Web viewPO2 – exemplify an understanding of the Traditional principles and values that encourages the maintenance of environmental harmony; respect the natural

Curriculum DocumentOriginal Development: Spring 2013

Unit: Clans

Subject/Course: Navajo Culture and Language

Grade Level: Kdg

School Year: 2013-2014

This 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 and name maternal clan.Identify and name family kinship.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S1C R1PO 2 – Use correct kinship terms (e.g., shima, shizhe’e, shideezhi, shitsili, shinaai, shadi, shicheii, shimasani. PO 3 – Introduce him/herself in the appropriate traditional way;

Integration of Reading &Writing Anchor and/orMathematical Practicesincluding CODE

College and Career Readiness Anchor Standards for Reading Key Ideas and Details

1. 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.

College and Career Readiness Anchor Standards for Writing Text Types and Purposes

1. Write 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)1. Make sense of problems and preserve 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 reasoning.

TechnologyStandard:including CODE

S2:C3PO 1: Explore other cultures through digital resources.

ELP Standard:including CODE

Completed by SEI/ELP teachers (later)

Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Shima Mother Shizhe’e Father Shicheii Maternal Grandfather Shinali Paternal

document.docx Page 1

Grandfather Shimasani Maternal Grandmother Shinaliasdzaa Paternal Grandfather Shadi Older Sister Shinaa’i Older Brother Shideezhi Younger Sister Shitsili Younger BrotherBilhaijee’ SiblingsDeclarative 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.

Prerequisites: N/A - early emergent

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)

Students will identify immediate family members (i.e. mother, father and grandparents).Students will use hand and eye coordination to color mother picture then use pre writing skills towrite mother in Navajo. Students will orally practice with peers to recite mother, father and grandparent kinship terms in Navajo. Students will make a family book using family illustrations.

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: Navajo clan sheet, Family kinship termsIllustrations: Family pictures, K’e postersOther: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices


http://www.learningkeys.org/LinkClick.aspx?link=292&tabid=291&mid=976






Integration 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.



Unit: Hogans


Grade Level: Kdg.




Identify and name the male and female HoganCreate a male and female HoganCommon Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S1C R1PO 5 – Exemplify knowledge on the traditional significance on the various types of dwellings;S3C R1PO 3 – Orally demonstrate an understanding of traditional construction of the various types of Hogan and be able to tell the significance of each;




College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing

1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.



S2:C3 PO 1. Explore other cultures through digital resources.



Clarifications of Content Standard


Academic Vocabulary: What academic vocabulary does the student need to know?HooghanNimazi Female Hogan Alch’i’adeeza Male HoganDeclarative 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 the male is.Students will need to know what the female is.Students will need to know what a Hogan is.Students will need to know what features mean.Students will need to know what a shelter is.



Students will listen to a read aloud books about Native shelters and discuss parts of the reading related to male or female shelter.Students will help the teacher to list the features of a female and male hogan. Students will identify illustrations of the female and male hogan.Students will illustrate their own female and male hogan. Students will orally tell the teacher which is a female and male hogan and their features.


UNIT Resources & InstructionSupplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.Book titles:Three Little Sheep, The First Hogan, The Old Hogan, Johnny Lee and his HoganWorksheet: List of Hogan namesIllustrations: Hogan pictures, Types of home pictures Curriculum Center Hogan IllustrationOther: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices


Integration of ELP Strategies: (Language, Grammar, etc)document.docx Page 5







Completed by SEI/ELP teachers (later)Exemplary Learning Activities (Optional): List one exemplary strategy per box.




Unit: Clothing


Grade Level: Kdg.




Identify and name the female and male moccasins.Identify and name the animal hides used.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

SIC R1PO5 – identify traditional dress styles of the Navajo people


College and Career Readiness Anchor Standards for Reading Key Ideas and DetailsAnalyze how and why individuals, events, and ideas develop and interact over the course of a text.College and Career Readiness Anchor Standards for Writing Research to Build and Present KnowledgeConduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Mathematical Practices(MP)

1. Make sense of problems and preserve 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 reasoning.


S2:C3 PO 1. Explore other cultures through digital resources.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Kelchi Male Moccasin Kenitsaa Female Moccasins Beeghashii Cow Biih/Dzeeh Deer/ElkLichii’ RedDeclarative 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 the male is.Students will need to know what the female is.


Students will need to know what moccasins are.Students will need to know what animal hides are.

Prerequisites: N/A – early emergent


Students will be able to listen to a read aloud about the female and male moccasins and discuss the differences among them. Students will use illustrations to identify the female and male moccasins.Students will use their illustrations to compare and contrast the female and male moccasins.Students will identify the animal hides that are associated to the moccasins.Students will illustrate the primary animals associated to moccasin making and use pre-writings skills by labeling connecting dots.


UNIT Resources & InstructionSupplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.Book titles:Taazbaa’ and her magic shoesGrandfather Work MoccasinsWorksheet:Illustrations:Pictures of the 3 types of moccasinsTeacher 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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices



Exemplary Scaffolding Strategy (Optional): List one exemplary strategy per box.document.docx Page 8









Unit: Places History and Government


Grade Level: Kdg.




Create a map of familiar places in the community. Example: stores, schools, chapter house and clinic. (Teacher discretion of location-school or community)Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S4C R3PO4 – identify landmarks and their significance on a community map; use original Navajo names to produce a community profile;


College and Career Readiness Anchor Standards for Reading Integration of Knowledge and IdeasAnalyze 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 Readiness Anchor Standards for Writing Research to Build and Present KnowledgeGather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.Mathematical Practices(MP)



S1:C4 PO 1. Use digital creativity tools to develop ideas and create a project.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Ch’iniliChinleOlta’ School NaalyeheBahooghan Store Azee’ilini Hospital AlahBii’ na’adleeh Chapter House Shighan My House [nurse office, principal office, bus stop, parent drop off, cafeteria, restroom, gym, enrichment classes]document.docx Page 10

Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know what create is.Students will need to know what a map.Students will need to know what familiar is.Students will need to know what places isStudents will need to know what community is. Students will need to know vocabulary words stores, schools, chapter house and clinic.



Students will view pictures of community and discuss location from the school setting.Students will illustrate community locations on a map to show identity of places being learned.Students will create their own community map using cut and paste method.Students will generate questions among their peers pertaining to their map.Students will orally retell about their map.


UNIT Resources & InstructionSupplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.Book titles: Teacher made mapsWorksheet: Federal project made map of Chinle, Many Farms and TsaileIllustrations: Pictures of significant locationsOther: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices













Unit: Story Telling/ Recreation


Grade Level: Kdg.




Identify and name the Earth, Sun, Moon, and star.Identify and name 2 characters from a coyote story.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S3C R2PO2 – exemplify an understanding of the Traditional principles and values that encourages the maintenance of environmental harmony; respect the natural laws and order; and understanding the inter-dependency of non-living and living matter (e.g. the understanding of Navajo constellations – So’ Dine’e Baa hane’, winter/summer stories teaches mental soundness, sureness, and appropriate behavioral development;S4C R1PO3 – explore and discuss for an indepth understanding the Navajo terminologies that associate with earth (Nahasdzaan), sky (shitaa’ yadilhil), sun (shitaa’ johonaa’ei), moon (shimatl’ehonaa’ei), and the constellation (shitsooyehe or shitsoiyeheyot’aahsilaii or wot’aahsilaii)


College 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)



S1:C4 PO 1. Use digital creativity tools to develop ideas and create a project.




Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Nahasdzaan EarthJohanaa’ei Sun Ooljee’ Moon So’ StarMa’ii Coyote Naadlooshii Animals Chaa’ Beaver Gah Rabbit Gohlizhii SkunkNa’asho’iilbaha LizardDeclarative 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 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 stories are.



Students will identify the Earth, Sun, moon, and star through images downloaded from the internet. Students will create an illustration of how the planets rotate.Student will get a general idea of two different view of the universe-Western & Dine Cultures. (Western view of Earth rotation around the sun while Dine Culture the sun rotates around the Earth.) Students will watch Coyote videos and use graphic organizers to sequence events.Student will illustrate a coyote with an animal character.Students will create a booklet considering sequencing story using beginning, middle and end.Students will be able to perform a skit to retell the story.


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: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional document.docx Page 14







areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices






Unit: Rug Weaving


Grade Level: Kdg.




Identify and name at least 1 rug weaving tool.Create a paper rug weaving.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S5C R2PO1 – recall and retell the traditional seasonal hane’ (e.g. Spiderwoman and weaving) interpret inferences and meaning of the stories at appropriate grade level.


College and Career Readiness Anchor Standards for Reading Range of Reading and Level of Text ComplexityRead and comprehend complex literary and informational texts independently and proficiently.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)



S4:C2 PO 1. Participate in a group learning project using digital tools to answer a question.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Dah yistl’o Loom Nanoolzhee’ Warp Bee’adzoo’i Weaving Comb Bee ha’nilchaadi Carding BrushDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know what identify is.


Students need to know how to name.Students need to know what weaving is.Students need to know what tool is. Student need to know the vocabulary words Loom, Warp, Weaving Comb, and Carding Brush.Students need to know what paper weaving rug is.



Students will be able to listen to a read aloud; Goat in the Rug by Martin Link.Students will be able to discuss “Goat in the Rug” and focus on process of rug weaving, tools and characters of the story.Students will be able to view weaving tools. Students will be able to touch weaving tools and share color, shapes and texture of the tools.Students will be able to use a weaving tool on a model rug loom.Students will be able to discuss left, right, combing and batten the yarn onto the rug loom. In addition, students will discuss the do’s and don’ts of rug weaving and tool care. Students will be able to create a paper rug mat.


UNIT Resources & InstructionSupplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.Book titles: Goats In the Rug by Martin LinkWorksheet: Teacher made resourcesIllustrations: PostersOther: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices


Integration of ELP Strategies: (Language, Grammar, etc)Completed by SEI/ELP teachers (later)document.docx Page 17







Exemplary Learning Activities (Optional): List one exemplary strategy per box.




Unit: Food


Grade Level: Kdg.




Identify and illustrate 1 type of traditional food.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

SIC R1PO5 – exemplify knowledge of the traditional significance of the various types of Navajo food and how they are prepared;


College 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 Research to Build and Present KnowledgeConduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Mathematical Practices(MP)



S4:C2 PO 1. Participate in a group learning project using digital tools to answer a question.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Atoo’ Stew Naadaa’ Corn Ach’ii’ Intestine Atsaa’ RibsDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know what type means.Student will need to know what traditional is.Students will need to know what nutrition is.Students will need to know academic vocabulary words.


Students will need to know table manners.Students will need to know process of meat, vegetable and bread foods.Students will need to know the value of food to eliminate waste.



Students will be able to listen to a read aloud; Blue Corn Bread by CUSDStudents will observe food flash cards and match it to the story during discussion.Students will be able to touch corn and share color, shapes and texture of the corn.Students will be able to use the corn as a model as a staple Navajo corn food.Students will be able to discuss types of food made from corn.Students will be able to create a paper corn by pasting colorful beads.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: Blue Corn Bread- Color BookWorksheet: Flashcard, Rdg Book, 5 Food group posterIllustrations: Food Demonstrations, Traditional Seeds-squash, corn, beansOther: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices












Unit: Arts and Crafts


Grade Level: Kdg.




Create and apply the correct colors of the Navajo basket.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S4C R2PO7 – understand the association between American Indian arts and craftsS3C E3PO3 – Gain understanding through a Traditional Practitioners cultural concept of feminist and masculinity in all things in the environment (e.g. wedding basket…)


College 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 Research to Build and Present KnowledgeGather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.Mathematical Practices(MP)



S4:C2PO 1. Participate in a group learning project using digital tools to answer a question.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Navajo Basket Ts’aa’ White Lighai Black Lizhin Red Lichii’ Life DarknessSacred Mountains Dzil Navajo Wedding Alts’eeh Entry Hajiinee Holy People DiyinDine’edocument.docx Page 21

Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Student will need to know the definition of create.Student will need to know the definition of apply. Student will need to know the colors.Student will need to know what a Navajo basket is.Student will need to know the sumac plant.Student will need to know the significant of the Navajo basket design.Student will need to know the do’s and don’ts of the Navajo basket.

Prerequisites: N/A Early Emergent


Student will listen to a read aloud story.Student will discuss the story details.Student will review the do’s and don’ts of the basket.Student will use creative thinking to draw and label Navajo basket design.Student will be able to share their project during a gallery walk.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: Ts’aa’ Rdg book, Little Navajo Basket MakerWorksheet:Illustrations: Illustration from the coloring book Ts’aa’ (CUSD)Other: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.Kegan 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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices













Unit: Clans

Subject/Course: Navajo Culture

Grade Level: First Grade

School Year: 2013-14This section completed once per whole unit. (Its purpose is to clarify the unit’s big idea and connecting standards.)


Identify and name maternal and paternal clans. Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

SIC R1 PO 3 – Introduce him/herself in the appropriate traditional way;S4C R1PO1 – Verbally introduce self in the traditional way by maternal and paternal clan;



2. Determine 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 WritingText Types and Purposes Write 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)



ET01-06C2-03 Use multimedia presentation programs to crate simple class assignments



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Shima Mother Shizhe’e Father Shicheii Maternal Grandfather Shinali Paternal Grandfather Shimasani Maternal Grandmother Shinaliasdzaa Paternal Grandfather Shadi Older Sister Shinaa’i Older Brother Shideezhi Younger Sister Shitsili Younger Brother


Bilhaijee’ SiblingsDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the Academic Vocabulary WordsStudents need to know the main idea of a storyStudents need to know the word PaternalStudents need to know kinship of mom and dadStudents need to know introduction of 1st and 2nd clanStudents need to know where the two clans are coming from

Prerequisites: Know immediate family member names

Conceptual Knowledge: What concepts does the student need prior to engaging in this standard?

Students have to be able to know…- what identify is- what maternal is- what clan is- what family means- their mother and father names- what kinship means- know family structure; immediate family members, parents, younger and older siblings

Procedural Knowledge: What procedures does the student need prior to engaging in this standard?

Students have to be able to know…- how to use hand and eye coordination to color family picture - how to use pre writing skills to write family member relationships in Navajo- how to orally practice with peers to recite mother, father and grandparent kinship terms in

Navajo Assessments

Provide 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)

Students will be able to listen to a read aloud; “Navajo Clan Legends,” by San Juan Media Center/Reference or “Beauty beside me,” by SeraphineYazzieStudents will be able to discuss the main idea of the story.Students will pair share student’s mother and father clan with peers.Students will be able to identify mother and father’s clans through pair share activity.Students will be able to illustrate mother and father image, then use writing to label name and clans to the images.


UNIT Resources & InstructionSupplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.Book titles: “Navajo Clan Legends,” by San Juan Media Center/Reference, “Beauty beside me,” by SeraphineYazzieWorksheet: Navajo clan sheet, Family kinship termsIllustrations: Curriculum Clan IllustrationOther: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 & document.docx Page 25

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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices












Unit: Hogan


Grade Level: 1st Grade



Describe the difference between a male and female Hogan. Create a male or female Hogan.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

SIC R1PO 5 – Exemplify knowledge on the traditional significance on the various types of dwellings;S3C R1PO 3 – Orally demonstrate an understanding of traditional construction of the various types of hogans and be able to tell the significance of each;


College and Career Readiness Anchor Standards for Reading Key Ideas and Details Determine 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 Text Types and Purposes Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Mathematical Practices(MP)



ET01-01C4-01 Use digital creativity tools to develop ideas and create a project



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?HooghanNimazi Female Hogan Alch’i’adeeza Male HoganDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?


Students need to know the academic vocabularyStudents need to know the definition of difference.Students need to know the definition of male and female Navajo shelterStudents need to know that east direction is proper entrance of a Hogan.Students need to know to enter a Hogan to the left in a cyclical manner.

Prerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledge


Students have to be able to know…- how to identify - what the male and female Hogan is- what features are to the male and female Hogan - what a shelter is


Students have to be able to know…- how to orally tell the teacher which is a female and male Hogan and their features- how to illustrate the female and male Hogan- how to listen to a read aloud books about Native shelters and discuss parts of the reading

related to male or female shelterAssessments


Students will be able listen to a read aloud: “Johonaa’ei, Bringer of Dawn,” by Veronica Tsinajinie“First Hogan”, or “Three Little Sheep”Students will be able to discuss the main idea, characters and details of the story. Students will be able pair share with peers if they live in a male or female shelter.Students will be able to construct a model male or female hoganStudents will be able to write a short poem using the word “HOGAN”


UNIT Resources & InstructionSupplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.Book titles: “Johonaa’ei, Bringer of Dawn,” by Veronica Tsinajinie,“First Hogan”, “Three Little Sheep”Worksheet: Teacher made resourcesIllustrations: Teacher made illustration, Internet resource, Hogan Model w/ appropriate placementsOther: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 Reviewdocument.docx Page 28







Frayer Model: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices






Unit: Clothing






Recognize the difference between the male and female hair knot and hair tie.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

SIC R1PO5 – identify traditional dress styles of the Navajo people;


College and Career Readiness Anchor Standards for Reading Key Ideas and Details Analyze how and why individuals, events, and ideas develop and interact over the course of a text.College and Career Readiness Anchor Standards for Writing Text Types and Purposes Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Mathematical Practices(MP)



ET01-S1C3-01 Recognize and create patterns



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Hair tie, knot, rain, comb, brushDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the academic vocabularyStudents need to know male and female hair tie.Students need to know why Navajo men and women have long hair.Student need to know yucca root is a natural soap for wash hair.Students need to know hair care prevents parasites such as lice to live in hair.




Students have to be able to know…- how to identify - know the male and female Navajo names - know the difference between male and female clothing


Students have to be able to know…- how to listen to a read aloud about the female and male clothing- how to illustrate the female and male attire


Students will be able to listen to oral stories related to the hair.Students will be able to discuss the difference between a male and female hair tie and knot.Students will be able to observe peers hair and compare and contrast length, color, and styles.Students will be able to distinguish between a male and female hair tie and knot.Students will be able to model/demonstrate a male and female hair tie and knot using yarn or other medians.Students will be able to illustrate the male and female hair tie and knot. 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: “Susie Chee’s Comb”, Shitsigha, Nihitsiigha’, San JuanWorksheet: Teacher made resources, Poster on hair tie (CUSD)Illustrations: Internet resource, “Leading the Way” (Apr. 09) , Navajo Times, Hair tie modelDVD: “Where the Highway Ends”Other: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices

Integration of Technology: Specific examples that apply the technology standards in the content.document.docx Page 31











Unit: Places History and Government






Create a map of familiar places in the community. Example: stores, schools, chapter house and clinicCommon Core Standards / State StandardsContent Standard:including CODE + (Rigor)



College and Career Readiness Anchor Standards for Reading Craft and Structure 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.College and Career Readiness Anchor Standards for Writing Text Types and Purposes Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Mathematical Practices(MP)



ET01-S2C1-01 Communicate with others as a whole class using digital tools.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Ch’iniliChinleOlta’ School NaalyeheBahooghan Store Azee’ilini Hospital AlahBii’ na’adleeh Chapter House Shighan My House Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know create.Students will need to know what a map is.


Students will need to know what familiar is.Students will need to know directions.Students will need to know of places in the community. Example: stores, schools, chapter house and clinic.



Students have to be able to know…- what create is- what a map is and it’s features- familiar places in the community- know vocabulary words stores, schools, chapter house and clinic


Students have to be able to know…- how to will view pictures of community and discuss location from the school setting- how to illustrate community locations on a map to show identity of places- how to create their own community map using cut and paste method- how to generate questions among their peers pertaining to their map- how to orally retell about their map


Students will be able to look at images of significant places in the community.Students will be able to locate the images of the local places in reference of their school. Students will view the Navajo Nation Map and discuss significant places in comparison to their local area. Students will create their personal map and write labels to the significant places of their community. 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: Canyon De Chelly: Through Eyes of Navajo”, “The Canyon”, “Don’t tell anybody that there is a dinosaurs in Canyon de Chelly” (CUSD), Arizona Highway Magazine, “Canyon Voices” (Video)Worksheet: Teacher made resourcesIllustrations: Internet resource/Google Maps, Post card puzzles, Posters (CUSD)Other: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: Vocabularydocument.docx Page 34







Blooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices












Name the appropriate season to create string game designs.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S3C R2PO2 – exemplify an understanding of the Traditional principles and values that encourages the maintenance of environmental harmony; respect the natural laws and order; and understanding the inter-dependency of non-living and living matter (e.g. the understanding of Navajo constellations – So’ Dine’e Baa hane’, winter/summer stories teaches mental soundness, sureness, and appropriate behavioral development;S4C R1PO3 – explore and discuss for an indepth understanding the Navajo terminologies that associate with earth (Nahasdzaan), sky (shitaa’ yadilhil), sun (shitaa’ johonaa’ei), moon (shimatl’ehonaa’ei), and the constellation (shitsooyehe or shitsoiyeheyot’aahsilaii or wot’aahsilaii)


College and Career Readiness Anchor Standards for Reading Key Ideas and Details 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.College and Career Readiness Anchor Standards for Writing Text Types and Purposes Write 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)



ET01-S6C2-01 Use multimedia presentation programs to create simple class assignments




Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?So’ Star, Aak’eed Fall, Hai Winter, Daan Spring, Shi SummerDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know the academic vocabulary words. Students will need to know what seasonal stories are.Students will need to know the names of the seasons.Students will need to know the purpose for string games.Students will need to know the characteristics for each season.



Students have to be able to know…- how to identify - the vocabulary words Earth, Sun, Moon, and star in Navajo- what characters are- what stories are


Students have to be able to know…- how identify the Earth, Sun, moon, and star through images - the two different view of the universe-Western & Dine Cultures (Western view of Earth

rotation around the sun while Dine Culture the sun rotates around the Earth) - how to recall events from the Coyote videos and how they tie in with string games- how to create with a string


Students will read stories pertaining to seasons/string games. Students will discuss the significance of season.Students will create an Illustration of the 4 seasons on butcher paper. Students will match academic vocabulary words to seasonal pictures.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: String Games /Video(San Juan),Na’atlo’ by Mike MitchellWorksheet: Teacher made resource materialsIllustrations: Navajo Times, Leading the WayOther: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 document.docx Page 37




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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices









Unit: Rug Weaving






Name and draw the sequence in preparing wool.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S5C R2PO1 – recall and retell the traditional seasonal hane’ (e.g. Spiderwoman and weaving) interpret inferences and meaning of the stories at appropriate grade level.


College and Career Readiness Anchor Standards for Reading Key Ideas and Details Determine 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 Text Types and Purposes Write 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)






Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Sheering cutters, Carding Brush, Spindle, Batten, weaving comb,Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know the academic vocabularyStudents will need to know what sequence meansStudents will need to know names of the Navajo rug weaving tools


Students will need to know do’s and don’ts of handling rug toolsStudents will need to know types of hard wood to make weaving tools.



Students have to be able to know…- how to identify - how to name weaving tools in Navajo- what weaving is- what tool is- the vocabulary words Loom, Warp, Weaving Comb, and Carding Brush in Navajo


Students have to be able to know…- to listen to a read aloud- how to discuss the read aloud and focus on process of rug weaving, tools and characters of

the story- how to identify view weaving tools- manipulate weaving tools and share color, shapes and texture of the tools- to use a weaving tool on a model rug loom- to recall the do’s and don’ts of rug weaving and tool care


Students will be able to listen to read aloud; Goats in the Rug by Martin LinkStudents will be able to discuss the process of wool preparation, tools and vegetable dyeStudents will be able to apply current knowledge about wool preparation in general at a consensus wheel activityStudents will be able to pair share with peers to see if they know of someone in their family that weave rugsStudents will be able to illustrate a rug design on graph paper with cut out weaving tools glued around their project.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: “Season of a Navajo” (DVD), Goats In the Rug by Martin Link, Willie Chee and Shearing Time (CUSD),“Grandmother’s Magic” CUSD), “Billy Goat” (CUSD)Worksheet: Teacher made resource, Consultant/ Teacher demonstration of shearing, carding, spinning and dyingIllustrations: Internet resource, Navajo TimesOther: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 document.docx Page 40













Unit: Food






Name and illustrate 2 types of traditional foods not eaten today.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

SIC R1PO5 – exemplify knowledge of the traditional significance of the various types of Navajo food and how they are prepared;


College and Career Readiness Anchor Standards for Reading Key Ideas and Details 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.College and Career Readiness Anchor Standards for Writing Text Types and Purposes Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Mathematical Practices(MP)






Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Dloo’-Prairie dog, Wo’neeshch’iidi-Cicada-Locust, Lii’-Horse, Gah-Rabbit, Waa’-Spinach, Hwosh-Prickley pear, Hashk’aan-Yucca FruitDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know what traditional food is.


Students need to know animal and plant food. Students need to know how to illustrate.Students need to know the meaning of fruit.Students need to know the academic vocabulary.



Students have to be able to know…- what type means- traditional is- what nutrition is- academic vocabulary words- know table manners- the process of meat, vegetable and bread foods- the value of food to eliminate waste


Students have to be able to know…- how to listen to a read aloud- how to recall foods that were on flash cards- to recall the color, shapes and texture of the corn- to recall types of food made from corn


Identify and illustrate 2 type of traditional food not eaten today.Students will be able to listen to the story “Grandmother’s Yum Yum.Students will be able to pair share with peers and name a favorite food item from the story.Students will be able to retell a short summary of using past food or for the main idea.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: Grandmother’s Yum YumWorksheet: Teacher made resource materialsIllustrations: Photographs of prairie dog, locust, rabbit, goat milk, yucca bloom, etc.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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional document.docx Page 43









Integration of ELP Strategies: (Language, Grammar, etc)Completed by SEI/ELP teachers (later)











Name an element used to make pottery.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S4C R2PO7 – understand the association between American Indian arts and crafts


College and Career Readiness Anchor Standards for Reading Key Ideas and Details 1. 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.College and Career Readiness Anchor Standards for Writing Text Types and Purposes Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Mathematical Practices(MP)



ET01-S5C3-01 Recognize and discuss how students and families use technology to make their lives better.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Pottery, clay, sand, molding, scraper, ratio, texture, temperature, temper, mixture, knead, Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the academic vocabulary.Students need to distinguish the difference between sand and clay. Students need to know by changing the water content changes everything within a mixture.


Students need to know at what temperature clay cures.Students need to know the difference between Navajo pottery and pueblo pottery.



Students have to be able to know…- the definition of create- the definition of apply- the colors n Navajo


Students have to be able to know…- to listen to a read aloud story- discuss the story details- to review the do’s and don’ts - to use creative thinking to draw and label projects- to share their project during a gallery walk


Students will be able to use vocabulary in a conversation during pair share. Students will be able to experiment clay, sand, and water for different texture for best pottery mixture.Students will be able to record different textures from different water mixtures.Students will be able to graph the temperatures of proper clay pottery cure.Students will be able to name basic element to make potteryThis 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: Internet resource/Google potteryWorksheet: Teacher made resourceIllustrations: Pottery posters/picturesOther materials: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional Rubricdocument.docx Page 46







Integration of Reading & Writing Anchor Standards and/or Mathematics Practices






Unit: Clans

Subject/Course: Navajo Culture/Language

Grade Level: 2nd grade



Identify and name your Cheii’s clan.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S2C R1 PO1 – Exemplify the understanding of a nucleus in a family structure and the role of each member (e.g. maternal grandfather);


College and Career Readiness Anchor Standards for Reading Key Ideas and Details:1. 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.College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing:4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Mathematical Practices(MP)



S1-C4-PO 1. Use digital creativity tools to create original works.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Shi Shima Shizhe’e Shimasani Shicheii Shinali Shinali Asdzaan Da Shicheii Maternal Bi-Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the academic vocabularyStudents need to know that chei is a Navajo term used to describe mother’s fatherStudent need to know the general role of a cheiStudents need to know about respecting elders


Students need to know that listening to elders is similar to using classroom expectations and guidelinesStudents need to know how to produce clear and coherent writing by retelling the sequential order of a storyStudents need to know how to answer open ended questionsStudents need to know how to comprehend informational textsStudents need to know how to Identify the main purpose of a textStudents need to know classroom expectations and guidelinesStudents need to know what identify means.Students need to know Introduction meansStudents need to know how to DemonstrateStudents need to know how to produce clear and coherent writingStudents need to know how to answer questionsStudents need to know how to comprehend informational textsStudents need to know how to Identify the main purpose of a text

Prerequisites: know immediate family and maternal grand parents names


Students have to be able to know…- the word Paternal- kinship of mom and dad- introduction of 1st and 2nd clan- where the two clans are coming from


Students have to be able to know…- how to listen to a read aloud- how to discuss the main idea of the story- how to pair share student’s mother and father clan with peers- how to identify mother and father’s clans through pair share activity- how to illustrate mother and father image, then use writing to label name and clans to the

imagesAssessments


Students will be able to a read aloud or read; “Knots on a counting rope” by Bill Martin Jr or other literature related to eldersStudents will be able to discuss someone who has made an impression to the student because the grandfather was someone important to the boy character.Students will be able to name cheii’s clan using a clan chartStudents will be able to make a connection Students need to know how to listen to instructionsStudents need to explain the meaning of IdentifyStudents need to explain the process of introductionStudents need to Demonstrate Self Introduction using 1st, 2nd and 3rd clanStudents need to answer questions sequentially and clearly about the Clan UnitStudents need to explain the process of how to introduce the 3rd clanStudents need to point to the correct kinship of their 3rd clan using a Family clan chartThis 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: “Navajo Clan Legends,” by San Juan Media Center/Reference, “Beauty beside me,” by SeraphineYazzie, “Proud to be a Blacksheep,” by Roberta John, “My grandfather and the Colt” (CUSD), “Grandfather’s hat” (CUSD), “Grandfather’s work moccasin” (CUSD)Worksheet: Navajo clan sheet, Family kinship termsIllustrations: Family TreeOther: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices












Unit: Hogan





Identify and name the significance and colors of the Cardinal Directions. Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S4C R1PO6 – Exemplify an understanding of the traditional construction and design of a Navajo Hogan and be able to tell of the significance of its essential elements;


College and Career Readiness Anchor Standards for Reading Key Ideas and Details:2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details andideas.College and Career Readiness Anchor Standards for WritingProduction and Distribution of Writing:4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audienceMathematical Practices(MP)



S1.C4.PO 2. Use digital collaborative tools to develop collective ideas.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Hooghan Nimazi Ha’a’aah, Shadi’aah, E’e’aah, Nahookos Yoolgai, Dootl’izhii, Diichili, BaashzhiniDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to academic vocabularyStudents need to know the four cardinal directionsStudents need to know the significance of the four colors related to the four directionsStudents need to know the clockwise teaching that is incorporated In the hoganStudents need to know how to Demonstrate projects


Students need to know how to produce clear and coherent writingStudents need to know how to comprehend informational texts through questioningStudents need to know how to Identify the main purpose of a text



Students have to be able to know…- the definition of difference- the definition of male and female Navajo shelter- that east direction is proper entrance of a Hogan- How to enter a Hogan to the left in a cyclical manner


Students have to be able to know…- how to listen to a read aloud- how to discuss the main idea, characters and details of a story- how to pair share with peers if they live in a male or female shelter- how to illustrate a model male or female Hogan- to write a short information about the Hogan


Students will be able to associate the Navajo colors to the four cardinal directionsStudents will be able to write a simple sentence using the four cardinal directionsStudents will be able to illustrate a female hoganStudents will label how to enter a hogan through an illustrated diagramThis 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: Internet resource/Google Hogan, “The three little sheep,” by SarephineYazzieWorksheet: Teacher made resourcesIllustrations: Posters or pictures of HogansOther: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional Rubricdocument.docx Page 52













Unit: Clothing





Describe the characteristics of sacred gems/stones/shells.Compare and contrast men and women’s jewelry.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S3C F2PO4 – Identify , and describe the cultural values and practices associated with utilizing earth’s surface and substance; minerals and other natural resources (e.g. Gems);


College and Career Readiness Anchor Standards for Reading Key Ideas and Details: 1. 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.College and Career Readiness Anchor Standards for Writing 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.Mathematical Practices(MP)



S1.C4.PO 2. Use digital collaborative tools to develop collective ideas.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Yoolgai, White Shell Dootl’izhii, Turquoise Shell Diichili, Abalone Shell Baashzhinii, Black Jet Yoo’, Yoostsah, Latsini, Jaatl’ool, Dah na’ayizii, K’eet’oh, Sis Lichi’i/Ligai, Tsiil’ool Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Student need to know the academic vocabulary wordsStudent need to know the gems, stones and shells


Student need to know some basic Navajo jewelry made for man and womenStudent need to know what characteristics areStudent need to know how to compare and contrast



Students have to be able to know…- the difference between a male and female- the care of appearances and valuable materialistic


Students have to be able to know…- listen to oral stories- how to discuss the difference - how to observe, compare and contrast length, color, and styles.- how to illustrate the male and female


Students will be able to compare and contrast the characteristics of stone, gems, and shellsStudents will be able to illustrate the academic vocabulary wordsStudents will be able to create a T-chart on men’s and women’s jewelryStudents will be able to sort men’s and women’s clothingThis 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: “A Summer’s Trade,” by Deborah Trotter , Internet resource/Google gemsWorksheet:, Teacher made resourceIllustrations: Posters/photos if not actual artifact of white shell, turquoises, abalone and black jetOther: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices












Unit: Places, History & Government





Locate and signify Window Rock, Chinle, Tuba City, Monument Valley and Shiprock on the Dine Bikeyah map.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)



College and Career Readiness Anchor Standards for Reading Key Ideas and Details:1. 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.College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing: 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Mathematical Practices(MP)



S2.C1.PO 1. Communicate with others as a whole class or small group using digital tools.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Ch’inili Tseghahoodzani Tonaneesdizi Tsebii’nidzisgai Dine bikeyah Ha’a’aah Shadi’aah E’e’aah NahookosDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Student need to know what a map is Student need to know the three states which the Navajo Nation is in.Student need to know the basics of map reading skills


Student need to know the general direction of Window Rock, Chinle, Tuba City, Monument Valley and Shiprock from students’ community.Student need to know a land mark characteristic of Window Rock, Chinle, Tuba City, Monument Valley and Shiprock.Students need to know what a land mark is



Students have to be able to know…- how to know create- what a map is- what familiar is- their directions- about places in their community. Example: stores, schools, chapter house and clinic.


Students have to be able to know…- how to look at images of significant places in the community- how to locate the images of the local places in reference of their school- how to identify the Navajo Nation Map and discuss significant places- to create their personal map and write labels to the significant


Students will be able to illustrate a simple land mark characteristic of Window Rock, Chinle, Tuba City, Monument Valley and ShiprockStudents will be able to label Window Rock, Chinle, Tuba City, Monument Valley and Shiprock on a mapStudents will be able to name the three states the Navajo Nation is inThis 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: Arizona Highway MagazineWorksheet: Teacher made resourcesIllustrations: Internet resource/Google Maps, Post card puzzles, Posters (CUSD)Other: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: Vocabularydocument.docx Page 58













Unit: Storytelling/Recreation





Demonstrate 2 more new string game designsIllustrate the male and female revolverCommon Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S3C R2PO1 – Demonstrate an understanding of Dineji of Haigohane’ (winter stories) and activities (e.g. string games);S3C R2PO2 – exemplify an understanding of the Traditional principles and values that encourages the maintenance of environmental harmony; respect the natural laws and order; and understanding the inter-dependency of non-living and living matter (e.g. the understanding of Navajo constellations – So’ Dine’e Baa hane’;


College and Career Readiness Anchor Standards for Reading Craft and Structure:4. 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 toneCollege and Career Readiness Anchor Standards for Writing 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.Mathematical Practices(MP)



S2.C3.PO 1. Identify challenges and digital strategies as a class to effectively communicate with other cultures.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Nahookos Bika’ii Nahookos Bi’aadii Nahookos Biko’ So’Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?


Student need to know the academic vocabulary Student need to know how to demonstrate an activityStudent need to know the concept of Navajo string gameStudent need to know the Navajo constellationsStudent need to know the constellations according to the seasons



Students have to be able to know…- what seasonal stories are- the names of the seasons- the purpose for string games- the characteristics for each season


Students have to be able to know…- how to read stories pertaining to seasons/string games- how to discuss the significance of the seasons- how to create an Illustration- how to match academic vocabulary words to seasonal pictures


Student will be able to create and demonstrate at least two string gamesStudent will be able to label two string gamesStudent will be able to illustrate the Navajo male (Big Dipper) and female (Cassiopeia) revolverThis 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: Sting Games /Video(San Juan), Na’atlo’ by Mike MitchellWorksheet: Teacher made resourcesIllustrations: Navajo Times, Leading the Way, Constellation posters (CUSD)Other: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional Rubricdocument.docx Page 61













Unit: Rug Weaving





Illustrate 4 wool preparations steps in sequential order.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S5C R2PO4 – Give and follow multiple-step directions;


College and Career Readiness Anchor Standards for Reading Key Ideas and Details: 2. Determine 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 Research to Build and Present Knowledge: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Mathematical Practices(MP)



S2. C1.PO 1. Communicate with others as a whole class or small group using digital tools.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Bee Ta’digeesh Bee Ha’nilchaad Bee Adizi Bee Da’Ilchiihi Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Illustrate 4 wool preparations steps in sequential order.Students need to know academic vocabulary words Students need to know the process of rug weaving: shear, card, spin and dyeStudents need to know wool preparation toolsStudents need to know how to manipulate wool preparation tools Students need to know about the safety of wool preparation tools




Students have to be able to know…- how to sequence- the Navajo rug weaving tools- the do’s and don’ts of handling rug tools- types of hard wood to make weaving tools


Students have to be able to know…- how to listen to read aloud- how to discuss the process of wool preparation, tools and vegetable dye- how to use a consensus wheel- how to pair share with peers - how to illustrate a rug design- how to identify the weaving tools


Student will create an illustration of sequence wool preparation as a groupStudent will color, cut, and paste the wool preparation process in sequential orderStudent will demonstrate the safety of wool preparation toolsThis 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: “The Goat in the Rug,” by Martin Link, “Wisdom Weaver,” by Jann JohnsonWorksheet: Teacher made resourceIllustrations: Poster/Sequential order in weaving (CUSD), “Leading the Way” (Mar. 09)Other: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices













Unit: Food





Explore 2 different types of food prepared from a sheepCommon Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S6C R2PO2 – Identify, explore and discuss the various types of Indian food and the process for preserving, conserving, and understand the traditional act of giving thanks for the abundance of food and /or wealth;


College and Career Readiness Anchor Standards for Reading Craft and Structure:4. 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.College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing:4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Mathematical Practices(MP)



S1.C2.PO 1. Identify elements of a digital model or simulation.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Atoo’ Atsaa’ Ach’ii’ Alk’iniilgizh Adil Atsii’ Akee’ DibeDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Explore 2 different types of food prepared from a sheepStudents need to know academic vocabulary words Students will need to know how to exploreStudents will need to know what prepared means as far as foodStudents will need to know what a sheep is


Students will need to know about nutritionPrerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledge


Students have to be able to know…- what traditional foods are- what animal and plant foods are- know how to illustrate food pyramids- meaning of fruit


Students have to be able to know…- how to identify and illustrate 2 type of traditional food not eaten today- how to listen a story- how to pair share with peers and name a favorite food item- how to retell a short summary of using past food or for the main idea


Students will use the academic vocabulary word in a simple sentenceStudents will create a recipe based on personal experience with a partnerStudents will label sheep body parts on a personalized posterStudents will illustrate a food pyramidThis 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: Internet resource/Google sheep/mutton/lambWorksheet: Teacher made resourceIllustrations: “Leading the Way” (Sept. 09), Navajo Times, Picture or photos of roast ribs, intestines, blood sausage and etc.Other: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices













Unit: Arts & Craft





Describe the significant parts of a cradle board and make a completed Cradleboard project.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S6C R1PO2 – Explore the significance of the traditional beliefs in child rearing practices (e.g., cradleboard…..)


College and Career Readiness Anchor Standards for Reading Key Ideas and Details: 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.College and Career Readiness Anchor Standards for WritingProduction and Distribution of Writing:4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Mathematical Practices(MP)



S1. C2.PO 2. Identify and describe how aspects of a situation change using models or simulations.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Awee’tsaal-Cradleboard, Nahasdzaan-Earth, Hayoolkaal-Dawn, Naatsiilid-Rainbow, Yadilhil-Sky, Atsiniltl’ish-Male lightening, Jaatl’ool- Ears, Shabitlool-Sun Ray, Naatsiilid agodi-Short Rainbow, Atsoolghal-Female lightening, Yoolgai-White Shell, Dootl’izhii-Turquoise ShellDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the Academic Vocabulary WordsStudents need to know what significant meansStudents need to know what the materials are made fromStudents need to know the Do’s and Don’ts of a CradleboardStudents need to know at least 4 parts of the Cradleboard




Students have to be able to know…- how to distinguish the difference between certain arts and crafts- how materials change between certain arts and craft


Students have to be able to know…- how to use vocabulary in a conversation during pair share- how to experiment materials for different textures- how to record different textures using graphic organizers- how to identify and name basic elements


Students will use the academic vocabulary word in a simple sentenceStudents will label at least 4 parts of a Cradleboard using CUSD posterStudents will compare and contrast the different types of materials used for CradleboardStudents will develop a T-Chart of the Do’s and Don’ts with a partnerThis 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: Internet resource/Google cradle boardWorksheet: Teacher made resourcesIllustrations: Poster/ Cradle Board (CUSD)Other: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices


Integration of ELP Strategies: (Language, Grammar, etc)Completed by SEI/ELP teachers (later)document.docx Page 70











Unit: Clans


Grade Level: 3rd Grade




Recite your 4 Clans; Nishli, bashishchiin, dashicheii, doo dashinaliCommon Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S4C R1 PO1 – Verbally introduce self in the traditional way by maternal and paternal clan; introduce parents, grandparents, or guardian by clan relationship, name and place of residence;


College and Career Readiness Anchor Standards for Reading Craft and Structure

2. 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.

College and Career Readiness Anchor Standards for Writing Range of Writing

2. 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.



S3:C2 PO 1. Conduct a search using keywords to narrow or broaden a search.PO 4. Organize information into major topics and create a list of ideas.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Nishli-I am Bashishchiin-Born for Dashicheii-My Maternal GrandfatherDashinali-My Paternal Grandfather Adoone’e-ClanDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the Academic Vocabulary Wordsdocument.docx Page 72

Students need to know how to orally introduce themselvesStudents need to know how to sequentially address their Navajo Clans properlyStudents need to know correct Kinship termsStudents need to know how to recite clans in Navajo



Students have to be able to know…- how to use the academic vocabulary words- that cheii is a Navajo term used to describe mother’s father- the general role of a cheii- about respecting elders- that listening to elders is similar to using classroom expectations and guideline- how to produce clear and coherent writing by retelling the sequential order of a story- how to answer open ended questions- how to comprehend informational texts- how to Identify the main purpose of a text- the classroom expectations and guidelines- how to identify- how to Introduction oneself, demonstrate and produce it with clear and coherent writing- how to comprehend and identify the main purpose of informational texts


Students have to be able to know…- how to a read aloud or read literature related to elders- how to discuss literature - how name cheii’s clan using a clan chart- how to make a connections with the clan chart- how to explain the process of introduction- how to Demonstrate Self Introduction using 1st, 2nd and 3rd clan- how to answer questions sequentially and clearly about the Clan Unit- how to explain the process of how to introduce the 3rd clan- how to point to the correct kinship of their 3rd clan using a Family clan chart


Students will write an acrostic poem using their clans.Students will orally recite their 4 clans in sequential orderStudents will complete a family kinship term worksheetThis 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: Internet resource/Google Clans/Relationships/KinshipsWorksheet: Teacher made resourceIllustrations: “Leading the Way”, Navajo Times, Picture or photos of clan Stories, Clan Pictures, Clan Wheel. etc.Other:Teacher Instructional Strategies: Research-based strategies that “fit.”Robert Marzono Strategies: Identifying Similarities & Differences, Summarizing &document.docx Page 73

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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices












Unit: Hogan






Classify four items in a Hogan and construct an 8 sided Hogan.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S4C R1PO6 – exemplify an understanding of the traditional construction and design of a Navajo Hogan and be able to tell of the significance of its essential elements: honeeshgish, ko’, to, ch’iyaan (four basic sacred food) and cooking preparation and utensils.




College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge

1. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.



S1:C4 PO 1. Use digital creativity tools to create original works.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Hooghan Nimazi Femal Hogan Tseebiigo Dik’ah Octagon Honeeshgish Fire PokerTo Water Ch’iyaan Food Ko’ Fire Place


Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Student need to know the academic vocabularyStudent need to know how to classify information from expository textStudent need to know some basic geometric shapes like hexagon or octagonStudent need to know how to write a paragraph to describe items in a HoganStudents need to know what materials are needed in a Hogan constructionStudents need to know how to properly enter a HoganStudents need to know the four directionStudents need to know the oral history of a hogan



Students have to be able to know…- the academic Navajo vocabulary words for the four cardinal directions- the four cardinal directions- how to recall the significance of the four colors related to the four directions- how to recall the clockwise teaching that is incorporated In the Hogan- how to Demonstrate projects- how to produce clear and coherent writing- how to comprehend informational texts through question- how to Identify the main purpose of a text


Students have to be able to know..- how to associate the Navajo colors to the four cardinal directions- how to write a simple sentence- how to illustrate a female Hogan- how show how to enter a Hogan through an illustrated diagram


Students will complete a crossword puzzle using academic vocabulary.Students will classify details from the storybook, “The First Hogan” story told by Don Moses Jr.Students will use tangrams or 3-D blocks to shape a hexagon or an octagonStudents will write a paragraph to include 4 details common in a hoganStudents will demonstrate entering the classroom in a clockwise cyclical manner like a HoganStudents will have pair share with peer and discuss elements of the story; “The First Hogan” story told by Don Moses Jr.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: Internet resource/Google Navajo Hogan, The First Hogan BookWorksheet: Teacher made resourceIllustrations: “Leading the Way” , Navajo Times, Picture or photos of Navajo HoganOther: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 & document.docx Page 76

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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices













Unit: Clothing






Name a traditional clothing for a man and a womanCommon Core Standards / State StandardsContent Standard:including CODE + (Rigor)

SIC R1PO5 – identify traditional dress styles of the Navajo people;


College and Career Readiness Anchor Standards for Reading Integration of Knowledge and Ideas

1. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge

1. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.






Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Deji’ee’ Shirt Tl’aaji’ee’ Pants Tl’aakal Skirt Ke ShoesYoo’ Necklace Jaa’ tl’ool Earrings Tsii’ tlool Hair Tie Latsini Bracelet Yoostsah RingDahna’ayizii Medicine Bag Sis Lighai Concho Belt Sis Lichi’i Sash Belt Kelchi Male Moccasin Kenitsaa Female Moccasins Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the Academic Vocabulary Words

* Please see "Research to Build and Present Knowledge" in Writing and "Comprehension and Collaboration" in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.document.docx Page 78

Students need to differentiate Male and Female ClothingStudents need to know what Traditional isStudents need to know what Clothing isStudents need to know where the Traditional Clothings come from



Students have to be able to know…- about Navajo jewelry made for man and women- what characteristics are- how to compare and contrast


Students have to be able to know…- how to compare and contrast the characteristics of men and women attire- how to illustrate the academic vocabulary words- how to create a T-chart on men’s and women’s attire- how to sort men’s and women’s clothing


Students will use Academic Vocabulary words to label clothing on CUSD man and woman clothing worksheetStudents will work in pairs to create a Self-Image of Traditional ClothingStudents will work on a Clothing Advertisement Activity to name a Traditional Clothing itemStudents will create a graph paper sash belt by calculating mathematical ratios between three colors used for sash belt.Students will write a personalize paragraph about Navajo ClothingThis 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: Internet resource/Google Native ClothesWorksheet: Teacher made resourceIllustrations: “Leading the Way”, Navajo Times, Pictures, Photos, illustration of Navajo ClothingCUSD resource materialOther Resources: Dine College Library and MuseumTeacher 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: Vocabularydocument.docx Page 79













Unit: Places/History and Government






Locate and describe 1 of the 4 Sacred Mountains on a map.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S3C R4PO3 – Describe and make inferences on personal connections, cherished moments to places in the immediate environment (e.g., Four Sacred Mountains)




College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge1. Draw evidence from literary or informational texts to support

analysis, reflection, and research.Mathematical Practices(MP)






Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Sisnaajinii Blanca Peak TsooDzil Mount Taylor Dook’o’oosliid San Francisco MountainDibeNitsaaHesperas MountainDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know the academic vocabularydocument.docx Page 81

Students will need to know what sacred isStudents will need to know the basic map reading skillsStudents will need to know characteristics of mountains to add details in descriptionStudents will need to know basic research skill using the internet to download images or reference materials



Students have to be able to know…- what a map is and be able to use map reading skills- the three states which the Navajo Nation is in- the general direction of Window Rock, Chinle, Tuba City, Monument Valley and Shiprock from

students’ community- what a land mark is and identify the characteristics of Window Rock, Chinle, Tuba City,

Monument Valley and ShiprockProcedural Knowledge: What procedures does the student need prior to engaging in this standard?

Students have to be able to know…- how illustrate a simple land mark characteristic of Window Rock, Chinle, Tuba City,

Monument Valley and Shiprock- how to label Window Rock, Chinle, Tuba City, Monument Valley and Shiprock on a map- how to name the three states the Navajo Nation is in


Students will label Navajo sacred mountains to its mountain imagesStudents will locate the four sacred mountains on a classroom map to identify the state it is inStudents will work in groups to brain storm description of mountain characteristicsStudents will demonstrate downloading images of the four Navajo sacred mountains using the internet.Students will use the internet to research the altitude, location, and basic environment of the mountains specifiedThis 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: Internet resource/Google , The Long Walk, Navajo Code Talkers DVD, Navajo TimesWorksheet: Teacher made resourcesIllustrations: “Leading the Way” , Navajo Times, CUSD Posters and illustrationOther: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 document.docx Page 82







Picture, act Out the Question, Equation, Solve the ProblemSTAR Strategy: Search, Translate, Assess and ReviewFrayer Model: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices













Recognize the differences of the constellations related to the string games.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S3C R2PO2 – exemplify an understanding of the Traditional principles and values that encourages the maintenance of environmental harmony; respect the natural laws and order; and understanding the inter-dependency of non-living and living matter (e.g. the understanding of Navajo constellations – So’ Dine’e Baa hane’;



1. 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 Readiness Anchor Standards for Writing Research to Build and Present Knowledge1. Gather relevant information from multiple print and digital sources,

assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.






Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?So’ Stars Na’a’tl’o’ String Games So’ tsoh Dilyehe So’ lani So’ bidee’e Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the academic vocabularydocument.docx Page 84

Students need to know what constellations areStudents need to know the geometric shape of a diamond in string game represents stars in generalStudents need to know the 4 basic string formations representing the sun, Pleiades, galaxy, cometStudents need to know the directions associated to 4 basic string formationsStudents need to know the origin story of who placed the stars in the universe



Students have to be able to know…- how to demonstrate an activity- the concept of Navajo string game- the Navajo constellations- the constellations according to the seasons


Students have to be able to know…- how to create and demonstrate at least two string games- how to label two string games- how to illustrate the Navajo male (Big Dipper) and female (Cassiopeia) revolver


Students will create and label Navajo string game after watching DVD or reading literatureStudents will use CUSD constellation images to illustrate and label themStudents will design and explore various star shapes using geometric shape diamondStudents will retell in paragraph about who placed the stars in the universe and add detailsThis 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: Internet resource/Google , “Journey to the Sun” DVD, Cats in the Cradle, Book of String Games.Worksheet: Teacher made resourceIllustrations: Constellation/String Game Posters CUSD, Picture or photos of Constellations/String Game etc.Other: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional document.docx Page 85














Unit: Rug Weaving






Name and design a cardboard rug weaving using weaving tools. Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S2C F2PO6 – Listen, participate, discuss and interpret meaning in patterns…that make up art, crafts…..PO7 – Observe, discuss and make inferences to relationships and variations in… art, crafts to other areas of academic skills: mathematics….



1. 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

College and Career Readiness Anchor Standards for Writing Text Types and Purposes

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.






Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Dah yistl’o Loom Ii’sinil Utensils Be’ezhoo’ Weaving Comb Bee ‘ak’intlish Batten Aghaa’ WoolDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the academic vocabulary words.document.docx Page 87

Students need to know how to use the weaving tools.Students need to know how to research for the types of rug designs.Students need to know how to construct a cardboard weaving loom.Students need to know how to manipulate the tools in the cardboard weaving loom. Students need to know the Do’s and Don’ts of the weaving tools and loom. Students need to the story origin of rug weaving.



Students have to be able to know…- the process of rug weaving: shear, card, spin and dye- the wool preparation tools- how to manipulate wool preparation tools - about the safety of wool preparation tools


Students have to be able to know…- how to create an illustration of sequence wool preparation as a group- how to color, cut, and paste the wool preparation process in sequential order- how to demonstrate the safety of wool preparation tools


Students will use academic words and create a diagram of the Navajo weaving loom.Students will model and demonstrate how to weave use the weaving tools.Students will research the different types of rug designs on the internet.Students will use a graph paper to design a Navajo rug design.Students will create a cardboard weaving loom and use the research design to create a Navajo rug.Students will write a poem about their Navajo Rug design. 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: Internet resource/Google Navajo Weaving, Rugs and Posts by H.L. James, Goats In the Rug by Martin LinkWorksheet: Teacher made resourceIllustrations: “Leading the Way”, Navajo Times , Pictures or photos of Navajo RugsOther: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 Reviewdocument.docx Page 88



















Understand and create a Navajo Sandpainting picture project.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S4C R2PO2 – Exemplify an understanding on the interdependency of living and non living matters; exemplify understanding for the act of reverence, sacredness and respect of all elements by the people




College and Career Readiness Anchor Standards for WritingRange of WritingWrite 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)Mathematical Practices(MP)






Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Iikaah Sand Painting Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?


Students will need to know academic vocabulary words. Students will need to know what a Navajo Sandpainting is.Students will need to know where, why and how a Navajo Sandpainting is made. Students will need to know research skills.Students will need to know which texture, sand minerals, and procedures of making a sandpainting. Students will need to know how to make culture connection.



Students have to be able to know…- what significant means- there are different materials for arts and craft- the Do’s and Don’ts of arts and craft materials- other Navajo arts and crafts


Students have to be able to know…- how to use the academic vocabulary word in a simple sentence- how to label and use CUSD posters and materials- how to compare and contrast the different types of materials used in arts and craft- how to develop charts using graphic organizers and to work with partners


Students will use the internet to research and attain reference books for information about sandpaintings. Students will use the images from research to identify the symbols in sandpaintings to create their own images on graph paper.Students will write a procedural paper about the process of sandpainting. Students will view images of the Tibetans culture and it’s sandpainting images to make culture connections. 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: Navajo Sandpainting by Mark Bati, Internet resource/Google, Arts & Crafts of the Native American Tribes by Michael G. Johnson Worksheet: Teacher made resourceIllustrations: Picture or photos of sandpaintingOther: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 document.docx Page 91













Unit: Food






Design a diagram of 3 foods prepared from corn.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S3C R3PO3 – Explore the culture and historical information associated with traditional preservation and preparation of native food (e.g., corn, cornmeal), utilizing grandparents, traditional practitioners, and Navajo studies teachers, and parents as consultants.



1. 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 Readiness Anchor Standards for Writing Research to Build and Present KnowledgeDraw evidence from literary or informational texts to support analysis, reflection, and research.Mathematical Practices(MP)



ET04-S3-C2-01. Use multiple search strategies to locate information.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Naadaa’ CornDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know the academic vocabulary words. Students will need to know the types of corn that the Navajo people harvest.


Students will need to know when corn is planted and harvest according to Pleiades. Students will need to know the parts of a corn plant. Students will need to know the various types of food that can be made from corn.Students will need to know how to research through the internet and reference materials.



Students have to be able to know…- how to explore- what prepared means as far as food- what other traditional Navajo foods there are- about nutrition


Students have to be able to know…- how to use the academic vocabulary word in a simple sentence- how to create a recipe based on personal experience with a partner- how to label feature/ character parts on a personalized poster- how to illustrate and know features of a food pyramid


Students will use the academic word to create a diagram of a corn and label the parts of the plant.Students will research on the internet and use reference materials to identify the different types of foods that can be made from corn. Students will create a booklet about the history and personal use of corn. Students will make/create a simple corn recipe. 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: Internet resource/Google, Native American Foods, Oxford Picture DictionaryWorksheet: Teacher made resourceIllustrations: “Leading the Way”, Navajo Times, Picture or photos of four basic food groups.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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional Rubricdocument.docx Page 94













Unit: Clans


Grade Level: 4thgrade



Name and identify maternal clan group among peers and used correct kinship.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S2C R1PO1 – Exemplify the understanding of a nucleus in a family structure and the role of each member; understand the significant roles of a grandmother and mother’s brother (ada’i/ahastoi);


College and Career Readiness Anchor Standards for Reading Key Ideas and Details: 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and IdeasCollege and Career Readiness Anchor Standards for WritingProduction and Distribution of Writing:4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audienceMathematical Practices(MP)



ET04-S6C1-0 3. Choose technology applications for a given activity/project.ET04-S6C2-03. Use a spreadsheet to record, organize, and graph information.Completed by SEI/ELP teachers (later)

Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Nishli Ke Shima Shimayazhi Shida’i Shi…Bi…Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know academic vocabulary words. Student s will need to know their mother’s clan.Students will need to know their mother’s clan group.Students will need to know the kinship terms when addressing their peers.Students will need to know the origin of the clan. document.docx Page 96

Students will need to know how to research for their clan using family members. Prerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledge


Students have to be able to know…- what orally introduce themselves is- to use sequence to address their Navajo Clans properly- the correct Kinship terms- how to recite clans in Navajo


Students have to be able to know…- how to write an introduction activity by using their clans- how to orally recite their 4 clans in sequential order- how to complete a family kinship term worksheet


Students will identify their maternal clan group from a clan group worksheet, chart, or wheel.Students will use family members to research maternal clan.Students will use reference books or other resources to research maternal clan.Students will create a clan card to properly introduce themselves to their peers. Students will create a t chart to distinguish who is maternal clan from peers.Students will use proper kinship terms with peers who are in the same maternal clan group.Students will create a class web of who is related to them. Students will orally recite their 4 clans and their maternal clan group and identify a peer of relation. 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: Internet resource/Google Clans/Relationships/ KinshipsWorksheet: Teacher made resourceIllustrations: “Leading the Way”, Navajo Times, CUSD Clan posterTeacher 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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practicesdocument.docx Page 97












Unit: Hogan





Distinguish the purpose and use of a Male Hogan.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S3C R1PO3 – Orally demonstrate an understanding of traditional construction of the various types of Hogan and be able to tell the significance of each;


College and Career Readiness Anchor Standards for Reading Key Ideas and Details: 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and IdeasCollege and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Mathematical Practices(MP)



ET04-S4C2-02. Generate alternative solutions using collected resources and data.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Hogan Alch’i’ adeez’a Hataal BeeHooghan Tacheeh Ilnazt’i’Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the academic vocabulary words. Students will need to know what a Male Hogan is.Students will need to know the construction materials to build a Male Hogan.Students will need to know the origin of the Male Hogan.document.docx Page 99

Students will need to know the purpose of a Male Hogan. Prerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledge


Students have to be able to know…- what to classify from expository text- geometric shapes like hexagon or octagon- a paragraph structure.- the materials needed to construction a Hogan- the proper way to enter a Hogan- the four directions- the oral history of a Hogan


Students have to be able to know…- to create and complete a vocabulary activity sheet- to recall and classify details from a storybook- use tangrams or 3-D blocks - to write a detail paragraphs- how to demonstrate entering the classroom in a clockwise cyclical manner like a Hogan- how to recall, pair share with peer and discuss elements of the story; “The First Hogan” story

told by Don Moses Jr.Assessments


Students will use academic vocabulary words to identify, create, and write about the Male Hogan.Students will construct a diorama of the Male Hogan.Students will use a Venn Diagram to compare and contrast the Male Hogan and Sweat Lodge. Students will do an oral presentation about their project. Students will do a gallery walk and use a rubric to rate each other’s projects. 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: Internet resource/Google, Lapahie.com, The Old Hogan by Berard Haile, The Navajo Sweat Lodge:San Juan CurriculumWorksheet: Teacher made resourceIllustrations: Hogan Models, “Leading the Way”, CUSD Hogan posters: Curriculum CenterTeacher 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 Reviewdocument.docx Page 100













Unit: Clothing





Describe the various early Navajo adopted clothing styles (Before the Long Walk).Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

SIC R1PO5 – Exemplify knowledge of the traditional significance on the various types of traditional dress styles of the Navajo people;


College and Career Readiness Anchor Standards for Reading Key Ideas and Details:1. 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.College and Career Readiness Anchor Standards for Writing Text Types and Purposes:2. Write 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)



ET04-S3C2-04. Use appropriate digital tools to synthesize research information and to develop new ideas.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Blue Jeans Boots Blouse Pleated Skirts Collared Shirts Bandana/ScarfDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know academic vocabulary words.Students will need to know what adopted means.Students will need to know time line of styles of clothes.Students will need to know types of fabric & clothing materials. document.docx Page 102

Students will need to know the social influences that caused the change in clothing styles. Students will need to know how to use a graphic organizer.Students will need to know how to research topics using various resources.



Students have to be able to know…- the Academic Vocabulary Words- what to differentiate in a Male and Female Clothing- what Traditional is- what Clothing is- the history of Traditional Clothing come from


Students have to be able to know…- how to use Academic Vocabulary words to label clothing on CUSD man and woman clothing

worksheet- how to work in pairs to create an image of Traditional Clothing- how to create a Traditional Clothing activity- how to create information about clothing using graphic organizers- how to write a personalize paragraph about Navajo Clothing


Students will use academic vocabulary words and categorize them by style: i.e. western, sports, casual and etc.Students will observe their own attire and identify style they are wearing.Student will label some fabric and cloth materials for reference.Students will use graphic organizer to compare and contrast present to 1800’s Navajo clothing style.Students will the internet or other resources to research the origin of a Native American ribbon shirt.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: Internet resource/Google, CUSD Curriculum Center, Native Threads.comWorksheet: Teacher made resourceIllustrations: “Leading the Way”, Navajo Times, CUSD Clan posterOther: Dine College Library/ MuseumTeacher 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 Reviewdocument.docx Page 103













Unit: Places, History & Government





Compare and Contrast a pictograph and petroglyph.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S7C R6. Access, view and respond to visual forms such as computer programs, video, artifacts, drawings, pictures and collages.


College and Career Readiness Anchor Standards for Reading Integration of Knowledge and Ideas:

1. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge:

1. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.



ET04-S1C4-02. Use digital collaborative tools to analyze information to produce original works and express ideas.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Tse Tseyi’ Naashch’aa’ Yiitseel pictograph petroglyphDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know the academic vocabulary wordsStudents will need to know the Anasazi culture.Students will need to know not to deface ancient rock art/symbolsStudents will need to know types of stones in the general region on the Navajo ReservationStudents will need to know how compare and contrast




Students have to be able to know…- what sacred is- the basic map reading skills- characteristics of a land feature to add details in description- basic research skill using the internet to download images or reference materials


Students have to be able to know…- how to label on an activity sheet- how to locate the four sacred mountain and identify them to its states- how to work in groups to brain storm description of land characteristics- how to demonstrate downloading images using the internet- how to use the internet to research the altitude, location, and basic environment features


Students will use creativity to define academic vocabulary using pictograph and petroglyph symbolsStudents will use the internet and other resources to research the Anasazi cultureStudents will use a graphic organizer to list the do’s and don’ts of pictograph and petroglyphStudents will label rock images that are common on the Navajo ReservationStudents will demonstrate a clay pictograph or petroglyph for a projectThis 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: Internet resource/Google, Rock Art Petroglyph and Pictograph Books and CDWorksheet: Teacher made resourceIllustrations: “Leading the Way” , Navajo Times, CUSD Time Line Poster “Navajo History Posters” & “A Guide to The Navajo/U.S. History Timeline”, Rough Rock Poster of TwinsOther: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practicesdocument.docx Page 106












Unit: Storytelling/Recreation





Define the meaning of names for each month on the calendar.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S3C R2PO2 – exemplify an understanding of the Traditional principles and values that encourages the maintenance of environmental harmony; respect the natural laws and order; and understanding the inter-dependency of non-living and living matter (e.g. the understanding of Navajo constellations – So’ Dine’e Baa hane’, winter/summer stories teaches mental soundness, sureness, and appropriate behavioral development;S4C R1PO3 – Explore and discuss for an indepth understanding the Navajo terminology that associate with the constellation;


College and Career Readiness Anchor Standards for Reading Key Ideas and Details:2. Determine 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 Text Types and Purposes:2. Write 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)



ET04-S4C2-01. Manage a learning project using digital planning tools to develop solutions.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?


Nahadizidi Naakits’aadah Aak’ee, Hai, Daan, Shi, Ghaaji’, Nilch’itsosi, Nilch’itsoh, YasNilt’ees, Atsa Biyaazh, Woozhch’iid, T’aachil, T’aatsoh, Ya’iishjaashchili, Ya’iishjaashtsoh, Bini’int’aatsosi, Bini’int’aatsohDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the academic vocabulary.Students need to know how to pronounce the 4 seasons in NavajoStudents need to know how to pronounce the 12 months in NavajoStudents need to know the 12 months from the Navajo perspective



Students have to be able to know…- what constellations are- that the description of an object, persons, and being lead to the Navajo Pronunciations - that story origins lead to Navajo names


Students have to be able to know…- how to create and label information from reading literature- how to use CUSD images/worksheets to illustrate and label- how to design and explore various information- how to retell using a paragraph with added details


Students will illustrate or download images from the internet to label months of the year in Navajo to make a booklet.Students will verbally mimic the months and seasons in Navajo on a digital recorder and re-listen to phonetic pronunciations for accuracy.Students will write a simple description of the Navajo months for each illustration or downloaded imagesThis 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: Internet resource/Google , “Journey to the Sun” DVD, Cats in the Cradle- Book of String Games.Worksheet: Teacher made resourceIllustrations: Constellation/String Game Posters CUSD, Picture or photos of Constellations/String Game etc.Other: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 takingdocument.docx Page 109







Math 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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices






Unit: Rug Weaving





Name the significant color and design a Ganado Red Rug pattern.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S3C R2PO3 – Exemplify general knowledge acquired on the traditional use of plants (e.g., for herbs, food, ointment, tools, dwelling materials);


College and Career Readiness Anchor Standards for Reading Key Ideas and Details: 1. 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.College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Mathematical Practices(MP)



ET04-S1C4-01. Analyze information using digital creativity tools to create original works and express ideas.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Diyogi Aghaa’ Dahyistl’oh Bee Ak’iniltl’ish Bee Adzooi Lichii’ Lizhin Ligai Atl’oh Noodooz Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know the academic vocabularyStudents will need to know different rug designsStudents will need to know what a Ganado Rug pattern isStudents will need to know there are three phases of Ganado rug designdocument.docx Page 111

Students will need to know the primary colors associated to Ganado rugsStudents will need to know the location on the Navajo Reservation, where Ganado rugs are generally produced.Students will need to know the geometric shapes associated to Ganado rug designs.



Students have to be able to know…- the use the weaving tools- types of rug designs- the construct of cardboard weaving loom- the manipulations of the tools in the cardboard weaving loom- the Do’s and Don’ts of the weaving tools and loom- the story origin of rug weaving


Students have to be able to know…- how to use academic words and create a diagram of the Navajo weaving loom- how to model and demonstrate how to weave use the weaving tools- how to research the different types of rug designs on the internet- how to graph paper to design a Navajo rug design- how to a Navajo weaving loom is designed and created- how to write a narrative about their Navajo Rug design.


Students will create and complete a word search puzzle using academic vocabulary words.Students will use the internet or other resources to gain information about Ganado rug pattern.Students will use graph paper and produce common geometric patterns for a Ganado rug design.Students will write comparison of the three phases of Ganado rug patternsThis 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: Internet resource/Google Navajo Weaving, Rugs and Posts by H.L. JamesWorksheet: Teacher made resourceIllustrations: “Leading the Way”, Navajo Times, Pictures or photos of Navajo Rugs, Book Titles: Goats In the Rug by Martin LinkOther: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 Problemdocument.docx Page 112







STAR Strategy: Search, Translate, Assess and ReviewFrayer Model: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices






Unit: Arts & Crafts





Name the colors and design a Navajo Sash.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S5C R3PO1 – Recall and retell of American Indian stories related by elders, students, consultants or from video tapes.


College and Career Readiness Anchor Standards for Reading Key Ideas and Details:2. Determine 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 Research to Build and Present Knowledge:7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Mathematical Practices(MP)






Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Sis Lichi’I Dahyistl’oh Aghaa’ Bee Adzooi Bee Ak’iniltl’ishLichii’ Ligai Lichee Ta tlidgoodotlizhDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know the academic vocabulary words.Students will need to know what a Navajo Sash belt is.Students will need to know that a Sash belt is a female belt.Students will need to know primary colors associated to a sash belt and its meaning.Students will need to know the story about sash belt


Students will need to know different methods of weaving a sash belt with other cultures.Prerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledge


Students have to be able to know…- where, why and how an arts and craft is made- research skills to gather information about a topis- there are materials and procedures when making a Navajo Arts and Craft- how to make culture connection


Students have to be able to know…- how to use the internet to research and attain reference books for information about topic- how to use the images from research to identify the symbols and colors to create their own images on

graph paper- how to write a procedural paper about the process of the Navajo arts and craft topic- how to use images to make culture connections


Students will use academic vocabulary words in categorizing tools, colors and methods.Students will distinguish the relation between the Navajo Sash with a South American Sash.Students will use the primary colors to design a Navajo sash. Students will analyze the techniques of Navajo sash weaving. Students will create a survey of who owns a Navajo Sash and graph the results.Students will recall information about the Navajo Sash by creating a brainstorm web. 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: Internet resource/Google Native American Sash Belts, A Sash Belt for Rosie/CUSD Curriculum CenterWorksheet: Teacher made resourceIllustrations: Sash Belts, Sash Belt Looms, “Leading the Way”, Pictures or photos of Sash BeltsOther: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional Rubricdocument.docx Page 115













Unit: Food





Choose 3 dried foods to explain the many ways of preparing for a meal.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S6C R2PO2 – Identify, explore and discuss the various types of Indian food and the processes for preserving, conserving, and understand the traditional act of giving thanks for the abundance of food and/or wealth (e.g., Hozhooji, the Blessing Way Ceremony performed in expression of appreciation for life, living and existence); and


College and Career Readiness Anchor Standards for Reading Key Ideas and Details:1. 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.College and Career Readiness Anchor Standards for Writing Text Types and Purposes:2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of contentMathematical Practices(MP)



ET04-S3C2-01. Use multiple search strategies to locate information.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Ch’iyaanAtsi’ Naadaa’ Ch’ilbineest’a’ Ch’ilNanise’Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students will need to know academic vocabulary words.


Students will need to know what dried foods are.Students will need to know the food pyramid.Students will need to how the dried foods are prepared.Students will need to know what a healthy meal consist of. Students will need to know how to explain and present. Students will need to know what dehydrated foods are. Students will need to know how to reference past procedures of dry food making to present.



Students have to be able to know…- the types of corn that the Navajo people harvest- when corn is planted and harvest according to Pleiades- the parts of a corn plant- the various types of food that can be made from corn- how to research through the internet and reference materials


Students have to be able to know…- how to use the academic word to create a diagram and label the parts of the plant/food- how to research on the internet and use reference materials to identify the different types of

foods that can be made from different types of food- how to create a booklet about foods- how to make/create a simple recipe


Students will use vocabulary words to design and create a menu.Students will categorize dried food into a food pyramid. Students will generate ideas on a consensus map of dehydrated foods. Students will present 1 of the projects from a choice board activity to peers. 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: Internet resource/Google Navajo FoodWorksheet: Teacher made resourceIllustrations: “Leading the Way”, Pictures or photos of Navajo FoodsOther: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 Problemdocument.docx Page 118







STAR Strategy: Search, Translate, Assess and ReviewFrayer Model: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices






Unit: Clans


Grade Level: 5th Grade




Name and identify kinship through paternal clan groupCommon Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S1C F1PO1 – Demonstrate social, cultural and historical understanding of their own extended clan family history through maternal and paternal context;PO2 – Use correct kinship terms with extended clan family members, students, staff and community people (e.g., shimayazhi, shida’i, shibizhi, shizhe’eyazhi, shizeedi, shimasani, shicheii, shinaliasdzaandooshinalihastiin);





TechnologyStandard:including CODEELP Standard:including CODE


Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?K’e ah’doone’e’ shimayazhi, shiyaazh, shida’i, shibizhi, shizhe’eyazhi, shizeedi, shinaliasdzaandooshinalihastiinDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the academic vocabularyStudent s will need to know their father’s clan.


Students will need to know their paternal clan group.Students will need to know the kinship terms when addressing their peers.Students will need to know the origin of their paternal clan groups. Students will need to know how to research for their paternal clan using family members.



Students have to be able to know- the academic vocabulary words - their mother’s clan- their mother’s clan group- the kinship terms when addressing their peers- the origin of the clan- how to research for their clan using family members


Students have to be able to know- how to use the clan group worksheet, chart, or wheel to identify clan groups- to use family members to research clans- to use reference books or other resources to research clans- how to create a clan card to properly introduce themselves to their peers - how to use a graphic organizer and use it for kinship terms with peers who are in the clan

groups- how to create a class web of who is related to them- how to orally recite their 4 clans and state their clan group


Students will identify their paternal clan group from a clan group worksheet, chart, or wheel.Students will use family members to research paternal clan.Students will use reference books or other resources to research maternal clan.Students will create a clan card to properly introduce themselves to their peers. Students will create a T-chart to distinguish who is/are paternal clan from peers.Students will use proper kinship terms with peers who are in the same paternal clan group.Students will create a class web of who is related to them. Students will orally recite their 4 clans and their paternal clan group and identify a peer of relation. 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: Internet resource/Google, Navajo Clans, Lapahie.comWorksheet: Teacher made resourceIllustrations: “Leading the Way”, Navajo Times, Navajo Clan Chart/CUSD Curriculum CenterOther Sources: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, document.docx Page 121

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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices












Unit: Hogan






Name and identify the correct place where a traditional wedding takes place Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S1C F1PO3 – Analyze a particular cultural event (e.g., naming, first laugh, anointing of corn pollen, traditional puberty and wedding celebration, appropriate teasing from grandmothers and uncles); understand the logic for an individual of a different culture to respond to it differently;S2C F1PO6 – Describe how family, gender, ethnicity and institutional affiliations contribute to personal identity; recall and retell information on the first Hogan, share the significance of the Navajo games: moccasin, stick and string; understand the significance of honeeshgish (fire poker), ko’ (fire), to (water), and ch’iyaan (food); and


College and Career Readiness Anchor Standards for Reading Key Ideas and Details Assess how point of view or purpose shapes the content and style of a text. College and Career Readiness Anchor Standards for Writing




Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Hooghan nimazi, ts’aa, tadidiin water jug, alts’eeh, Lii neelkaad, groom, bride, Ko’, To


Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know Academic Vocabulary WordsStudents need to know the differences of a Traditional and Modern WeddingStudents need to know the type of Hogan used for a Traditional weddingStudents need to know the significant of a Traditional weddingStudents need to know the proper seating arrangements for families



Students have to be able to know…- the academic vocabulary words - what a Male Hogan is- the construction materials to build a Male Hogan- the origin of the Male Hogan- the purpose of a Male Hogan


Students have to be able to know…- the academic vocabulary words to identify, create, and write about a Hogan- how to construct a diorama of a Hogan- how to use a Venn Diagram to compare and contrast Hogans- how to do an oral presentation- how to rate using a rubrics for grading peers’ projects


Students will create a Haiku Poem using the Academic Vocabulary WordsStudents will summarize a story of a Navajo Traditional weddingStudents will draw a Female Hogan and label the specific areas affiliated with a Traditional weddingStudents will utilize a Venn Diagram to compare and contrast a Traditional/Modern weddingThis 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: Internet resource/Google , Navajo Hogan Lapahie.com, The First Hogan by ???Worksheet: Teacher made resourceIllustrations: “Leading the Way”, Navajo Times Navajo Hogan/CUSD Curriculum CenterOther: Chinle Visitor’s CenterTeacher 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 Reviewdocument.docx Page 124













Unit: Clothing





Describe the various later Navajo adopted clothing styles ( After the Long Walk).Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S2C F2PO3 – Participate in traditional activities; use the customs and languages associated with those activities (e.g., American Indian Day, cultural connection project, traditional dress-up, native food day, native arts and crafts bazaar, pow wow, traditional social song and dance, grandparent’s day, Cinco de Mayo);


College and Career Readiness Anchor Standards for Reading Key Ideas and Details Analyze how and why individuals, events, and ideas develop and interact over the course of a text. College and Career Readiness Anchor Standards for Writing




Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Anglo, Mexican, Spanish, contemporary, western, sports, casual attire, work clothingDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the Academic Vocabulary WordsStudents need to know how to view a time-lineStudents need to know how economics relates to clothingStudents need to know to compare and contrast the traditional/Adopted clothing




Students have to be able to know…- the academic vocabulary words- how to construct a time line - the types of fabric & clothing materials- how social change influences changes in clothing style- how to use a graphic organizer- how to research topics using various resources.


Students have to be able to know…- the academic vocabulary words and categorize them by style: i.e. western, sports, casual and

etc- how to observe their own attire and identify style they are wearing- how to label some fabric and cloth materials for reference- how to use graphic organizer to compare and contrast clothing styles- how to use the internet or other resources to research the origin of Native American clothes


Students will create a cross-word puzzle using the Academic Vocabulary wordsStudents will illustrate a time-line with dates according to clothing stylesStudents will design a Venn Diagram to compare/contrast the economics of Trading and buyingThis 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: Internet resource/Google , Navajo ClothingWorksheet: Teacher made resourceIllustrations: “Leading the Way”, Navajo Times, Navajo Clothing/CUSD Curriculum CenterOther: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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practicesdocument.docx Page 127












Unit: Places Historyand Government






Describe and locate the significant of the Long Walk.Name 3 Navajo leaders pertaining to that Era.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S3C F4PO1 – Examine persistent issues involving the rights, roles and status of individuals in relation to the general welfare of a community and growth; discuss write about pass leadership, leaders and notable events that are of significance to the development of the local government; and share information with community;S4CFPO2- Identify and use various resources for reconstructing the past, such as documents, maps, textbooks, interviews with elders and photos;


College and Career Readiness Anchor Standards for Reading Key Ideas and Details 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. College and Career Readiness Anchor Standards for Writing


TechnologyStandard:including CODE ELP Standard:including CODE


Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Clan headmen, Naataani, bands, conflict era, treaty, dine’ bikeyah, Manuelito and Barboncito,


http://en.wikipedia.org/wiki/Barboncito

http://en.wikipedia.org/wiki/Manuelito

Narbona, settlementsDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the Academic Vocabulary WordsStudents need to know the route of the Long WalkStudents need to know names of Navajo LeadersStudents need to know why the Long Walk occurredStudents need to know the locations of Fort Canby, Fort Wingate and Fort Sumner



Students have to be able to know…- the academic vocabulary words- the general region on the Navajo Reservation- how compare and contrast


Students have to be able to know…- how to use creativity to define academic vocabulary - how to use the internet and other resources to research the Navajo culture- how to label images that are common on the Navajo Reservation- how to demonstrate a presentation


Students will create an Acrostic Poem from the word LONG WALKStudents will illustrate the Long Walk route and label the correct locationsStudents will describe 3 leaders who played a role in the Long WalkStudents will write a summary of the events occurred during the Navajo Long Walk era


UNIT Resources & InstructionSupplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.Book titles: Internet resource/Google , The Long Walk: The Story of Navajo Captivity (Great Journeys) Raymond Bial, Lapahie.comWorksheet: Teacher made resourceIllustrations: “Leading the Way”, Navajo Times, Navajo History Posters: CUSD Other: Chinle Visitor’s CenterTeacher 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 Reviewdocument.docx Page 130







http://www.amazon.com/Raymond-Bial/e/B000APJ8RG/ref=ntt_athr_dp_pel_1

http://en.wikipedia.org/wiki/Narbona













Define and describe the natural resources used for survival skills.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S2CF3PO1-describe and compare how various American Indian tribes have historically satisfied their basic economics needs and wants through the production of goods in different regions of North America (e.g. hunting, fishing, seed and plant gathering, farming, trading, arts and crafts);PO2- locate and discuss the importance of tribal economic activities that make use of natural resources on the reservation (e.g. agriculture, mining, fishing, forestry, ranching, arts and crafts);S3C F3


College and Career Readiness Anchor Standards for Reading Craft and Structure 4. 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. College and Career Readiness Anchor Standards for Writing




Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Hunting skills, survive, conserve, instinct, resource, water, fire, plants, Herbal medicine, woodDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?


Students need to know Academic Vocabulary WordsStudents need to know what survival skills isStudents need to know what natural resource isStudents need to know about ForestryStudents need to know about Livestock managementStudents need to know about their surrounding regions and its resources



Students have to be able to know…- the seasons that associate with the months


Students have to be able to know…- how to illustrate or download images from the internet- how to write a simple description of the illustrations or downloaded images from the internet


Students will classify Academic Vocabulary words according to their groupsStudents will use a graphic organizer to group different resources according to their regionStudents will outline livestock management skillsStudents will produce a map within their region and label its resourcesThis 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: Internet resource/Google Navajo StoryTellingWorksheet: Teacher made resourcesIllustrations: “Leading the Way”, Navajo TimesOther: Coyote and Beaver DVD, “Where the Highway Ends” DVDTeacher 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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices












Unit: Rug Weaving






Compare and describe a Two Grey Hills and storm pattern rug weaving design.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S3C F2PO1- exchange information with elders, culture teachers and traditional practitioners on performing arts, social events, hands on activities, songs and oral history (hane’) associated to preparation of wool, loom and tools for weaving, farming and harvesting, corn grinding and corn meal preparation, etc;


College and Career Readiness Anchor Standards for Reading Craft and Structure 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. College and Career Readiness Anchor Standards for Writing




Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Textile, warp, weft, batten, botany, vegetable dye, wool, designs, regional areas, dine bikeyahDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know Academic Vocabulary WordsStudents need to know the significant of a Two-Grey Hill/Storm pattern rugStudents need to know the value of a rug


Students need to know the location of a rugStudents need to know about the various types of plants for dye



Students have to be able to know…- the academic vocabulary- different rug designs- what a Ganado Rug pattern is, it’s phases, colors, shapes and location- the geometric shapes associated rug designs


Students have to be able to know…- how to create and complete an activity when using academic vocabulary words- how to use the internet or other resources to gain information about rug patterns- how to use graph paper and produce common geometric patterns for a rug design- how to write comparison of rug patterns


Students will write sentences using the Academic Vocabulary WordsStudents will create a Venn diagram to compare and contrast the 2 different rugsStudents will discover the uniqueness of a rug and predict a cost of a rug.Students will name a rug design and locate the place on a Navajo Nation MapStudents will experiment with different vegetable dyesThis 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: Internet resource/Google Rugs and Post by H.P. James, Lapahie.comWorksheet: Teacher made resourcesIllustrations: “Leading the Way”, Navajo Times, Navajo Hogan Chart/CUSD Curriculum CenterOther: Local Rug Weavers/ConsultantsTeacher 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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practicesdocument.docx Page 136












Unit: Food






Illustrate 3 foods adopted from other cultures.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S2C F2PO3 – Participate in traditional activities; use the customs and languages associated with those activities (e.g., American Indian Day, cultural connection projects, traditional dress-up, native food day, native arts and crafts bazaar, pow wows, traditional social song and dance, grandparent’s day, Cinco de Mayo);PO4 – Explain and give example of how various cultures and customs attribute to bridging an understanding of literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors in development and transmission of culture (e.g., Mexican, Apache, Ute, Pueblo influences on the Navajo language and culture)


College and Career Readiness Anchor Standards for Reading Key Ideas and Details 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. College and Career Readiness Anchor Standards for Writing






Beef Stew, Frybread, Coffee, Tortillas, Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the Academic Vocabulary WordsStudents need to know about the food pyramidStudents need to know the ingredients of some adopted foodStudents need to know measurements of preparing foodStudents need to know the accurate temperature of cooking foodStudents need to know the exact ratio of mixing ingredients



Students have to be able to know…- the academic vocabulary words- what dried foods are- the food pyramid- how the dried foods are prepared- what a healthy meal consist of- how to explain and present- what dehydrated foods are - how to reference past procedures of dry food making to present


Students have to be able to know…- how to use vocabulary words to design and create a food activity worksheet- how to categorize foods into a food pyramid - how to generate ideas on a consensus map of different types of foods- how to present to peers 1 of the projects from a choice board activity


Students will play food bingo using the Academic Vocabulary WordsStudents will categorize adopted food on a food pyramidStudents will write a recipeStudents will mix the right ratio in preparing an adopted foodStudents will record the temperature of different thermometer settings of preparing food


UNIT Resources & InstructionSupplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.Book titles: Internet resource/Google Navajo Silver smithWorksheet: Teacher made resourcesIllustrations: “Leading the Way”, Navajo TimesOther: Navajo Arts and CraftsTeacher 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, document.docx Page 139

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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices


















Name and describe the tools for Silversmith. Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S2C F3PO1- describe and compare how various American Indian tribes have historically satisfied their basic economic needs and wants through the production of goods in different regions of North America (e.g. hunting, fishing, seed and plant gathering, farming, trading, arts and crafts);S4C F2PO7- analyze and make references to Native music, dances, arts, crafts and songs as an expression of balanced within health, emotion and spiritually; to strive for living in harmony with the environment.


College and Career Readiness Anchor Standards for Reading Key Ideas and Details evidence when writing or speaking to support conclusions drawn from the text. Determine 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




Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Tools, design, hammer, silver, economy, torch, solder, stamps, buffer, moldDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?


Students need to know Academic Vocabulary WordsStudents need to know silversmithing toolsStudents need to know the uses of tools in silversmithingStudents need to know how to process silver for silversmithing



Students have to be able to know…- the academic vocabulary words- what a Navajo belt is- the difference between a female and male belt- the meanings/purpose of female and male attire- the story about female and male clothing- different attire to other cultures


Students have to be able to know…- how to use academic vocabulary words in categorizing tools, colors and methods- how to distinguish the relation between other cultures- how to use the primary colors for traditional attire- how to analyze traditional clothing- how to create a survey and graph the results- how to recall information and create a brainstorm web


Students will write a 1 page summary using Academic Vocabulary WordsStudents will play a race game to name the tools correctlyStudents will demonstrate the proper way of using toolsStudents will create a piece of jewelry using silver and show the end product to the classThis 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: Internet resource/Google Navajo Silver smithWorksheet: Teacher made resourcesIllustrations: “Leading the Way”, Navajo TimesOther: Navajo Arts and CraftsTeacher 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 Reviewdocument.docx Page 142













Unit: Clan


Grade Level: 6th



Name and identify maternal & paternal Grandfather’s clan group and kinship.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S1C F1PO1 – Demonstrate social, cultural and historical understanding of their own extended clan family history through maternal and paternal context;PO2 – Use correct kinship terms with extended clan family members, students, staff and community people (e.g., shimayazhi, shiyaazh, shida’i, shibizhi, shizhe’eyazhi, shizeedi, shimasani, shicheii, shinaliasdzaandooshinalihastiin);


College and Career Readiness Anchor Standards for Reading Craft and Structure 4. 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. College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Mathematical Practices(MP)



ET06-S6C2-03. Produce simple charts and graphs from data in a spreadsheet.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?shimayazhi, shiyaazh, shida’i, shibizhi, shizhe’eyazhi, shizeedi, shimasani, shicheii, shinaliasdzaandooshinalihastiin


Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to identify academic vocabulary.Students need to use communication skills to orally introduce themselves in Dine.Students need to know what maternal and paternal meansStudents need to know maternal & paternal grandfather clan groupsStudents need to know the kinship terms



Students have to be able to know- kinship by using clan groups- kinship terms when addressing their peers- how to research for clan groups using family members


Students have to be able to know- their clan groups from a clan group worksheet, chart, or wheel- how to use family members to research clans- how to use reference books or other resources to research clans- how to use clan cards to properly introduce themselves to their peers - how to use a graphic organizers to distinguish who is/are clan from peers- how to use proper kinship terms with peers who are in the same clan group- how to use a class web - how to recite their 4 clans, their clan groups and identify a peer of relation


Students will be able to listen to a Dine oral story based on the Creation of the Four Original Clans.Students will be able to use communication skills to orally introduce themselves in Dine.Students will be able identify clan groups using clan sheets, clan wheel and clan posterStudents will be able identify maternal and paternal definitions using dictionary, internet and other sources.Students will be able identify Dine kinship by compare and contrast clans with peers.Students will be able to create a personal clan poster, including maternal and paternal clan groups.Students will be able to write and complete a Paragraph Frame.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: Internet resource/Google Navajo Clans Lapahie.comWorksheet: Teacher made resourcesIllustrations: “Leading the Way”, Navajo Times, Navajo Clan Chart/CUSD Curriculum CenterOther: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, Brainstormingdocument.docx Page 145

Learning 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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices












Unit: Hogan


Grade Level: 6th



Compare, contrast, and illustrate a traditional & modern Hogan.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S1C F2PO4 – Understand and demonstrate traditional knowledge of the various types of Navajo dwellings and the significance of each (e.g., make inference to a careful site selection, ground preparation and building a strong understanding of adil’idli, doo hol’ili doo adaa’akohwiindzin);S2C F1PO6 – Describe how family, gender, ethnicity and institutional affiliations contribute to personal identity; recall and retell information on the first Hogan, share the significance of the Navajo games: moccasin, stick and string; understand the significance of honeeshgish (fire poker), ko’ (fire), to (water) and chiyaan (food); and


College and Career Readiness Anchor Standards for Reading Key Ideas and Details 1. 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. College and Career Readiness Anchor Standards for Writing Text Types and Purposes*3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Mathematical Practices(MP)







Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Hooghan nimazi, many legged, log cabin, modern home, forked, sweat lodgeDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to listen to a Dine oral story or read literature about traditional shelters.Students need to compare, contrast, and illustrate a traditional & modern Hogan.Students need to compare, contrasts Male and Female HoganStudents need to know the 6 Dine sheltersStudents need to know geometrical shapesStudents need to know the definition of scale



Students have to be able to know- about the history of the Hogan and construct a many legged Hogan - the purpose of many legged Hogan


Students have to be able to know- how to create a poem using the Academic Vocabulary Words- how to summarize a story - how to draw a Hogan and label - how to utilize a Venn Diagram to compare and contrast


Students will be able to listen to a Dine oral story about traditional shelters.Students will be able to compare and contrast Dine male and female shelters.Students will be able to compare and contrast Dine traditional and modern shelters.Students will be able to compare and contrast geometric shapes of Dine shelters.Students will be able to use creativity to illustrate six Dine shelters.Students will be able to use creative, analytical, critical and mathematical skills to scale model a Dine shelter.Students will be able to write and complete a Paragraph Frame.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: Internet resource/Google , Navajo Hogan Lapahie.com, The First Hogan, Don MosesWorksheet: Teacher made resourcesIllustrations: “Leading the Way”, Navajo Times, Navajo Hogan/CUSD Curriculum CenterOther: Chinle Visitor’s CenterTeacher 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 document.docx Page 148













Unit: Clothing


Grade Level: 6th



Differentiate contemporary clothing styles.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S2C F2PO3 – Participate in traditional activities; use the customs and languages associated with those activities (e.g., American Indian Day, cultural connection projects, traditional dress-up, native food day, native arts and crafts bazaar, pow wows, traditional social song and dance, grandparent’s day, Cinco de Mayo);


College and Career Readiness Anchor Standards for Reading Key Ideas and Details 2. Determine central ideas or themes of a text and analyze theirdevelopment; summarize the key supporting details and ideas. College and Career Readiness Anchor Standards for Writing Text Types and Purposes* 2. Write 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)



ET06-S2C3-01. Participate in communication at a distance with others of different cultures or geographic areas to gain different perspectives of topics.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Contemporary, western, sports, casual attire, slacks, dress shirts, tie, boots, tennis shoes, sandalsDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the Academic Vocabulary Wordsdocument.docx Page 150

Students need know what differentiate contemporary clothing styles means.Students need to know proper traditional clothing attire for traditional ceremonies or other Dine social functions.Students need to know what analyze means



Students have to be able to know- about various later Navajo adopted clothing- how to construct a time line- Supply and demand reflects the textile industry


Students have to be able to know- students will create an activity using the Academic Vocabulary wordsstudents will illustrate a time-line - students will design a Venn Diagram to compare and contrast


Students will be able to listen to a Dine oral story based on wearing proper clothing attire.Students will be to identify academic vocabulary words using dictionary, internet and other sources.Students will be able to analyze the way individuals wear contemporary clothing styles by comparing student’s style to peers. Students will be able to use creative thinking skills to develop a contemporary Native American ribbon shirt.Students will be able to write and complete a paragraph frame.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: Leading the WayWorksheet:Illustrations: Navajo Times PicturesOther: Biilee’, Navajo Times “Return of Juanita Manuleto’s Dress” , Stories: History of Navajo Clothing.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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional document.docx Page 151













Unit: Places, History and Government


Grade Level: 6th




Identify and name a Navajo Leader who signed the Treaty of 1868. Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S3C F4PO1 – Examine persistent issues involving the rights, roles and status of individuals in relation to the general welfare of a community and growth; discuss write about pass leadership, leaders and notable events that are of significance to the development of the local government; and share information with community;S4C F3PO8 – research both the Indian point of view and the non-Indian perception of a controversial social, economic, political and environmental issue that has a geographic dimension (e.g., Indian water rights, eminent domain, allotted land, school boundaries, reservation boundaries).


College and Career Readiness Anchor Standards for Reading Key Ideas and Details 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Mathematical Practices(MP)



ET06-S3C2-05. Follow copyright laws when using text, images, videos and/or other sources and obtain permission to use the work of others and cite resources appropriately.



Clarifications of Content Standarddocument.docx Page 153

Academic Vocabulary: What academic vocabulary does the student need to know?Holocausts, era, treaty, accord Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to identify and name a Navajo Leader who signed the Treaty of 1868.Students need to know what the Treaty of 1868 isStudents need to know what articles are in the TreatyStudents need to know where the treaty was signed



Students have to be able to know- about describing and locating the significant of the Long Walk- about 3 Navajo leaders pertaining to that Era of the Long Walk - about 3 US Forts on or near the current Navajo Nation


Students have to be able to know- students will create a poem using the academic vocabulary wordsstudents will illustrate a route and label for mapping - students will describe event(s)- students will write a summary of event(s)


Students will be able to listen to a Dine oral story based on the Dine Long Walk.Students will be able to identify Dine Leaders who signed on the Treaty of 1868 using various resources.Students will read and analyze a copy of the Treaty of 1868 and discuss important aspects of the document.Students will be able to generate a personal poster about how the Treaty of 1868 affected the Dine then and present time.Students will write and complete a Paragraph Frame.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: Internet resource/Google, The Long Walk: The Story of Navajo Captivity (Great Journeys) Raymond Bial, Lapahie.comWorksheet: Teacher made resourceIllustrations: “Leading the Way”, Navajo Times, Navajo History Posters: CUSD Other Sources: Chinle Visitor’s CenterTeacher 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 takingdocument.docx Page 154







http://www.amazon.com/Raymond-Bial/e/B000APJ8RG/ref=ntt_athr_dp_pel_1

Math 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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices








Grade Level: 6th




Categorize contemporary and traditional games.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S3C F3PO 7- identify and describe ways various ethnic cultures influence individuals’ daily life (e.g. hair style, attire, types of activities enjoyed: rodeos, dancing, rollerblading, basketball and other sport); identify various attitudes and behaviors adapted;


College and Career Readiness Anchor Standards for Reading Key Ideas and Details 2. Determine 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 Text Types and Purposes* 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Mathematical Practices(MP)



ET06-S6C2-02. Compose a document that applies intermediate formatting.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Moral, values, oral story, shoe game, stick game, string game, hoop gameDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the Academic Vocabulary WordsStudents need to know how to categorize contemporary and traditional games.Students need to know about the Dine Coyote Tales


Students need to know about the winter gamesPrerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledge


Students have to be able to know- how to use the academic vocabulary words- how to compare and contrast- how to listen and comprehend stories- the four seasons


Students have to be able to know- how to classify Academic Vocabulary words according to their groups- how to use a graphic organizer to group different resources according to their region- how to recall and write relevant information


Students will be able to view Dine Coyote Tales on DVD and write a summary of one tale.Students will be able to discuss moral and values to be learned from Coyote Tales Students will be able to associate moral and values from Coyote Tales to contemporary games how rules and regulations are designed for sportsmanship.Students will be able to create a Venn Diagram and categorize games to season they are commonly played in.Students will be able to participate in a simple game of Dine stick game.Students will be able to write and complete a Paragraph Frame.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: Internet resource/Google, Navajo StorytellingWorksheet: Teacher made resourceIllustrations: “Leading the Way”, Navajo TimesOther Sources: Coyote and Beaver VideoTeacher 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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional Rubricdocument.docx Page 157













Unit: Rug Weaving


Grade Level: 6th




Describe and illustrate a Chief blanket patternCommon Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S3C F2PO1- exchange information with elders, culture teachers and traditional practitioners on performing arts, social events, hands on activities, songs and oral history (hane’) associated to preparation of wool, loom and tools for weaving, farming and harvesting, corn grinding and corn meal preparation, etc;


College and Career Readiness Anchor Standards for Reading Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Mathematical Practices(MP)



ET06-S4C2-01. Plan and manage research using credible digital resources to develop solutions to answer a question.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Textile, warp, weft, batten, botany, vegetable dye, wool, mohairDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the Academic Vocabulary WordsStudents need to know how to describe and illustrate a Chief blanket patternStudents need to know the process of rug weaving


Students need to know what is a ratioPrerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledge


Students have to be able to know- how to compare and describe a rug design- the value of a rugs- the location and features of regional rug design- the various types of plants for dye(s)


Students have to be able to know- how to write sentences using the Academic Vocabulary Words- how to create a Venn diagram to compare and contrast - how to discover the uniqueness of a rug and predict a cost of a rug- how to name a rug design and locate the place on a Navajo Nation Map- how vegetable dyes are processed


Students will be able to listen to a Dine oral related to the Spirit of Spider Woman.Student will be able to analyze the Spirit of Spider Woman poster or other rug design resources and compare various Dine rug designs.Student will be able to research Chief blanket pattern using the internet or other resources. Students will be able to use mathematical skills and develop a Chief rug design using graph paper or other median. (consideration: colors, design and ratio)Students will be able to write and complete a Paragraph Frame.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: Internet resource/Google, Rugs and Post by H.P. James, Lapahie.comWorksheet: Teacher made resourceIllustrations: “Leading the Way”, Navajo Times, Navajo Hogan Chart/CUSD Curriculum CenterOther Sources: Local Rug Weavers, ConsultantsTeacher 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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) document.docx Page 160







TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practices








Grade Level: 6th




Distinguish the seasonal traditional dances and the arts and crafts associated to traditional attire. Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S2C F2PO3 – Participate in traditional activities; use the customs and languages associated with those activities (e.g. American Indian Day, Cultural connection projects, traditional dress up, native food day, native arts and crafts bazaar, pow wows, traditional social song and dance, grandparent’s day, Cinco de Mayo)


College and Career Readiness Anchor Standards for Reading Integration of Knowledge and Ideas 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 Readiness Anchor Standards for Writing Research to Build and Present Knowledge 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematical Practices(MP)



ET06-S2C3-01. Participate in communication at a distance with others of different cultures or geographic areas to gain different perspectives of topics.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Economy, creativity, design, elaborateDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the Academic Vocabulary WordsStudents need to know the different types of traditional dancesdocument.docx Page 162

Students need to be able to listen to a Dine oral story related to arts and crafts.Students need to know the 4 seasons



Students have to be able to know- names and to describe the tools for Silversmith- purpose of silversmith tools- the process of silversmith- the art and craft materials


Students have to be able to know- how to write a 1 page summary using the Academic Vocabulary Words- how to play a game - how to demonstrate the proper way of using tools- how to create a piece of jewelry using silver and show the end product to the class


Students will characterize dances according to the seasons Students will be able to distinguish the seasonal traditional dances because of the arts and crafts used in traditional regalia.Students will create a collage using magazine clips to show the different types of dances and clothingStudents will be able to write and complete a Paragraph Frame.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: Internet resource/Google , Navajo Silver Smithing,Worksheet: Teacher made resourceIllustrations: “Leading the Way”, Navajo TimesOther Sources: Navajo Arts and CraftsTeacher 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: VocabularyBlooms Taxonomy: Cognitive: mental skills (Knowledge) , Affective: growth in feelings or emotional areas (Attitude or self) , Psychomotor: manual or physical skills (Skills) TAP system: Instructional RubricIntegration of Reading & Writing Anchor Standards and/or Mathematics Practicesdocument.docx Page 163












Unit: Food


Grade Level: 6th




Compare and contrast traditional and modern farming techniques.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S1C F1PO8 – Compare and contrast different stories or significant occurrences of past events, people, places or situations; identify how they contribute to the understanding of the past (e.g., trading, raiding, the practice of slavery, adoption of clothing style, farming practices, adoption of new words and new clans); andS2C F3PO2 – Locate and discuss the importance of tribal economic activities that make use of natural resources on the reservation (e.g., agriculture, mining, fishing, forestry, ranching, arts and crafts)


College and Career Readiness Anchor Standards for Reading Integration of Knowledge and Ideas 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. College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Mathematical Practices(MP)



ET06-S6C2-02. Compose a document that applies intermediate formatting.





Nutrition, botany, dehydrate, vegetationDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the Academic Vocabulary WordsStudents need to know what farming isStudents need to know the word, techniqueStudents need to know the basics of plantingStudents need to know Navajo Traditional plantingStudents need to know the tools & equipment for farming



Students have to be able to know- of and illustrate foods adopted from other cultures - about the food pyramid- about the food chain- the basics of gardening


Students have to be able to know- how to play a bingo game using the Academic Vocabulary Words- how to categorize food on a food pyramid- how to write a recipe- how to record informational text


Students will be able to write and complete a Paragraph Frame.Students will draw the sequence of farmingStudents will use a Venn Diagram to compare and contrast the techniques of Traditional/Modern farmingStudents will explain the correct time to farm and plant thru Navajo AstronomyStudents will illustrate the tools and equipment used for farmingThis 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: Internet resource/Google , Navajo Food recopiesWorksheet: Teacher made resourceIllustrations: “Leading the Way”, Navajo TimesOther Sources: Navajo Food ConsultantsTeacher 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 document.docx Page 166













Unit: Clans


Grade Level: 7th & 8th

School Year: 2013This section completed once per whole unit. (Its purpose is to clarify the unit’s big idea and connecting standards.)


Identify self identity and self image Identify 4 major clansIdentify kinship through siblingsIdentify clan meaningCommon Core Standards / State StandardsContent Standard:including CODE + (Rigor)

F1SICF1Demonstrate social, cultural and historical understanding of their own extended clan family history through maternal and paternal context: F!SICF1PO2 use correct kinship terms with extended clan family members, students, staff and community people. (e.g. shima yazhi, shiyaazh, shida’I ) F2 SIC-F2PO2 identify and describe how location, ethnic and national cultures influence individual’s daily life (e.g. rural and urban Indians have own perception and understanding of cultural events and occasions).F3S2CF1PO1 Demonstrate knowledge gained on the correct usage of Navajo 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 Navajo 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 Navajo concepts of K’e

Reading StandardWriting StandardMath Practiceincluding CODE

College and Career Readiness Anchor Standards for ReadingKey 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 complexity10.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 tolls 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.


ET07/08S2C2PO1 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.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Nishlii, bashishchiin, dashicheii, dashinali, ynishye, done, asdzani, tselkei, sh’ikeen, maternal, paternal, grandparents, different clan names, shi, shicheii, shima, sani, shinali, shinaliasdzaan, shitsili, shadi, shideezhiDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students should know the academic vocabulary.Students should know their four clans.Students should know the clan meanings.Students should know about kinship through siblings.Students should know the origins of clans with self image.Students should know the correct way of introducing self.Students should know what maternal / paternal means.Students should know about a family tree.



Students need to know what relates to Ke’document.docx Page 169

Students need to know the correct order of clan introductionStudents need to know the difference between maternal / paternal parents, grandparents, and other relatives.Procedural Knowledge: What procedures does the student need prior to engaging in this standard?

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)

F1S1CF1PO2 (Reading) Students will critic a family tree and label using kinship names. Students will create their own family tree.F15S7CF (Math) Students will construct a graph of the different clans in the Navajo Culture and graph and classmates clans, and develop a relationship on chart.F15SS7CF1 (Writing) Students will write out the correct way of introduction and present an oral introduction of themselvesThis 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’e doo k’e ts’osi Nanich’aah (Kine Clan Coloring Book) San Juanhttp://www.lapahie.com/Dine Clans Dine Self-Introduction: Wilson Aronilth Jr.Story of Dine Clan System (Dine College)Clan WheelColor Coated Clan Sheet from Chinle Curriculum CenterTall Woman Alchini Baa Hane’Leading The Way: Article on ClanTeacher Instructional Strategies: Research-based strategies that “fit.”-Vocabulary Building Academic vocabulary, Robert Marzano, pg. 14-30 (6 steps Process of introducing terms).-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.Integration of Reading & Writing Anchor Standards and/or Mathematics Practices




Curriculum Documentdocument.docx Page 170

http://www.lapahie.com/Dine

Original Development: Spring 2013Unit: HoganSubject/Course: Navajo CultureGrade Level: 7 & 8School Year: 2013This 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.Read and summarize a story, “Old Hogan”Write a haiku or acrostic poem on traditional HoganIdentify, draw, and label 6 different types of HoganConstruct a female hoganCommon Core Standards / State StandardsContent Standard:including CODE + (Rigor)

F2SICF2PO4 understand and demonstrate traditional knowledge of the various types of Navajo dwellings and the significance of each (e.g. make inference to careful site selection., ground preparation and building the foundation as to building a strong understanding of adil’idli, doo hol’ili doo adaa’akohwiindzin)F4S2CF1POP6 Describe how family, gender, ethnicity and institutional affiliations contribute to person identity: recall and retell information on the first hoganF5S2CF3PO4 compare housing and land use for Indians living in urban and rural areas; note similarities and differencesF6S3CF1PO5 explore, discuss and describe how family, gender, ethnicity and institutional affiliations contribute to personal identity; recall and review the “Dine Educations Philosophy” statement: Nihookaa Diyin Dine’e niidli (we are the holy people of the earth), (our doorway faces east)

Integration of Reading & Writing and /or Mathematical Practices



Range of Reading and Level of Text Complexity 10. 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 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 reasoningGeometry (G) -Draw, construct and describe geometrical figures and describe the relationships between them.Geometry (G)-Solve real-world and mathematical problems involving volume of cylinders, cones and spheres1.Look for and make use of structure2.Construct viable arguments and critique the reasoning of others.College and Career Readiness Anchor Standards for WritingText Types and Purposes*Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.


ET07/08S2ClPO1 Collaborate and communicate with peers, experts, or others employing a variety of digital tools to share findings and/or publish.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Male Hogan, female Hogan, fork Hogan, Hogan with many legs, circular Hogan, eight-sided Hogan, lumber Hogan, proverty, design custom, adequate, occupant, sacred Hogan, alch’i adeez’a, hooghan, nimazi, dilzin, log cabin, Changing Woman, Spider Women, Hashcheelt’i, Hasshch’e’owann, turquoise, redstone, white shell, abalone shellDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know the academic vocabulary.Students need to know summarization of stories. (outlined)Students need to know how to write a haiku / acrostic poem.Student need to know about the origins, styles, difference of the six Hogan’sStudents need to know the traditional significance of the structure of the six hogan’sStudents need to know the taboos about Hogan.Students need to know the story of how the First Man / First Women built the First Hogan of ideas of animals, insects, and bird people.Students need to know the difference between Female / Male Hogan.Procedural Skill: What procedures (steps, algorithms, tactics) does the student need to know HOW to DO?


Conceptual Knowledge: What concepts does the student need prior to engaging in this standard?Students need to know about traditional / modern hogans.Students need to know the difference between two types of poems.Students need to know the process of building a miniature Hogan.Procedural Knowledge: What procedures does the student need prior to engaging in this standard?



F2SlCF2PO4 (Reading) Students will justify and label the Hogan settings inside and out, from the readings of the First Hogan and other reading materials on the Hogan.F4S2CF1PO6 (Math) Students will draw a diagram of a Hogan and list / label the shapes (Fractions) within the Hogan.F2SlCF2PO$ / F6S3Cf1PO5 (Writing) Students will write a poem of their understanding of “The Old Hogan and compose a poem relating to the stories.


UNIT Resources & InstructionSupplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.The Hogan, The Traditional Navajo Home The Story of the Hogan (Dine College)Ama doo Achei Baah hane’ Navajo Times articles and PicturesLeading the WayThe Old Hogan BookTeacher Instructional Strategies: Research-based strategies that “fit.”-Vocabulary Building Academic Vocabulary, Robert Marzano, pg.14-30 (6 steps Process of introducing terms)-Several stories are shared and read by the student on the “First Hogan”. In order for the students to comprehend the stories several strategies are use to help the students to understand how 1st Male/Female first built their home when they come in being. -A chart / flow chart is used for the students to fill in to help them on which animals, insects, birds help built the first Hogan using their examples of their homes, and how 1st Man & Woman use to gift of the scared stones given for using the animals, insects, birds example of their homes.Integration of Reading & Writing Anchor Standards and/or Mathematics Practices






Unit: Clothing



School Year: 2013This section completed once per whole unit. (Its purpose is to clarify the unit’s big idea and connecting standards.)


Read and summarize a story of Navajo clothingWrite a haiku or acrostic poem on traditional clothingMake a Navajo MoccasinMake a miniature Navajo rug dressCommon Core Standards / State StandardsContent Standard:including CODE + (Rigor)

F1SICF1PIO8 compare and contrast different stories or significant occurrences of past events, people, places or situations: identify how they contribute to the understanding of the past (e.g. adoption of clothing style)F4S2CF2PO3 participate in traditional activities: use the customs and languages associated with those activities (Traditional dress-up)F4S2CF1PO6 Describe how family, gender, ethnicity and institutional affiliations contribute to personal identity: recall and retell information on the moccasin.

Integration of Reading & Writing and /or Mathematical Practices including CODE

College and Career Readiness Anchor Standards for Reading Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textualevidence when writing or speaking to support conclusions drawn from the textIntegration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, aswell as in words.* Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.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)

Use random sampling to draw inferences about a population.Functions (F)

Use functions to model relationships between quantities.1. Construct viable arguments and critique the reasoning of others.

College and Career Readiness Anchor Standards for WritingResearch to Build and Present Knowledge 7. 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. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 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 range of tasks, purposes, and audiences.


ET07/08S3C2PO1Locate and synthesize information utilizing advanced search strategies.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Hair Bun (tsiiyeel), moccasins, hair tie, pouch, jewelry, biil ee (Rug Dress), First Man, First Woman, crystal light, evening twilight, yellow twilight, bow guard, squash blossom necklace, jewelry, beads, silver buttons, rings, earrings, silver belt, velvet fashions, velveteen, fabrics, turquoise jewelry, garments, Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know how to summarize stories (outlined)Students need to know academic vocabulary.Students need to know how to write haiku / acrostic poems.Students need to know how the process of making a moccasin and a rug dress through illustration or models.Students need to know about the hair bun (tsiyeel)Students need to know about how a rug dress is madeStudents need to know about the designs in a rug dress.Students need to know about the animals use in making a moccasin and rug dress.Students need to know about the difference between female / male moccasin.Procedural Skill: What procedures (steps, algorithms, tactics) does the student need to know HOW to DO?



Students need to know about different clothing styles of the Navajos throughout the history.document.docx Page 175

Students need to know about the different type of moccasins.Students need to know about the different type of the Rug Dress throughout the history.Procedural Knowledge: What procedures does the student need prior to engaging in this standard?


F1SICF1PIO8 (Reading) Students will compare / contrast clothing styles of the Navajos throughout historical times. Students will be given assorted pictures of styles and rank them in order of development.F1SICF1PIO8 / F4S2CF2PO3 (Math) Students will design a rug dress on graph paper with selected designs using measurements of teacher instructions. F4S2CF1PO6 (Writing) Students will write about the types of moccasins Native Americans wear for different occasions and why. From the mini research they will plan and develop notes on moccasins.


UNIT Resources & InstructionSupplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.Leading the WayNavajo Times PicturesBiilee’ Navajo Times “Return of Juanita Manuleto’s Dress” Stories: History of Navajo Clothing.Teacher Instructional Strategies: Research-based strategies that “fit.”-Vocabulary Building Academic Vocabulary, Robert Marzano, pg.14-30 (6 steps Process of introducing terms.-illustration / labeling of how 1st man / woman were first dress using different elements of the earth, intergraded by using stories from “First Man, Woman”-Stories are shared with student on Rug Dress historical / present form. Students write a comparison paper about the Rug Dress.-Students also use graph paper to graph a Rug Dress using design / shape, and color the Rug Dress.Integration of Reading & Writing Anchor Standards and/or Mathematics Practices






Unit: Places, History and GovernmentSubject/Course: Navajo CultureGrade Level: 7th & 8thSchool Year: 2013This 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.Research and summarize a story of 6 Navajo leaders.Write a haiku or acrostic poem on Navajo leaders.Illustrate a portrait of one of the 6 Navajo leaders and create a map of Ft. Defiance to ft. Sumner on a drawing paperIllustrate and label the Navajo Nation Flag and SealCommon Core Standards / State StandardsContent Standard:including CODE + (Rigor)

F9S3CF4PO1 examine persistent issues involving the rights, roles and status of individuals in relation to the general welfare of a community and growth; discuss and write about past leadership, leaders and notable events that are of significance to the development of the local government; and share information with community.F9S3CF4 PO5 attend, participate and analyze local community chapter functions and meetings: identify and determine how groups and organizations encourage unity and deal with diversity to maintain order and security.F9S3CF4PO6 participate in the school governmental system: understand the Roberts Rules of Order, the plan of operation, students handbooks, regulations and rules for club membership and attend meetings; make comparison with local community government system.

Integration of Reading & Writing and /or Mathematical Practices

College and Career Readiness Anchor Standards for Reading 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 Readiness 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)2. 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.


ET07/08S3C2PO1 Locate and synthesize information utilizing advanced search strategies.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Barboncito, Chief Manuelito, Chee Dodge, council, traditional leadership, water issues, San Francisco Peaks, prosecutor, rights violations, justices, court, high court, ruling, line-item veto, budget, four sacred mountains, Navajo Nation Flag and SealDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know about 6 Navajo LeadersStudents need to know the academic vocabularyStudents need to know two types of poems: haiku and acrosticStudents need to know about maps, and illustrate a map of “The Long Walk”Students need to know about sketching a portraitStudents need to know about the Navajo Nation Flag and Seal



Students need to know about the leaders that sign the Treaty of 1868.Procedural Knowledge: What procedures does the student need prior to engaging in this standard?


F9S3CF4PO1 (Reading) compare / contrast traditional leadership to United States leaders and produce a plan for a type of government the Navajo Nation Council uses.F9S3CF4PO1 (Math) Design and develop a map of the Long Walk and using the scale on the map to project the miles of the walk. Compare / Contrast the routes on the map.F9S3CF4PO1 / F9S3CF4PO1 Students will write a poem about the leaders of the past and generate the words from passage about the past leaders and a video.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 & Instruction


Supplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.Atlas of the North American Indian by Carl Walden, pg.126.Navajo History: Map pg. 46 Routes of the Long WalkNavajo Nation mapThe Navajo History Posters by CUSDPostcards of different AreasNavajo Time PicturesNavajo Nation Government BookTeacher Instructional Strategies: Research-based strategies that “fit.”-Vocabulary Building Academic Vocabulary, Robert Marzano, pg.14-30 (6 steps Process of introducing terms.-Students take notes on a combination note taking form for understanding, illustration words and a summary is completed on this combination note template about the past leaders.-Strategies used for Navajo Nation Flag / Seal is illustrated / labeled by the students. Students need to be aware of the design on the flag and seal. -An ABC vocabulary is used for Navajo Nation Flag / Seal for students to insert words pertaining to the two subjects.Integration of Reading & Writing Anchor Standards and/or Mathematics Practices






Unit: Story Telling / RecreationSubject/Course: Navajo CultureGrade Level: 7th & 8th School Year: 2013This 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.Read, watch a video and write a summary on the coyote story.Develop a poem about Coyote Stories.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

F4S2CF2PO5 articulate understanding on how native dances, music, art & crafts, sons , oral storytelling create and communicate meaning, through movement and symbolic materialF5S2CF2PO6 listen, participate, discuss and interpret meaning in patterns, style, modes, and feelings that make up Indian music, dances, arts, crafts, songs and oral storytelling.


College and Career Readiness Anchor Standards for Reading 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.


ET07/08S1C1PO1 Analyze and evaluate information to generate new ideas, processes or products.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Coyote, tricksters, rabbit, lizard, horned toad, skunk, deceived, hacking, bobcat, beaver, Milky Way, Bird Nest, Running Coyote, Many Stars, Rug Weaving, Diyin Dine’e, Na’atlo, Spider Woman.Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?


Conceptual Knowledge: What concepts does the student need prior to engaging in this standard?Students need to know about different stories: fables, fairy tales, etc.Students need to know why stories were told by grandparents inside the Hogan, during different seasons.Students need to know about life skills delivered from Coyote Stories.Procedural Knowledge: What procedures does the student need prior to engaging in this standard?


Reading: Students will read about Coyote Stories and watch a movie and take notes, they will compare / contrast the meaning of each text and generate, compose a diorama about the story.Math: Students will create a design from the string games and develop a design of the shape of the patterns that is made onto graph paper.Writing: students will write and predict their own stories about coyote and other animals or about the string game.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.Coyote Stories Video/DVDJourney to Sun Bearer Video/DVDString GameCats and the Cradle, CUSD String Game BookletShoe GameStick Game by Mike Mitchell


Navajo TimesLeading the WayString Game Book SJSDTeacher 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 “The String Game / Coyote Stories-A chart is made out to write down information on the habitant of animals in all the coyote stories.-Dioramas are constructed by students to show their understanding of the Coyote Stories.-Poems are written about one particular animals in Coyote Story. (Poem of Choice)-Student contribute to an ABC Booklet for the Art Show, an illustration is made of the story.Integration of Reading & Writing Anchor Standards and/or Mathematics Practices






Unit: Rug Weaving



School Year: 2013



Construct a storybook about Navajo rugs.Create a haiku or acrostic poem on Navajo rugs.Develop a rug design on plastic canvas.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

F5S2CF2PO6 listen, participate, discuss and interpret meaning in patterns, style, modes and feelings that make up Indian music, dances, arts, crafts, songs and oral storytelling.F7S3CF2PO1 Exchange information with elders, culture teachers and traditional practitioners on performing arts, social events, hand-on activities, songs and oral history associated to preparation of wool, loom and tools for weaving, farming and harvesting, corn grinding and cornmeal preparation.etc.


College and Career Readiness Anchor Standards for Reading Key Ideas and Details1 Read closely to determine what the text says explicitly and to make logical inferences from it, cite specific textual.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. Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently. 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 reasoning.Geometry (G)-Draw, construct and describe geometrical figures and describe the


relationships between them.-Understand congruence and similarity using physical models, transparencies, or geometry software.Look for and make use of structure.College and Career Readiness Anchor Standards for WritingResearch to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.


ET07/08S4C2PO1: Plan, conduct and manage research using appropriate digital resources to develop solutions for a question.


Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Sheep shearing, spinning, carding, dying the wool, plants, Spider Woman, Changing Woman, patterns, design, rug, Pueblo Indians, weaving tools, loom upper beam, tension bar, shed rod, heddle rod, batten, shuttle stick, loom bar, lower bar, warps, twined warp, binding cord, tension cord, Chinle, Ganado, Two Gray Hills, Storm, Crystal, Teec Nos Pos, ye’ii bicheii rugs.Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know academic vocabulary.Students need to know about haiku and acrostic poemsStudents need to know the process of book makingStudents need to know about 3-5 plants that make dyesStudents need to know the process of the rug weavingStudents need to know about the different areas rug design



Students need to know the history of the Chief Blanket.Students need to know about the design on a rug / Chief Blanket.Procedural Knowledge: What procedures does the student need prior to engaging in this standard?


F7S3CF2PO1 / F5S2CF2PO6 (Reading) Students will construct, create, develop the process of rug weaving after reading “The Goat in the Rug” and shown several pictures of the process of rug weaving and note taking.F7S3CF2PO1 / F5S2CF2PO6 (Math) Students will design a particular area rug on graph paper of the designs using measurements of the design and patterns of the rug.F7S3CF2PO1 / F5S2CF2PO6 (Writing) Students will compose a poem using all sources used int erug Unit, example of a haiku, acrostic poem or poem of choice.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.Tessellations (How to Create Them) Videodocument.docx Page 184

Rug Weaving (Video)Design PatternsRug Design coloring bookNavajo TimesConsultantsLeading The WayGoats In the Rug by Martin LinkTeacher Instructional Strategies: Research-based strategies that “fit.”-Vocabulary: Building Academic Vocabulary, Robert Marzano, pg.14-30 (six steps process of introducing terms.- compare / contrast different area rugs-Students construct/ illustrate a personal book on the process of rug weaving after listening to the story of “The Goat in the Rug” and other resources, pictures are use to show students the process of rug weaving.-Six Traits Writing is used in several writing about rug weaving.-A poem is also formulated by the students on Rug Weaving and an illustration is done in the background of the poem. The booklet is made in enter in the Art Show.Integration of Reading & Writing Anchor Standards and/or Mathematics Practices






Unit: Food



School Year: 2013



Read and summarize a story on Navajo foods.Read and develop a recipe book about traditional foods.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

S2C F1PO6 – Describe how family, gender, ethnicity and institutional affiliations contribute to personal identity; recall and retell information on the first Hogan, share the significance of the Navajo games: moccasin, stick and string; understand the significance of honeeshgish (fire poker), ko’ (fire), to (water), and ch’iyaan (food); andS3C F2PO1 – Exchange information with elders, culture teachers and traditional practitioners on performing arts, social events, hands-on activities, songs and oral history (hane’) associated to preparation of wool, loom and tools for weaving, farming and harvesting, corn grinding and cornmeal preparations, etc.


College and Career Readiness Anchor Standards for Reading 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.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. Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently. 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 reasoningFunctions (F)

Define, evaluate, and compare functions.3. Make sense of problems and persevere in solving them.

Statistics and Probability (SP) Use random sampling to draw inferences about a population.

College and Career Readiness Anchor Standards for WritingResearch to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.


ET07/08S1C1PO1 Predict the most effective keywords and phrases for use in information searches. ET07/08S3C2PO1& PO2 PO 2. Evaluate and use authoritative primary and/or secondary sources. PO 1. Locate and synthesize information utilizing advanced search strategies.


Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Corn, Juniper Ash, Blue Corn Meal, Grinding Stone, Stirring sticks, spoon, fork, knife, large bowl, measurements, ingredients, recipeDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know academic vocabulary.Students need to know about summarizing stories. (outlined)Students need to know how to read a recipe book.Students need to know how to develop a recipe book.



Students need to be aware of the importance of corn.Students need to know about the process of the growth of corn.Students need to know about differences & similarities of traditional and modern farming


S2C F1PO6 (Reading)Students will read and summarize stories about corn foods and recipes (outlined)S2C F1PO6 / S3C F2PO1 (Math) Students will organize and develop a measurement use in preparing of a Navajo corn food.S2C F1PO6 / S3C F2PO1 (Writing) Students will write out a recipe by observing the preparation and cooking of a corn food.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.


Navajo Fry Bread and Indian Tacos History http//:whatscookingamerica.net/HistoryFryBread.htmPictures: Making fry bread at Blessing, Crownpoint, newspaper.Cookbook (Ch’iyaaan ‘iil’ini binaaltsoos (Rough Rock)Corn: articles from Navajo TimesBlue Corn Bread (Baah Dootl’izhi)Sample RecipesBlue Corn Bread FlashcardsLeading The Way: Articles on Food (Corn)Teacher Instructional Strategies: Research-based strategies that “fit.”-Vocabulary: Building Academic Vocabulary, Robert Marzano, pg.14-30 (six steps process of introducing terms.- Students will illustrate / write about the important of the stirring sticks used in preparing certain corn foods.-Students take notes on demonstration of a preparation of a corn dish, and write an explanation of the corn dish.Integration of Reading & Writing Anchor Standards and/or Mathematics Practices






Unit: Arts & Crafts



School Year: 2013



Research and design the art of beadwork, and other Arts & Crafts of the Navajos.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

F5S2CF2PO5 articulate understanding on how native dances, music, arts, crafts, songs, oral storytelling create and communicate meaning, through movements and symbolic material.F5S2CF2PO6 listen, participate, discuss and interpret meaning in patterns, style, modes and feelings that make up Indian music, dances, arts, crafts, songs and oral storytelling.


College and Career Readiness Anchor Standards for ReadingIntegration of Knowledge and ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively as well as words.Range of Reading and Level of Text complexity10. 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 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 reasoningGeometry (G)-Draw, construct and describe geometrical figures and describe the relationships between them.Geometry (G)-Understand congruence and similarity using physical models, transparencies, or geometry software.1. Model with mathematics.College and Career Readiness Anchor Standards for WritingRange of Writing10. 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.


ET07/08S3C2PO1 Locate and synthesize information utilizing advanced search strategies.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Jewelry, Navajo Wedding Basket, ceremony, Sash Belt, silver, cradleboard, rainbow, sunbeam, black cloud, lightning bolt, dismantledDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Students need to know about designs and patterns, in beadwork, Navajo Wedding Basket, and Cradle Boards.Students need to know the four sacred stones use in arts & crafts.Students need to know about the creations of some arts and crafts items.


Conceptual Knowledge: What concepts does the student need prior to engaging in this standard?Students need to know the colors associate with different jewelry, wedding basket, sash belt and other crafts of the Navajos.Students need to know about the design of crafts used in Arts and Crafts of the Navajos.Procedural Knowledge: What procedures does the student need prior to engaging in this standard?


(Reading) articulate understanding by writing out a report on note taking of the stories on Art & Crafts items shared with the students throughout the unit.(Math) Using geometry to explain the shapes and design of some of the Arts & Crafts shared with the students through storytelling.(Writing) Students will compose / illustrate a poem about items in Art & Crafts to enter into the Art Show.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.Teacher made resources Leading The WayNavajo Times PicturesTeacher Instructional Strategies: Research-based strategies that “fit.”-Vocabulary Building Academic Vocabulary, Robert Marzano, pg.14-30 (6 steps Process of introducing terms.-Compare / Contrast of Navajo Cradle Boards and other Native cradle boards.-Students will identify / label a Navajo Cradleboard put together by CUSD, and take notes about the story on the cradleboard.-Students will illustrate / label the Navajo Wedding basket put out by the CUSD.Integration of Reading & Writing Anchor Standards and/or Mathematics Practices






Documents

Web viewPO2 – exemplify an understanding of the Traditional principles and values that encourages the maintenance of environmental harmony; respect the natural