Web viewStudents will be able to write a short poem using the word “HOGAN ... “The First Hogan” story told by Don Moses Jr. Create

Hess’s Cognitive Rigor Matrix

Unit: ClansSubject/Course: Navajo Culture and LanguageGrade Level: KdgSchool Year: 2013-2014Big 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.Depth of Knowledge Type of Thinking

DOK Level 1Recall & Reproduction

DOK Level 2Basic Skills & Concepts

DOK Level 3 Strategic Thinking & Reasoning

DOK Level 4Extended Thinking

Remember Students will identify immediate family members (i.e. mother, father and grandparents).

Understanding Students will need to know what identify is

Students will need to know what clan is. Students will need to know what family means

Students will need to know what maternal is.Students 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

Apply 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.

AnalyzeEvaluateCreate Students will make a

family book using family illustrations.


Unit: Hogans

Subject/Course: Navajo Culture and Language

Grade Level: Kdg.

School Year: 2013-2014

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 the male and female HoganCreate a male and female HoganDepth of Knowledge Type of Thinking





RememberUnderstanding Students will need to

know what identify isStudents 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.

ApplyAnalyze 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.

Evaluate 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.

Create


Unit: Clothing


Grade Level: Kdg.



Identify and name the female and male moccasins.Identify and name the animal hides used.Depth of Knowledge Type of Thinking





Remember Students will identify the animal hides that are associated to the moccasins.

Students will be able to listen to a read aloud about the female and male moccasins and discuss the differences among them.

Understanding 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.

Apply 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 illustrate the primary animals associated to moccasin making and use pre-writings skills by labeling connecting dots.

Analyze Students will identify the animal hides that are associated to the moccasins.

EvaluateCreate


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)Depth of Knowledge Type of Thinking





Remember Students will orally retell about their map.

Understanding 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.

Apply 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.

Analyze Students will generate questions among their peers pertaining to their map.

EvaluateCreate Students will create

their own community map using cut and paste method


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.Depth of Knowledge Type of Thinking





Remember Students will need to know what identify is.

Students will need to know what characters are.

Students will need to know what stories are.

Understanding Students will need to know the vocabulary words Earth, Sun, Moon, and star.

Students will need to know who coyote and other animals are.

Students will identify the Earth, Sun, moon, and star through images downloaded from the internet.

Students will watch Coyote videos and use graphic organizers to sequence events.Student will illustrate a coyote with an animal character.

Apply Students will create an illustration of how the planets rotate.

Students will be able to perform a skit to retell the story.

AnalyzeEvaluate 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.)

Create Students will create a booklet considering sequencing story using beginning, middle and end.


Unit: Rug Weaving


Grade Level: Kdg.



Identify and name at least 1 rug weaving tool.Create a paper rug weaving.Depth of Knowledge Type of Thinking





Remember 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.

Understanding 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.

Apply Students will be able to use a weaving tool on a model rug loom.

Analyze 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.

Evaluate 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.

Create Students will be able to create a paper rug mat.


Unit: Food


Grade Level: Kdg.



Identify and illustrate 1 type of traditional food.Depth of Knowledge Type of Thinking





Remember Students will be able to listen to a read aloud; Blue Corn Bread by CUSD

Students will need to know what type means.

Student will need to know what traditional is.

Students will need to know what nutrition is.

Understanding Students will need to know academic vocabulary words.

Students will need to know table manners.

Apply Students will be able to use the corn as a model as a staple Navajo corn food.

Students will be able to touch corn and share color, shapes and texture of the corn.

Analyze Students will need to know process of meat, vegetable and bread foods.

Students will be able to discuss types of food made from corn.

Students will need to know the value of food to eliminate waste.

Evaluate Students will observe food flash cards and match it to the story during discussion.

Create Students will be able to create a paper corn by pasting colorful beads.


Unit: Arts and Crafts


Grade Level: Kdg.



Create and apply the correct colors of the Navajo basket.Depth of Knowledge Type of Thinking





Remember Student will need to know the definition of create.Student will need to know the colors.

Student will need to know the definition of apply.

Student will need to know what a Navajo basket is.

Student will need to know the sumac plant.

Understanding Student will listen to a read aloud story.

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.

Apply Student will use creative thinking to draw and label Navajo basket design.

Analyze Student will review the do’s and don’ts of the basket.

Evaluate Student will discuss the story details.

Student will be able to share their project during a gallery walk.

Create


Unit: Clans

Subject/Course: Navajo Culture

Grade Level: First Grade



Identify and name maternal and paternal clans. Depth of Knowledge Type of Thinking





Remember Students need to know the Academic Vocabulary Words

Students will be able to listen to a read aloud; “Navajo Clan Legends,” by San Juan Media Center/Reference or “Beauty beside me,” by SeraphineYazzie

Understanding Students need to know the main idea of a story

Students need to know the word Paternal

Students need to know kinship of mom and dadStudents will be able to discuss the main idea of the story.

Students need to know where the two clans are coming from

Apply Students need to know introduction of 1st and 2nd clan

Analyze 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.

EvaluateCreate Students will be able

to illustrate mother and father image, then use writing to label name and clans to the images.


Unit: Hogan


Grade Level: 1st Grade



Describe the difference between a male and female Hogan. Create a male or female Hogan.Depth of Knowledge Type of Thinking





Remember Students will be able listen to a read aloud: “Johonaa’ei, Bringer of Dawn,” by Veronica Tsinajinie“First Hogan”, or “Three Little Sheep”

Students 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.

Understanding Students need to know the academic vocabulary.Students need to know the definition of difference.

Students need to know the definition of male and female Navajo shelter

Students will be able to discuss the main idea, characters and details of the story.

ApplyAnalyzeEvaluate Students will be able

pair share with peers if they live in a male or female shelter.

Create Students will be able to construct a model male or female Hogan

Students will be able to write a short poem using the word “HOGAN”


Unit: Clothing





Recognize the difference between the male and female hair knot and hair tie.Depth of Knowledge Type of Thinking





Remember Students will be able to listen to oral stories related to the hair.

Students need to know why Navajo men and women have long hair.

Students need to know hair care prevents parasites such as lice to live in hair.

Students will be able to discuss the difference between a male and female hair tie and knot.

Understanding Students need to know the academic vocabulary.

Students need to know male and female hair tie.

Student need to know yucca root is a natural soap for wash hair.

ApplyAnalyze Students will be able

to distinguish between a male and female hair tie and knot.

Evaluate Students will be able to observe peers hair and compare and contrast length, color, and styles.

Create Students will be able to illustrate the 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.







Create a map of familiar places in the community. Example: stores, schools, chapter house and clinicDepth of Knowledge Type of Thinking





Remember 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.

Understanding 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.

ApplyAnalyzeEvaluate Students will view the

Navajo Nation Map and discuss significant places in comparison to their local area.

Create Students will create their personal map and write labels to the significant places of their community.







Name the appropriate season to create string game designs.Depth of Knowledge Type of Thinking





Remember Students will read stories pertaining to seasons/string games.

Students will need to know the names of the seasons.

Students will need to know the characteristics for each season.

Understanding Students will need to know the academic vocabulary words.

Students will need to know what seasonal stories are.

Students will need to know the purpose for string games.

ApplyAnalyzeEvaluate Students will discuss

the significance of season.

Create Students will match academic vocabulary words to seasonal pictures.

Students will create an Illustration of the 4 seasons on butcher paper.


Unit: Rug Weaving





Name and draw the sequence in preparing wool.Depth of Knowledge Type of Thinking





Remember Students will be able to listen to read aloud; Goats in the Rug by Martin Link

Understanding Students will need to know the academic vocabulary

Students will need to know what sequence means

Students will need to know names of the Navajo rug weaving toolsStudents will need to know types of hard wood to make weaving tools.

Students will need to know do’s and don’ts of handling rug tools

Apply Students will be able to apply current knowledge about wool preparation in general at a consensus wheel activity

AnalyzeEvaluate Students will be able

to discuss the process of wool preparation, tools and vegetable dye

Students will be able to pair share with peers to see if they know of someone in their family that weave rugs

Create Students will be able to illustrate a rug design on graph paper with cut out weaving tools glued around their project.


Unit: Food





Name and illustrate 2 types of traditional foods not eaten today.Depth of Knowledge Type of Thinking





Remember Students will be able to listen to the story “Grandmother’s Yum Yum.

Students will be able to retell a short summary of using past food or for the main idea.

Understanding Students need to know the academic vocabulary.Students need to know what traditional food is.

Students need to know animal and plant food.

Students need to know the meaning of fruit.

ApplyAnalyzeEvaluate Students will be able

to pair share with peers and name a favorite food item from the story.

Create Students need to know how to illustrate.

Identify and illustrate 2 type of traditional food not eaten today.







Name an element used to make pottery.Depth of Knowledge Type of Thinking





RememberUnderstanding Students need to know

the academic vocabulary.

Apply Students will be able to name basic element to make pottery

Students need to know at what temperature clay cures.

Students will be able to use vocabulary in a conversation during pair share.

Analyze Students need to know by changing the water content changes everything within a mixture.

Students will be able to experiment clay, sand, and water for different texture for best pottery mixture.

Evaluate Students need to distinguish the difference between sand and clay.

Students need to know the difference between Navajo pottery and pueblo pottery.

Create 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.


Unit: Clans

Subject/Course: Navajo Culture/Language

Grade Level: 2nd grade



Identify and name your Cheii’s clan.Depth of Knowledge Type of Thinking





Remember Students will be able to name cheii’s clan using a clan chartStudents need to know how to listen to instructionsStudents need to Demonstrate Self Introduction using 1st, 2nd and 3rd clan

Student need to know the general role of a cheiiStudents need to know classroom expectations and guidelines

Students need to know how to produce clear and coherent writing by retelling the sequential order of a story

Students need to know that cheii is a Navajo term used to describe mother’s father

Understanding Students need to know the academic vocabularyStudents need to know what identify means.Students need to know Introduction means

Students need to know how to comprehend informational textsStudents need to know how to Identify the main purpose of a textStudents will be able to a read aloud or read; “Knots on a counting rope” by Bill Martin Jr. or other literature related to elders

Students will be able to discuss someone who has made an impression to the student because the grandfather was someone important to the boy character.

Apply Students need to know how to answer questionsStudents need to explain the process of introductionStudents need to point to the correct kinship of their 3rd clan using a Family clan chart

Students need to know how to answer open ended questionsStudents will be able to make a connection

Analyze Students need to explain the process of how to introduce the 3rd clan

Students need to know that listening to elders is similar to using classroom

Students need to know about respecting elders

Students need to know how to Demonstrate

expectations and guidelines

Evaluate Students need to know how to produce clear and coherent writing

Students need to answer questions sequentially and clearly about the Clan Unit

Create


Unit: Hogan





Identify and name the significance and colors of the Cardinal Directions.Depth of Knowledge Type of Thinking





Remember Students need to know the four cardinal directions

Students need to know how to identify the main purpose of a text

Understanding Students need to academic vocabulary

Students need to know how to comprehend informational texts through questioning

Students need to know the significance of the four colors related to the four directions

Students need to know the clockwise teaching that is incorporated In the Hogan

Apply Students will be able to associate the Navajo colors to the four cardinal directions

Analyze Students need to know how to demonstrate projects


to illustrate a female Hogan

Students need to know how to produce clear and coherent writing

Students will be able to write a simple sentence using the four cardinal directions

Students will label how to enter a Hogan through an illustrated diagram


Unit: Clothing





Describe the characteristics of sacred gems/stones/shells.Compare and contrast men and women’s jewelry.Depth of Knowledge Type of Thinking





Remember Student need to know how to compare and contrast

Understanding Student need to know the academic vocabulary words

Student need to know what characteristics are

Student need to know some basic Navajo jewelry made for man and women

Student need to know the gems, stones and shells

Apply Students will be able to sort men’s and women’s clothing

Analyze Students will be able to compare and contrast the characteristics of stone, gems, and shells


to illustrate the academic vocabulary words

Students will be able to create a T-chart on men’s and women’s jewelry


Unit: Places, History & Government





Locate and signify Window Rock, Chinle, Tuba City, Monument Valley and Shiprock on the Dine Bikeyah map.Depth of Knowledge Type of Thinking





RememberUnderstanding Student need to know

what a map isStudent need to know the basics of map reading skills Students need to know what a land mark is

Student need to know the three states which the Navajo Nation is in.

Student need to know the general direction of Window Rock, Chinle, Tuba City, Monument Valley and Shiprock from students’ community.

Apply Students will be able to label Window Rock, Chinle, Tuba City, Monument Valley and Shiprock on a map

Analyze Student need to know a land mark characteristic of Window Rock, Chinle, Tuba City, Monument Valley and Shiprock.

Evaluate Students will be able to name the three states the Navajo Nation is in

Create Students will be able to illustrate a simple land mark characteristic of Window Rock, Chinle, Tuba City, Monument Valley and Shiprock


Unit: Storytelling/Recreation





Demonstrate 2 more new string game designsIllustrate the male and female revolverDepth of Knowledge Type of Thinking





RememberUnderstanding Student need to know

the academic vocabulary

Student need to know how to demonstrate an activity

Student need to know the Navajo constellations

Apply Student will be able to create and demonstrate at least two string games

Analyze Student need to know the concept of Navajo string game

Student need to know the constellations according to the seasons

Evaluate Student will be able to label two string games

Create Student will be able to illustrate the Navajo male (Big Dipper) and female (Cassiopeia) revolver


Unit: Rug Weaving





Illustrate 4 wool preparations steps in sequential order.Depth of Knowledge Type of Thinking





RememberUnderstanding Students need to

know academic vocabulary words

Students need to know wool preparation tools

Students need to know about the safety of wool preparation tools

Apply Students need to know how to manipulate wool preparation tools

Student will color, cut, and paste the wool preparation process in sequential order

Student will demonstrate the safety of wool preparation tools

Analyze Students need to know the process of rug weaving: shear, card, spin and dye

EvaluateCreate Student will create an

illustration of sequence wool preparation as a group


Unit: Food





Explore 2 different types of food prepared from a sheepDepth of Knowledge Type of Thinking






know academic vocabulary wordsStudents will need to know what a sheep is

Students will need to know how to exploreStudents will need to know what prepared means as far as food

Apply Students will label sheep body parts on a personalized poster

Analyze Students will need to know about nutrition

EvaluateCreate Students will use the

academic vocabulary word in a simple sentenceStudents will illustrate a food pyramid

Students will create a recipe based on personal experience with a partner


Unit: Arts & Craft





Describe the significant parts of a cradle board and make a completed Cradleboard project.Depth of Knowledge Type of Thinking






know the Academic Vocabulary WordsStudents need to know what significant means

Students need to know what the materials are made from

Apply Students will label at least 4 parts of a Cradleboard using CUSD poster

Analyze Students need to know the Do’s and Don’ts of a Cradleboard

Students will compare and contrast the different types of materials used for Cradleboard

Evaluate Students need to know at least 4 parts of the Cradleboard

Create Students will use the academic vocabulary word in a simple sentence

Students will develop a T-Chart of the Do’s and Don’ts with a partner


Unit: Clans


Grade Level: 3rd Grade



Recite your 4 Clans; Nishli, bashishchiin, dashicheii, doo dashinaliDepth of Knowledge Type of Thinking





Remember Students need to know how to orally introduce themselves

Students need to know how to sequentially address their Navajo Clans properly

Understanding Students need to know the Academic Vocabulary Words

Students need to know correct Kinship terms

Apply Students need to know how to recite clans in Navajo

Students will orally recite their 4 clans in sequential order

AnalyzeEvaluateCreate Students will

complete a family kinship term worksheet

Students will write an acrostic poem using their clans.


Unit: Hogan





Classify four items in a Hogan and construct an 8 sided Hogan.Depth of Knowledge Type of Thinking





Remember Students need to know how to properly enter a Hogan

Students need to know the four directions

Students need to know the oral history of a Hogan

Students will classify details from the storybook, “The First Hogan” story told by Don Moses Jr.

Understanding Student need to know the academic vocabularyStudent need to know how to classify information from expository text

Apply Student need to know some basic geometric shapes like hexagon or octagon

Students need to know what materials are needed in a Hogan construction

Students will use tangrams or 3-D blocks to shape a hexagon or an octagon

Students will demonstrate entering the classroom in a clockwise cyclical manner like a Hogan

AnalyzeEvaluate Students will

complete a crossword puzzle using academic vocabulary.

Students will have pair share with peer and discuss elements of the story; “The First Hogan” story told by Don Moses Jr.

Create Student need to know how to write a paragraph to describe items in a Hogan

Students will write a paragraph to include 4 details common in a Hogan


Unit: Clothing





Name a traditional clothing for a man and a womanDepth of Knowledge Type of Thinking






know the Academic Vocabulary Words

Students need to differentiate Male and Female Clothing

Students need to know what Traditional is

Students need to know what Clothing is

ApplyAnalyze Students need to

know where the Traditional Clothing comes from

EvaluateCreate Students will write a

personalize paragraph about Navajo Clothing

Students will use Academic Vocabulary words to label clothing on CUSD man and woman clothing worksheet

Students will work in pairs to create a Self-Image of Traditional Clothing

Students 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.


Unit: Places/History and Government





Locate and describe 1 of the 4 Sacred Mountains on a map.Depth of Knowledge Type of Thinking





Remember Students will need to know characteristics of mountains to add details in description

Students will need to know basic research skill using the internet to download images or reference materials


Students will need to know what sacred is

Apply Students will need to know the basic map reading skills

Students will label Navajo sacred mountains to its mountain images

Students will locate the four sacred mountains on a classroom map to identify the state it is in

Analyze Students will work in groups to brain storm description of mountain characteristics

EvaluateCreate Students 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 specified







Recognize the differences of the constellations related to the string games.Depth of Knowledge Type of Thinking





Remember Students need to know the geometric shape of a diamond in string game represents stars in general

Students need to know the directions associated to 4 basic string formations

Students need to know the origin story of who placed the stars in the universe

Understanding Students need to know the academic vocabulary

Students need to know what constellations are

Students need to know the 4 basic string formations representing the sun, Pleiades, galaxy, comet

ApplyAnalyzeEvaluateCreate Students will create

and label Navajo string game after watching DVD or reading literature

Students will use CUSD constellation images to illustrate and label them

Students will design and explore various star shapes using geometric shape diamond

Students will retell in paragraph about who placed the stars in the universe and add details


Unit: Rug Weaving





Name and design a cardboard rug weaving using weaving tools.Depth of Knowledge Type of Thinking






know the academic vocabulary words.

Students need to the story origin of rug weaving.

Students need to know the Do’s and Don’ts of the weaving tools and loom.

Apply Students need to know how to use the weaving tools.

Students will use a graph paper to design a Navajo rug design.

Students need to know how to manipulate the tools in the cardboard weaving loom.

AnalyzeEvaluate Students will research

the different types of rug designs on the internet.

Create Students need to know how to research for the types of rug designs.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 need to know how to construct a cardboard weaving loom.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.







Understand and create a Navajo Sandpainting picture project.Depth of Knowledge Type of Thinking






know academic vocabulary words.

Students will need to know what a Navajo Sandpainting is.

Apply Students will need to know research skills.

Students will use the images from research to identify the symbols in sandpaintings to create their own images on graph paper

Analyze Students will need to know where, why and how a Navajo Sandpainting is made.

Students will need to know how to make culture connection.

Evaluate Students will need to know which texture, sand minerals, and procedures of making a sandpainting.

Create Students will use the internet to research and attain reference books for information about sandpaintings.

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.


Unit: Food





Design a diagram of 3 foods prepared from corn.Depth of Knowledge Type of Thinking





Remember Students will need to know the types of corn that the Navajo people harvest.

Understanding Students will need to know the academic vocabulary words.

Students will need to know the parts of a corn plant.

Apply Students will need to know how to research through the internet and reference materials.

Students will research on the internet and use reference materials to identify the different types of foods that can be made from corn.

Analyze Students will need to know when corn is planted and harvest according to Pleiades.

Students will need to know the various types of food that can be made from corn.

EvaluateCreate Students will use the

academic word to create a diagram of a corn and label the parts of the plant.

Students will create a booklet about the history and personal use of corn.

Students will make/create a simple corn recipe.


Unit: Clans


Grade Level: 4thgrade



Name and identify maternal clan group among peers and used correct kinship.Depth of Knowledge Type of Thinking





Remember Student s will need to know their mother’s clan.

Students will need to know their mother’s clan group.

Understanding Students will need to know academic vocabulary words.

Students will need to know the kinship terms when addressing their peers.

Students will need to know the origin of the clan.

Students will need to know how to research for their clan using family members.

Apply Students will use proper kinship terms with peers who are in the same maternal clan group.

Students will orally recite their 4 clans and their maternal clan group and identify a peer of relation.

Analyze 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.

EvaluateCreate 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 create a class web of who is related to them.


Unit: Hogan





Distinguish the purpose and use of a Male Hogan.Depth of Knowledge Type of Thinking






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.

Apply Students will do an oral presentation about their project.

Analyze Students will need to know the origin of the Male Hogan.

Students will need to know the purpose of a Male Hogan.

Students will use a Venn Diagram to compare and contrast the Male Hogan and Sweat Lodge.

Evaluate Students will do a gallery walk and use a rubric to rate each other’s projects.

Create Students will use academic vocabulary words to identify, create, and write about the Male Hogan.

Students will construct a diorama of the Male Hogan.


Unit: Clothing





Describe the various early Navajo adopted clothing styles (Before the Long Walk).Depth of Knowledge Type of Thinking






know academic vocabulary words.

Students will need to know what adopted means.

Students will need to know the social influences that caused the change in clothing styles.

Students will need to know how to research topics using various resources.

Apply Student will label some fabric and cloth materials for reference.

Students will need to know how to use a graphic organizer.

Students will use the internet or other resources to research the origin of a Native American ribbon shirt.

Analyze Students will observe their own attire and identify style they are wearing.

Students will need to know types of fabric & clothing materials.

Students will use graphic organizer to compare and contrast present to 1800’s Navajo clothing style.

Students will need to know time line of styles of clothes.

EvaluateCreate Students will use

academic vocabulary words and categorize them by style: i.e. western, sports, casual and etc.


Unit: Places, History & Government





Compare and Contrast a pictograph and petroglyph.Depth of Knowledge Type of Thinking





Remember Students will need to know types of stones in the general region on the Navajo Reservation

Understanding Students will need to know the academic vocabulary wordsStudents will need to know the Anasazi culture.

Students will need to know how compare and contrast

Students will need to know not to deface ancient rock art/symbols

Apply Students will label rock images that are common on the Navajo Reservation

Students will use a graphic organizer to list the do’s and don’ts of pictograph and petroglyph

Students will use creativity to define academic vocabulary using pictograph and petroglyph symbols

Analyze Students will demonstrate a clay pictograph or petroglyph for a project

Students will use the internet and other resources to research the Anasazi culture

EvaluateCreate


Unit: Storytelling/Recreation





Define the meaning of names for each month on the calendar.Depth of Knowledge Type of Thinking





Remember Students need to know how to pronounce the 4 seasons in Navaj Students need to know how to pronounce the 12 months in Navajo

Understanding Students need to know the academic vocabulary.

Students need to know the 12 months from the Navajo perspective

Apply 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.

AnalyzeEvaluateCreate Students will write a

simple description of the Navajo months for each illustration or downloaded images


Unit: Rug Weaving





Name the significant color and design a Ganado Red Rug pattern.Depth of Knowledge Type of Thinking





Remember Students will need to know different rug designs

Students will need to know the location on the Navajo Reservation, where Ganado rugs are generally produced.


Students will need to know what a Ganado Rug pattern is

Students will need to know the primary colors associated to Ganado rugs

Students will need to know the geometric shapes associated to Ganado rug designs.

Apply 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.

Analyze Students will need to know there are three phases of Ganado rug design

EvaluateCreate Students will write

comparison of the three phases of Ganado rug patterns

Students will create and complete a word search puzzle using academic vocabulary words.


Unit: Arts & Crafts





Name the colors and design a Navajo Sash.Depth of Knowledge Type of Thinking





Remember Students will need to know that a Sash belt is a female belt.

Students will recall information about the Navajo Sash by creating a brainstorm web.

Understanding 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 the story about sash belt

Students will need to know primary colors associated to a sash belt and its meaning.

Students will need to know different methods of weaving a sash belt with other cultures.

Apply Students will use the primary colors to design a Navajo sash.

Analyze Students will analyze the techniques of Navajo sash weaving.

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.


survey of who owns a Navajo Sash and graph the results.


Unit: Food





Choose 3 dried foods to explain the many ways of preparing for a meal.Depth of Knowledge Type of Thinking





Remember Students will need to know the food pyramid.

Understanding Students will need to know academic vocabulary words.Students will need to know what dried foods are.

Students will need to how the dried foods are prepared.Students will need to know how to explain and present.

Students will need to know what a healthy meal consist of.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.

Apply Students will generate ideas on a consensus map of dehydrated foods.

Analyze Students will categorize dried food into a food pyramid.

Evaluate Students will present 1 of the projects from a choice board activity to peers.

Create Students will use vocabulary words to design and create a menu.


Unit: Clans


Grade Level: 5th Grade



Name and identify kinship through paternal clan groupDepth of Knowledge Type of Thinking





Remember Students will need to know the kinship terms when addressing their peers.

Students will use family members to research paternal clan.

Students will need to know how to research for their paternal clan using family members.

Understanding Students need to know the academic vocabulary

Student s will need to know their father’s clan

Students will need to know their paternal clan group.

Students will identify their paternal clan group from a clan group worksheet, chart, or wheel.Students will need to know the origin of their paternal clan groups.

Apply Students will use proper kinship terms with peers who are in the same paternal clan group.

Students will orally recite their 4 clans and their paternal clan group and identify a peer of relation.

AnalyzeEvaluate Students will use

reference books or other resources to research maternal clan.

Create 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 create a class web of who is related to them.


Unit: Hogan





Name and identify the correct place where a traditional wedding takes placeDepth of Knowledge Type of Thinking






know Academic Vocabulary Words


know the differences of a Traditional and Modern Wedding

Students need to know the type of Hogan used for a Traditional wedding

Students need to know the proper seating arrangements for families

Evaluate Students need to know the significant of a Traditional wedding

Create Students will create a Haiku Poem using the Academic Vocabulary Words

Students will summarize a story of a Navajo Traditional wedding

Students will draw a Female Hogan and label the specific areas affiliated with a Traditional wedding

Students will utilize a Venn Diagram to compare and contrast a Traditional/Modern wedding


Unit: Clothing





Describe the various later Navajo adopted clothing styles ( After the Long Walk).Depth of Knowledge Type of Thinking





Remember Students need to know how to view a time-line



know how economics relates to clothing

Evaluate Students need to know to compare and contrast the traditional/Adopted clothing

Create Students will create a cross-word puzzle using the Academic Vocabulary words

Students will illustrate a time-line with dates according to clothing styles

Students will design a Venn Diagram to compare/contrast the economics of Trading and buying







Describe and locate the significant of the Long Walk.Name 3 Navajo leaders pertaining to that Era.Depth of Knowledge Type of Thinking





Remember Students need to know names of Navajo Leaders


Students need to know the locations of Fort Canby, Fort Wingate and Fort Sumner

Apply Students need to know the route of the Long Walk

Analyze Students need to know why the Long Walk occurred

EvaluateCreate Students will create

an Acrostic Poem from the word LONG WALK

Students will illustrate the Long Walk route and label the correct locations

Students will describe 3 leaders who played a role in the Long Walk

Students will write a summary of the events occurred during the Navajo Long Walk era







Define and describe the natural resources used for survival skills.Depth of Knowledge Type of Thinking





Remember Students need to know about Livestock management

Understanding Students need to know Academic Vocabulary WordsStudents will classify Academic Vocabulary words according to their groups

Students need to know what survival skills is

Students need to know what natural resource is

Students need to know about Forestry


know about their surrounding regions and its resources

EvaluateCreate Students will use a

graphic organizer to group different resources according to their region

Students will outline livestock management skills

Students will produce a map within their region and label its resources


Unit: Rug Weaving





Compare and describe a Two Grey Hills and storm pattern rug weaving design.Depth of Knowledge Type of Thinking







Students need to know the value of a rug

Students need to know the location of a rug

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

ApplyAnalyzeEvaluate Students need to

know the significant of a Two-Grey Hill/Storm pattern rug

Students will discover the uniqueness of a rug and predict a cost of a rug.

Create Students will write sentences using the Academic Vocabulary Words

Students will create a Venn diagram to compare and contrast the 2 different rugs

Students will name a rug design and locate the place on a Navajo Nation Map

Students will experiment with different vegetable dyes


Unit: Food





Illustrate 3 foods adopted from other cultures.Depth of Knowledge Type of Thinking





Remember Students need to know about the food pyramid

Students need to know the ingredients of some adopted food


Apply Students need to know measurements of preparing food

Students need to know the accurate temperature of cooking food

Students need to know the exact ratio of mixing ingredients

Students will mix the right ratio in preparing an adopted food

AnalyzeEvaluate Students will

categorize adopted food on a food pyramid

Create Students will play food bingo using the Academic Vocabulary Words

Students will write a recipe

Students will record the temperature of different thermometer settings of preparing food







Name and describe the tools for Silversmith. Depth of Knowledge Type of Thinking







Students need to know silversmithing tools

Students need to know how to process silver for silversmithing

Apply Students need to know the uses of tools in silversmithing

AnalyzeEvaluateCreate Students will write a 1

page summary using Academic Vocabulary Words

Students will play a race game to name the tools correctly

Students will demonstrate the proper way of using tools

Students will create a piece of jewelry using silver and show the end product to the class


Unit: Clan


Grade Level: 6th



Name and identify maternal & paternal Grandfather’s clan group and kinship.Depth of Knowledge Type of Thinking





Remember Students need to know the kinship terms

Students need to know what maternal and paternal means

Students will be able to identify clan groups using clan sheets, clan wheel and clan poster

Students will be able identify maternal and paternal definitions using dictionary, internet and other sources.

Understanding Students need to identify academic vocabulary.Students will be able to listen to a Dine oral story based on the Creation of the Four Original Clans.

Students need to know maternal & paternal grandfather clan groups

Apply Students need to use communication skills to orally introduce themselves in Dine.

Students will be able to write and complete a Paragraph Frame.

Analyze Students will be able identify Dine kinship by compare and contrast clans with peers.


to create a personal clan poster, including maternal and paternal clan groups.


Unit: Hogan


Grade Level: 6th



Compare, contrast, and illustrate a traditional & modern Hogan.Depth of Knowledge Type of Thinking





Remember Students need to listen to a Dine oral story or read literature about traditional shelters.

Understanding Students need to know the definition of scale

Students need to know the 6 Dine shelters

Students need to know geometrical shapes

Apply Students will be able to write and complete a Paragraph Frame.

Students will be able to listen to a Dine oral story about traditional shelters.

Students will be able to use creative, analytical, critical and mathematical skills to scale model a Dine shelter.

Analyze Students need to compare, contrast, and illustrate a traditional & modern Hogan.

Students will be able to compare and contrast Dine male and female shelters.

Students will be able to compare and contrast geometric shapes of Dine shelters.


to use creativity to illustrate six Dine shelters.


Unit: Clothing


Grade Level: 6th



Differentiate contemporary clothing styles.Depth of Knowledge Type of Thinking





Remember Students will be able to listen to a Dine oral story based on wearing proper clothing attire.

Understanding Students need to know the Academic Vocabulary WordsStudents need to know what analyze means

Students need to know what differentiate contemporary clothing styles means.

Students need to know proper traditional clothing attire for traditional ceremonies or other Dine social functions.

Apply Students will be able to write and complete a paragraph frame.

Students will be able to identify academic vocabulary words using dictionary, internet and other sources.

Analyze Students will be able to analyze the way individuals wear contemporary clothing styles by comparing student’s style to peers.


to use creative thinking skills to develop a contemporary Native American ribbon shirt.


Unit: Places, History and Government


Grade Level: 6th



Identify and name a Navajo Leader who signed the Treaty of 1868.Depth of Knowledge Type of Thinking





Remember Students need to identify and name a Navajo Leader who signed the Treaty of 1868.

Understanding Students need to know what the Treaty of 1868 isStudents need to know what articles are in the Treaty

Students need to know where the treaty was signedStudents 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.

Apply Students will write and complete a Paragraph Frame.

Analyze Students will read and analyze a copy of the Treaty of 1868 and discuss important aspects of the document.


to generate a personal poster about how the Treaty of 1868 affected the Dine then and present time.




Grade Level: 6th



Categorize contemporary and traditional games.Depth of Knowledge Type of Thinking





Remember Students need to know about the Dine Coyote Tales

Students will be able to view Dine Coyote Tales on DVD and write a summary of one tale.


Students need to know about the winter games

Students need to know how to categorize contemporary and traditional games.Students will be able to discuss moral and values to be learned from Coyote Tales


Students will be able to participate in a simple game of Dine stick game.

Students will be able to associate moral and values from Coyote Tales to contemporary games how rules and regulations are designed for sportsmanship.

AnalyzeEvaluateCreate Students will be able

to create a Venn Diagram and categorize games to season they are commonly played in.


Unit: Rug Weaving


Grade Level: 6th



Describe and illustrate a Chief blanket patternDepth of Knowledge Type of Thinking





Remember Students will be able to listen to a Dine oral related to the Spirit of Spider Woman.


Students need to know the process of rug weaving

Students need to know how to describe and illustrate a Chief blanket pattern

Students need to know what a ratio is


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)

Student will be able to research Chief blanket pattern using the internet or other resources.

Analyze Student will be able to analyze the Spirit of Spider Woman poster or other rug design resources and compare various Dine rug designs.

EvaluateCreate




Grade Level: 6th



Distinguish the seasonal traditional dances and the arts and crafts associated to traditional attire.Depth of Knowledge Type of Thinking





Remember Students need to know the 4 seasons


Students will characterize dances according to the seasons

Students need to know the different types of traditional dances


Students need to be able to listen to a Dine oral story related to arts and crafts.

Analyze Students will be able to distinguish the seasonal traditional dances because of the arts and crafts used in traditional regalia.


collage using magazine clips to show the different types of dances and clothing


Unit: Food


Grade Level: 6th



Compare and contrast traditional and modern farming techniques.Depth of Knowledge Type of Thinking





Remember Students need to know the basics of planting

Students need to know what farming is

Students need to know the word, technique


Students need to know Navajo Traditional planting

Students need to know the tools & equipment for farming


Students will explain the correct time to farm and plant thru Navajo Astronomy

Analyze Students will use a Venn Diagram to compare and contrast the techniques of Traditional/Modern farming

EvaluateCreate Students will draw

the sequence of farming

Students will illustrate the tools and equipment used for farming

Documents

Web viewStudents will be able to write a short poem using the word “HOGAN ... “The First Hogan” story told by Don Moses Jr. Create