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Curriculum DocumentOriginal Development: Spring 2013, revised Summer 2018Unit:Story Telling/ RecreationSubject/Course:Diné Culture and LanguageGrade Level:KindergartenSchool Year:2019-20This 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.Interpret the Din4 stories about the features of the Earth, Sun, Moon, and Stars. Identify the moral of a Coyote story.Identify characters and traits of a Coyote story. Common Core Standards / State Standards Pre K – 3rd Diné Cultural Standards, Diné Government Standards, Diné History StandardsContent Standard:including CODE + (Rigor)Standard: I will develop an understanding of Diné way of life.Concept 1: Nitsahakees – I will acknowledge and value my thoughts and personality.PO 4. I will identify day and night.Concept 2: Nahat’ah – I will apply and practice Diné way of life through planning.PO 1. I will use my cultural teachings about how to take care of earth and sky.Concept 4: Siihasin – I will apply and practice the Diné way of life with confidence.PO 3. I will listen to oral stories about the stars.Standard: I will understand and apply the Navajo Nation Laws (Traditional Laws, Customary Law, Natural Law and Common Law).Concept 3: I will identify the process and importance of time.PO 3. I will listen to stories of time, day, night, and seasons.Standard: I will understand historical/factual events, people and symbols that influence my family.Concept 1: I will be able to understand cultural knowledge that has influenced my family.PO 4. I will name, recall events, and dates relevant to my current family culture and traditions.Concept 4: I will understand time passage and chronology, specific to Diné culture and traditions.PO 2. I will identify how my grandparents kept track of time and seasons.AZ State World & Native Languages StandardsCommunicationInterpersonal Communication1. Participate in conversations on familiar topics by using simple sentences.2. Carry out short social interactions in everyday situations by asking and answering simple questions.Interpretive Listening1. Understand the main idea in short, simple messages, presentations, and overheard conversations on familiar topics.Interpretive Reading1. Understand the main idea of short and simple texts when the topic is familiar.Presentational Speaking1. Present information on familiar topics by using a series of simple sentences.Presentational Writing1. Write and share short messages about familiar topics using a series of simple sentences.Cultural CompetenciesCultures1. Recognize basic practices, products, and perspectives of cultures where the target language is spoken (e.g., greetings, holiday celebrations, body language, gestures, traditions).2. Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances; recognize products of culture (e.g., food, shelter, clothing, transportation, toys).Connections1. Identify and use familiar vocabulary and phrases in the target language supported by resources (e.g., maps, graphs, visuals, audio, digital media) to reinforce prior knowledge and make connections to new knowledge of familiar topics in other content areas (e.g., geography, history, arts, math, science).Comparisons1. Recognize and compare words, true and false cognates, sound patterns, and basic grammatical structures of the target language with his/her own language (as applicable).2. Identify and compare products and practices (e.g., celebrations, dances, oral stories, food) typical of the target culture with his/her own culture (as applicable).Communities1. Communicate using key words and phrases in the target language within the school setting (and beyond, as applicable).2. Participate in simple activities and cultural events within the school setting (and beyond, as applicable).Integration of Reading &Writing Anchor and/orMathematical Practicesincluding CODECollege and Career Readiness Anchor Standards for Reading Key Ideas and DetailsDetermine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.College and Career Readiness Anchor Standards for Writing Production and Distribution of WritingProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Mathematical Practices(MP)Make sense of problems and preserve in solving them.Reason abstractly and quantitatively.Construct viable arguments and critique the reasoning of others.Model with mathematics.Use appropriate tools strategically.Attend to precision.Look for and make use of structure.Look for and express regularity in repeated reasoning.Technology Standard:including CODEETK-S1C4-01 Use digital creativity tools to develop ideas and create a project.ETK-S2C2-01 Participate in a classroom learning project using digital collaborative resources. ETK-S2C3-01 Explore other cultures through digital resources.ETK-S3C1-02 Explore a variety of information sources.ETK-S3C2-02 Use preselected sources.ETK- S4C1-01 Collaborate as a class to select an essential question?to research using digital resourcesETK-S4C2-01 Participate in a group learning project using digital tools to answer a question.ETK-S6C2-03 Use an interactive presentation system as part of classroom work.ELP Standard:including CODECompleted by SEI/ELP teachers (later)Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Nahasdz11n-(Earth), J0honaa’47-(Sun), Oolj44’-(Moon), S0’-(Star), M2’ii-( Coyote), Naaldlooshii-( Animals), Chaa’-(Beaver), Gah-(Rabbit), G0l7zhii-(Skunk), Na’ash0’ii[b1h7-(Lizard), Na’ash0’iidich’7zhii-(Horned Toad)Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know the meaning of the term identify.Students will need to know the vocabulary words Earth, Sun, Moon, and star.Students will need to know what characters are.Students will need to know who coyote and other animals are.Students will need to know what traditional stories are.Activities teachers can do with students:Students will identify the Earth, Sun, Moon, and Stars using images downloaded from the internet. Students will create an illustration of how the planets rotate.Student will create a general idea of two different views of the universe-Western & Diné Cultures. (Western view of Earth rotation around the sun while Diné Culture the sun rotates around the Earth.) Students will produce a sequence of events after viewing Coyote videos.Students will complete a graphic organizer to practice note taking skills.Student will illustrate a Coyote with an animal character.Students will create a sequence story booklet.Students will be able to perform a skit to retell the story.Prerequisites: N/A - early emergentAssessmentsProvide 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)Interpret the Din4 stories about the features of the Earth, Sun, Moon, and Stars. Identify the moral of a Coyote story.Identify characters and traits of a Coyote story.Students will create a project explaining the features of the Earth, Sun, Moon and Stars. Students will create a sequencing chart explaining a Coyote Story.Students will orally explain their sequencing chart, the characters and their traitsStudents will explain the moral of the Coyote story.Students will complete a formative assessment. (Refer to Diné Culture and Language Curriculum website)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.Book titles: Coyote StoriesWorksheet: Posters, Teacher made resourcesIllustrations: Coyote Stories Video/DVDOther: Refer to Diné Culture and Language Curriculum website.Teacher Instructional Strategies: Research-based strategies that “fit.”Robert Marzono Strategies: Identifying Similarities & Differences, Summarizing & Note Taking, Reinforcing Effort & Providing Recognition, Homework & Practice, Nonlinguistic Representations, Cooperative Learning, Setting Objectives & Providing Feedback, Generating & Testing Hypotheses, Cues, Questions, & Advance Organizers.Kagan Strategy: Inside-Outside Circle, Jigsaw, Mix Freeze Group, Pairs Compare, Think-pair-share, BrainstormingLearning Keys: Cooperative Learning, Feedback & Effective Questioning, Identifying Similarities and Differences, Student to Student Feedback, Summarizing and Note takingMath RTI-FALCONS Strategy: Find the Question, Analyze the Question, Label Key Words, Construct a Picture, act Out the Question, Equation, Solve the ProblemSTAR Strategy: Search, Translate, Assess and ReviewFrayer Model: VocabularyDepth of Knowledge: Recall level 1, Skill/Concept level 2, Strategic Thinking level 3, Extended Thinking level 4.TAP system: Instructional RubricWhy Try?Reading RTI-Close Reading Strategies; 1st Read, 2nd Read, 3rd Read, 4th Read, Choral Read, Popcorn Read, Echo ReadIntegration of Reading & Writing Anchor Standards and/or Mathematics PracticesReadingK.R.RI.05 The Highly Proficient student can identify organizational features of a text (i.e, title, author, illustrator, table of contents, headings, bold print, captions, etc.).K.R.RI.07 The Highly Proficient student can independently describe how the pictures relate to the text, and may also be able to create text for a given picture, or illustrate a sentence, explaining the relationship between the two. (Nonfiction)K.R.RL.07 The Highly Proficient student can describe how a picture shows the story.WritingK.W.03 The Highly Proficient student can independently write a detailed story with a sequence of events, using words and meaningful illustrations.K.W.03 The Highly Proficient student can independently write a detailed story with a sequence of events, using words and meaningful illustrations.K.2W.C6.PO9 The Highly Proficient student can correctly write their first and last name without a model.MathK..B.04 The Highly Proficient student can count objects and tell how many there are.Integration of Technology: Specific examples that apply the technology standards in the content.Refer to Diné Culture and Language Curriculum website: You Tube videosENO board/ Promethium boardIntegration 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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