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Curriculum DocumentOriginal Development: Spring 2013, Revised Summer 2017Unit:Din4 Sound SystemSubject/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.-Understand the evolution of Din4 sound system-Demonstrate a careful understanding of what is to be learned in the Din4 Letter-Sound relationship-Articulation of Din4 sound system (consonants, vowels, diphthongs, diacritical marks, blends) -Monograph, digraph, trigraph-Vocalize the unique consonants and vowels to produce accurate sounds (ch’, dl, dz, gh, hw,k’, kw, [, t[, t[’, ts’)-Understand certain pronunciations in Din4 are not compatible to English pronunciations (Ray vs W4i, Rose vs W0oz, Lucy vs L0osii, number vs n1boo)-Compare and contrast the sound system of Din4 to English (equivalent and non-equivalent)-Understand the importance of why diacritical marks are used-Understand that all words beginning with a vowel has a glottal stop as an initial consonant (i.e., ’1[ch7n7, ’e’e’aah, ’iin1, ’0[ta’)-Identify the syllable patterns of C-V-C-Blend consonants and vowels to accurately pronounce Din4 words-Practice writing Din4 words, phrases, and sentences with the Din4 sound system-Develop a language skill and conceptual knowledge needed for success in school and life-Value, appreciate, and respect the Din4 sound system Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)FL-WS-F3PO1 Respectively identify the distinction in sound and writing; with concentration on addition and deletion of certain letters of the alphabet and its diacritical markings of the Navajo languagePO4 Introduce and place emphasis on blending vowels and diphthongs, as well as consonants that are familiarFL-WS-FN8PO6 Distinguish and adaptation to blending consonants sounds that phonetically substitute English consonants (gl, wh, cl, q)PO7 Identify and have awareness of sound articulation that do not exist in the Navajo Language, yet can be substituted by other letters through phonological means (i.e., R for L & W as in Spanish word oro-0ola; English name Ruby-L0bii or W0bii).FL-SR-E1 PO1 Identify, comprehend and apply phonetic skills in pronouncing target language through syllabication. Integration of Reading & Writing and /or Mathematical Practices College and Career Readiness Anchor Standards for Reading CCSS-WHST.W6Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibility and dynamically. CCSS-RST.R4Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades ninth through twelfth texts and topics. CCSS-HS.MP.7Look for and make use of structure. By high school, students look closely to discern a pattern or structure (ex: c-v-c)__________________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.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.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. College and Career Readin4ss Anchor Standards for Reading 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.Statistics and Probability (SP)Use random sampling to draw inferences about a population.Mathematical Practices (MP)Make sense of problems and persevere in solving them.Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. College and Career Readiness Anchor Standards for WritingRange 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 range of tasks, purposes, and audiences. TechnologyStandard:including CODEET07/08S3C2PO1 Locate and synthesize information utilizing advanced search strategies.ELP Standard:including CODECompleted by SEI/ELP teachers (later)Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Saad bee al’7n7, zaat[’ah, zaa’11n, diits’a’, dadiits’a’, deigo diits’a’, w0dahgo diits’a’, w0yahgo diits’a’, ach9shtah diits’a’, yaago diits’a’, niilt[i’, saad niyii[t[11d, zaa’11n 1daa[ts’7s7g77, zaa’11n danineez7g77, saad a[ts’1daasdzoh, zaa’11n neilo’7, zaa’11n a[’aan 1t’4h7g77 a[hii’ sinil, monograph, digraph, trigraph, short low tone, short high tone, short nasal, short high & nasal tone, long low tone, long high tone, long nasal, long high & nasal tone, falling tone, rising tone, diphthong, Din4 bizaad, w0lta’, na’adzoh, nab0honitaah, 0hoo’aah, b0hoo’aah, Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will know:-How Din4 language evolved into a written language-The understanding of the unique Din4 consonants and vowels-All 36 Din4 alphabets-The monographs, digraphs, and trigraphs of the Din4 consonants-The correct diacritical marks of vowels-The application of sound variations of Din4 consonants and vowels-Use the Din4 alphabets to construct Din4 words and phrases throughout the school yearProcedural Skill: What procedures (steps, algorithms, tactics) does the student need to know HOW to DO?The student needs to know how to:- vocalize the unique consonants and vowels to produce accurate sounds (ch’, dl, dz, gh, hw,k’, kw, [, t[, t[’, ts’)-correctly connect by matching sound-letter relationship (hw-wh, gl-dl, ts-st)-correct use of diacritical marks (i.e., high tones, nasals, falling tones, rising tones, glottal stops)-list examples of why the correct usage of diacritical marks are important (bikee’ and bik44’, azee’ and az44’)-create an alphabet book-create a vowel booklet -blend consonants and vowels for accuracy of pronunciation of words-divide words into syllables using the c-v and c-v-c pattern-practice spelling words that begin with vowels by placing a glottal stop at the beginning as an initial consonant-write Din4 words and phrases using the Din4 alphabet -sound out Din4 words and correctly use Din4 alphabets to write out the words-use correct letter sound pronunciations to read in Din4Prerequisites: 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:-good listening skills to learn the Din4 sound system-develop posters for learning new knowledge-how to apply all the English alphabets -the difference between Din4 and English alphabets-the difference between the consonants and vowels in English and Din4-categorizing the alphabets by consonants and vowelsProcedural Knowledge: What procedures does the student need prior to engaging in this standard?Students will:-put words into syllable patterns using c-v and c-v-c-take Cornell notes on all Din4 language lessons-use collaborative group activities-compare and contrast the Din4 sound system to English sound systemAssessmentsProvide 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) -Blending consonant and vowel sounds. (Math) -Learn the sound system through numbers, 1-10. (Writing) -Take Cornell notes and summarize topics-Identify letter to sound relationship of Din4 sound system -Students will accurately spell academic vocabulary (Oral Language Development) -Engage effectively in group oral discussion citing the factual evidence in their research- 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.Internet web searchDin4 Bizaad B7n1hoo’aah textbook and workbookDin4 Bizaad: Speak, Read, Write Navajo“Between Sacred Mountain”, University of Arizona Press ISBN 0-8165-085609Leading the Way magazineNavajo TimesDin4 Posters from San Juan, CUSD, and Salina BookshelfTeacher Instructional Strategies: Research-based strategies that “fit.”-TAP Strategies-Accountable Talk-Total Physical Response-Second Language Acquisition strategies-ELL strategies (i.e., word wall, word splash, reverse questioning, cloze reading)-Vocabulary Building Academic Vocabulary, Robert Marzano, pg.14-30 (6 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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