Chinle Unified School District #24



Curriculum DocumentOriginal Development: Spring 2013, revised Summer 2019Unit:ClansSubject/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.Identify the kinship term for Mother and her clan in Din4 mon Core Standards / State Standards Pre K- 3rd Diné Character Building Standards, Diné Culture Standards, Diné History Standard, Oral Diné Language StandardsContent Standard:including CODE + (Rigor)Standard: I will develop and apply critical thinking to establish relationship with the environment.Concept 1: Nitsahakees - I will express critical thinking to establish relationship with the environment.PO 1. I will recognize ways to express relationship.PO 2. I will respect my immediate family.PO 3. I will recognize self-respect.Concept 2: I will practice and maintain the sacredness of self-identity.PO 1. I will listen and observe cultural teachingPO 2. I will recognize Diné Teaching of Self-Identity.PO3. I will identify the teaching of home life.PO 4. I will demonstrate self-discipline by following Diné Teachings.Concept 3: I will have self-respect.PO 1. I will identify respectful termsPO 2. I will demonstrate self-respect.PO 3. I will demonstrate and express kindness.PO 4. I will speak kindly to others.Concept 4: I will understand and appreciate all things.PO 1. I will demonstrate ways to be thankful for my home immediate family.PO 2. I will express and value my parent’s Diné way of life teaching.PO 3. I will identify and appreciate the teachings of life surrounding the home.PO 4. I will express and value my grandparent’s Diné way of life teaching.Standard: I will develop an understanding of Diné way of Life.Concept 2: Nahat’a – I will apply and practice way of life through planning.PO 2: I will use appropriate kinship terms.Standard: I will understand and apply the Diné Nation Laws (Traditional Law, Customary Law, Natural Law and Common Law).Concept 2: I will identify my life goals.PO 4: I will demonstrate appropriate greetings.Concept 4: I will demonstrate to be self-sufficient citizen with a positive attitude.PO 4: I will identify and recognize clan relationship.Standard: I will understand historical/factual events, people and symbols that influence my family. Concept 1: I will able to understand cultural knowledge that has influenced my family.PO 1: I will name my four (4) immediate clans.Concept 2: I will understand historical events, people and symbols with significant ties to my family.PO 3: I will identify my maternal clan and my extended family.PO 4: I will name my maternal clan so I will be recognized appropriately by people related to me.Standard: Utilizing the Diné language and culture, I will listen, communicate, observe, and understand what I am being taught.Concept 4: Siihasin – I will utilize Diné language in the context of my community and culture.PO 3: I will introduce myself appropriately in public. 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 DetailsRead 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.College and Career Readiness Anchor Standards for Writing Text Types and PurposesWrite informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.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 CODEET01-06C2-03: Use multimedia presentation programs to crate simple class assignmentsET01-S5C3-01 Recognize and discuss how students and families use technology to make their lives better.ET01-S1C1-PO 1. Evaluate information to generate ideas.ET01-S1C2-PO 1. Identify elements of a digital model or simulation.ET01-S1C3-PO 1. Recognize and create patterns.ET01-S1C4-PO 1. Use digital creativity tools to develop ideas and create a project.ET01-S2C1-PO 1. Communicate with others as a whole class using digital tools.ETO1-S2C2-PO 1. Participate in a classroom learning project using digital collaborative resources.ET01-S2C3-PO 1. Participate as a class in communication at a distance.ET01-S3C1-PO 1. Generate key words and synonyms for a search.ET01-S3C1-PO 2. Explore information and online source.ET01-S3C2-PO 1. Conduct a search using multiple keywordsETO1-S3C2-PO 4. Sort information into major topics.ET01-S4C1-PO 1. Collaborate as a class or small group to select an essential question to research using digital resources.ETO1-S4C2-PO 1. Participate as group to manage a learning project and identify sources.ETO1-S6C2-PO 3. Use multimedia presentation programs to create simple class assignments.ELP Standard:including CODECompleted by SEI/ELP teachers (later)Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Shim1-(Mother), Sh7-(Me), Nil9-(He or She is) & Nish[9-(I am)Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know what identify is.Students will need to know what maternal is. Students will need to know what clan is. Students will need to know what family meansStudents will need to know mother and father names.Students will need to know what kinship means. Students will need to know family structure; immediate family members, parents, younger and older siblings.Activities that Teachers may do with students:Students will identify and name immediate family members using a family tree. (i.e. mother, father and grandparents).Students will write and label a shape to distinguish mother’s clan in Diné bizaad. Students will orally practice with peers to recite mother’s kinship term in Diné bizaad. Students will create a pictorial picture of their mother with her clan and her name. Student will complete a graphic organizer to practice note taking skills. (KWL, T-chart, Venn diagram..etc)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)Identify and name kinship term for Mother and her clan in Din4 Bizaad.Students will create projects indicating they are able to identify the kinship term for mother and her clan.Students will take an oral assessment indicating they are able to say Mother and her clan in Din4 Bizaad. Students will complete a formative assessment. (refer to Diné Culture and Language Curriculum website) (DFA)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: Diishi’asht’I, Johnny Lee and his family, Littleman’s familyWorksheet: Diné clan sheet, Family kinship termsIllustrations: Family pictures, K’e postersOther: Refer to Diné Culture and Language Curriculum websiteTeacher Instructional Strategies: Research-based strategies that “fit.”Robert Marzano 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, BrainstormingMath 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 4TAP system: Instructional RubricWhy Try?Close Reading: 1st Read, 2nd Read, 3rd Read, 4th Read, Shared Reading, Popcorn Reading, Echo Reading Integration of Reading & Writing Anchor Standards and/or Mathematics PracticesReadingK.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.RF.02d The Highly Proficient student can make a new multi-syllable word by removing, adding, or changing sound in a given word.K.R.RL.07 The Highly Proficient student can describe how a picture shows the story.WritingK.L.02a The Highly Proficient student can capitalize proper nouns throughout sentences they create on their own.K.L.02c The Highly Proficient student can write the letter or letters for short and long vowels correctly throughout their writing.MathK.M.G.B.05The Highly Proficient student can create 2D and 3D shapes and explain their real-world connections.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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