with classmates and teachers using maternal and paternal clans and kinship terms-Exemplify an understanding of the concept of k’4 (i.e., to self, immediate and extended family, classmates, school staff and nature)-Understand that the clan system will impact their lives and throughout the world-Explain why you cannot marry into your own clans.-Understand the importance of why Din4 culture is a matrilineal society-Categorize the clan names into things found in nature (i.e., water, rocks, mountains, plants, name other tribes, ethnic groups, animals, minerals, body parts, characteristics of people)Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)DC&LS.S5C munication pgE-15Identify him/herself in relation to his/her clan family relations through the understanding of the traditional Navajo concept of K’4, a reflection of self-respect, planning for self, self reverence, and thinking for self. (ApplyDOK2)F1SICF1PO1 Demonstrate social, cultural and historical understanding of their own extended clan family history through maternal and paternal context: F1S1CF1PO2 use correct kinship terms with extended clan family members, students, staff and community people. (e.g. shima yazhi, shiyaazh, shida’i) F3S2CF1PO1 Demonstrate knowledge gained on the correct usage of Din kinship terms relating to extended clan family members.F6S3CF1PO1 Properly introduce themselves in the Traditional way when addressing a group, making a presentation, welcome visitors, and meeting community people F6S3CF1PO3 Verbalize appropriate greetings with politeness and confidenceF14S5CF1PO1 In written form, properly introduce their parents, grandparents and themselves in the traditional Din4 way which is inclusive of their place of residence and any special accounts that are significance to the family history:F15S7CF1 Identify him/herself in written form to his/her primary, immediate and extended clan family relations through the understanding the traditional Din4 concepts of K’4Reading StandardWriting StandardMath Practiceincluding CODECollege and Career Readiness Anchor Standards for ReadingCCSS-RST.R7Translate quantitative or technical information expressed in words in a text into visual form (table or chart) and translate information expressed visually or mathematically into SS-WHST.W10Write routinely over extended time frames (times for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS-HS.MP.2High school students seek to make sense of quantities and their relationships in problem situations. They abstract a given situation and represent it symbolically, manipulate the representing symbols, and pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Students use quantitative reasoning to create coherent representations of the problem at hand; consider the units involved, attend to the meaning of quantities, not just how to compute them; and know and flexibly use different properties of operations and objects. ______________Key Ideas and Details1. Read 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 complexity2. 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 other.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure8. Look for and express regularity in repeated reasoning.Statistics and Probability (SP)-Draw informal comparative inferences about two populations.Functions(F)-Define, evaluate, and compare functions.1.Look for and make use of structureCollege and Career Readiness Anchor Standards for Writing.Research to Build and Present Knowledge7. 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.TechnologyStandard:including CODEET07/08S2C2PO1 Create innovative products or projects using digital tools to express original ideas.ET07/08S2C1PO1 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?nish[9, b1sh7shch77n, dashicheii, dashin1l7, k0t’4ego, yinishy4, d0one’4, 1d0one’4, k’4, asdz1n7, ts7[k47, ch’ik47, ch’ik66h, Din4, sh7, shik’47, dashik’47, kw1’11s88[, shikw1’11s88[, shim1, shizh4’4, shicheii, shim1s1n7, shin1l7 asdz11n, shin1l7 hastiin, sitsil7, bi[ h17’11zh, bi[ h17j44’, bi[ dashighan7g77, shinaa7, sh1d7, shideezh7, ni-, bi-, ha-, shi-, a-, shik’a’7, shizeed7, shib7zh7, shiy1zh7, she’aw44’, sha’1[ch7n7, shiy11zh, shitsi’, shich’4’4, shiye’, shiy4, shizh11’11d, shaadaan4, b1j7shch7n7, bits’33d00 ch’7sh7k4’7g77, shits07, shin1l7, shi’dizhch9, y7nishta’, 77n7shta’, dzi[, nanise’, t0, ts4, Complete a close procedure worksheet (sentence or paragraph), binahj8’ 44dah0zinii, naaldlooshii, ak4t[’00l, azhnoolnin, 1d44hodz7lzin, -dee’, -igii, -di, -gi, shid4’4y0n7-not related to me, clan chart vocabulary words, ho’dich77h, aw44’, 1[ch7n7 y1zh7, 1[chin7, ashkii d00 at’44d y1zh7, ts4[k66h, ch’ik66h, din44h, asdz1n7, hast007, s1anii, achei, am1s1n7, s3Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know: -How to introduce themselves with four clans-Kinship terms for immediate and extended family-Proper way to introduce self (i.e., greeting, name, clans, age, residence, parents’ names, school, and grade level)-Genealogy of family heritage-To conduct him/herself appropriately among related clan members-how to relate to their peers and others using the Din4 clan groups Procedural Skills: What procedures (steps, algorithms, tactic) does the subject need to know HOW to DO?Students need to do the following:-Use appropriate greeting and leave-taking with the correct kinship terminology and proper handshake with peers, teacher, and school staff-Orally present him/herself to audience by stating name, clans, home, and give family names-Design a genealogy tree tracing their lineage two generations back-Say the immediate/extended family terms in Din4-Create a Din4 family terminology wheel with English translations-Illustrate their own interpretation of the meanings of their four clans-Label clan hand-find other classmates that are related to him or her by use of clan groups list 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 proper order of clan introduction-The difference between the language use of maternal/paternal parents, grandparents, and extended family-They are connected with nature and some clan names are adopted from other tribes-The clan group they belong to and the clans affiliated with that group-To know all 4 of his/her clans-Name all immediate or extended family terms in Din4-How to appropriately introduce him/herself in Din4 kinship way-Shake hands and greet when meeting a personProcedural Knowledge: What procedures does the student need prior to engaging in this standard?The students will:-Properly introduce self in front of peers-Use the proper kinship terms-Use the Din4 philosophy concepts daily in school and at home-Demonstrate clan relationship with peers using proper kinship terminologies-Categorize their four clans two generations to determine lineage-Identify similarities and differences of clan names-Cooperate through pair-share activities, establish relation with each student in the classroom-Acknowledge people by kinship terms-Know all 4 of his/her clans-Name all immediate or extended family terms in Din4-Shake hands with a person and greet appropriately 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 a story and summarize the story for comprehension -Students will categorize their clans to create a family tree and use proper kinship terms on the chart. (Math) -Students will graph the percentage of clan groups to determine the number of clan representations in the classroom (Writing) -Students will accurately spell their clan names and kinship terms on the family tree -Students will take Cornell notes and develop descriptive paragraphs-Create a graphic organizer to classify the clans- Students will accurately spell academic vocabulary (i.e., self introduction, name of clans, kinship terms) (Oral Language Development)-Students will apply the academic vocabulary to increase verbal communication skills in Din4-Students will use high frequency words greeting terminologies, survival language, and courtesy phrases to build on the Din4 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.A History of Navajo Clans (Rough Rock)K’4 doo k’4 ts’osi Nanich’aah (Din4 Clan Coloring Book) San Juan Between Sacred Mountain, University of Arizona Press ISBN 0-8165-085609Clans Din4 Self-Introduction: Wilson Aronilth Jr.Story of Din4 Clan System (Din4 College)Clan WheelColor Coated Clan Sheet from Chinle Curriculum CenterTall Woman: The Life Story of Rose Mitchell, A Navajo Woman, C. 1874-1977, by Charlotte J. FrisbieAlchini Baa Hane’, Vol. 1 & 2Leading The Way: Article on ClanDin4 Bizaad Bin1hoo’aahShort stories of family members (i.e., CUSD Navajo Curriculum Development and Production)Teacher 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 / labeling of how the Holy People molded different clan groups-Students focus on their own maternal / Paternal clans utilizing stories about the Clan System and other materials used in the Clan Unit.-A Why Poem is used to show and develop a logical argument on why clans are so important to know and used for introduction in the daily live of our students.-Knowledge of the Din4 clan system-Knowledge of Din4 immediate/extended family terms-Teacher notes on Din4 clans-Knowledge of Din4 K’4Integration 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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