Appendix
6.RL.6 By using narrative such as How We Became Human or American Born Chinese, students will begin to see the author’s point of view. In addition, some narrative and poems will shed light on the speaker’s choice of words and purpose. At the beginning of the lesson, students will be able to read short sections of How We Became Human’s introduction. As a teacher, I would be able to control super sensitive text by projecting only the passages that I want the students to analyze for the topic self-identity. As the lesson progresses, other cultural base book like Aronlth’s interpretation of Dine philosophy and Dine Culture will have to preselected because some content are too difficult to understand at the age of 11 or 12 years of age.
6RI.3 In this unit our students will be reading informational text like Reclaiming Dine History by Jennifer Nez Denetdale, Navajoland: Family and Settlement and Land Use by Klara B. Kelley and Peter M. Whitely and Under the Eagle: Samuel Holiday Navajo Code Talker by Samuel holiday and Robert S. McPherson. Information text y Denetdale, Kelley and Whitely will be used to understand the demographic of the Dine Nation. In addition, the informational text will be used to outline important identity topic such as clans, the names of the sacred mountain, and important historical events that took place.
6RL.9 The non-fiction books will also help students compare and contrast one author’s presentation of events with that of another. This reading standard will help students see the change of information facts from 1960’s to our new findings in 2017. By exploring the difference, students will begin to correlate the changes of understand and defining self-identity.
6W.5 By the second week of reading fiction and non-fiction, students will strengthen their writing process skill. Students will learn to use note and plan their family story of what self-identity means to him or her. In class, students will experience peer editing to finalize their writing.
6L.4c As the unit progress, students will have firsthand experience with this standard. The standard is requiring students to consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
6L.4d Students will verify preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
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