Name: Siñot F. Calvo, Siñot S. Maritita, Lesson Title...

Lesson Title:

Areklamentu Siha

Name: Siñot F. Calvo, Siñot S. Maritita, Siñora V. Mesa, Siñora B. Reyes, Siñora J. Rodriguez-Charfauros School: Upi Elementary Grade Level: K-5th Content Area: Chamoru Timeline/Length: SY 2015-2016

DOE Content Standards/Performance Indicators & Common Core State Standards: • Standard 1 – Interpersonal Communication: Student will engage in conversations to express ideas and

feelings, to provide and obtain information, and to exchange opinions. ! K.1.2 – Give and follow simple instructions: Students will follow simple classroom directions

• Standard 2 – Interpretive Communication: Students will understand and interpret written and spoken ideas and information on a variety of topics.

! 1.2.3 – Demonstrate comprehension of statements, such as simple requests, commands, and directions: Students will follow routine classroom and school rules.

! 2.2.2, 3.2.2, 4.2.2, 5.2.2 – Students will follow prompts using words and commands. SLOs:

• Use effective oral and written communication (Usa ifektibu na komunikasion sinangan yan tinige’) • Participate as productive members of the community (Sumaonao kumu maolek na mebron i

komunidåt) • Integrate learning and apply to real-life situation (Man danña’ i tiningo’ siha yan ha aplika este para i

magåhet na situasion lina’la) • Explore concepts and skills needed for future world experiences (Espiha i finayi ni ha nisisita para i

manmamaila’ na tiempo siha) • Set personal goals and work towards achieving them (Disidi håfa siha malago’ pues fachuchu’i mo’na)

“I Can” Statements: • I can read in Chamorro! (Siña yu’ manaitai gi fino’ Chamoru!) • I can write in Chamorro! (Siña yu’ mångge’ gi fino’ Chamoru!) • I can speak in Chamorro! (Siña hu sångan gi fino’ Chamoru!) • I can identify the words in Chamorro! (Siña hu aidentifika i palåbra gi fino’ Chamoru!) • I can sing in Chamorro! (Siña hu kånta gi fino’ Chamoru!) • I can dance the Chamorro dances! (Siña hu baila i bailan Chamoru!)

Key Concepts 1. Gai Respetu 2. Gai Responsibilidåt 3. Na’ Såffu hao

Lesson Overview Students will learn the classroom and school rules in Chamorro.

Lesson Objectives In this lesson, students will be able to:

• read and identify the classroom and school-wide rules in Chamorro with at least 80-100% accuracy.

• write and recite the classroom and school-wide rules in Chamorro with at least 80-100% accuracy.

Textbooks/Materials/Resources:

• Textbook • Notebook • Worksheets • Pictures • Multimedia

Procedures

• Teacher will introduce the lesson with visual materials that illustrate the school-wide and classroom rules.

1. Gai Respestu (Be Respectful) 2. Gai Responsibilidåt (Be Responsible) 3. Na’ Såffu hao (Be Safe)

• Teacher will conduct repetitive practice of the rules in Chamorro for complete pronunciation and recitation.

• Students will practice writing for proper memorization of the rules.

Assessment/Evaluation

! KWL Chart ! Journaling ! Spot Checking ! Group Response ! Written/Verbal Assessments ! Rubrics ! Oral Presentation

Wrap-Up/Closing Activity

• Students will recite individually of both classroom and school rules in Chamorro.

• Students will practice writing rules in notebook and saying rules for homework.

Lesson Title: Åtfabeton Chamoru

Name: Siñot F. Calvo, Siñot S. Maritita, Siñora V. Mesa, Siñora B. Reyes, Siñora J. Rodriguez-Charfauros School: Upi Elementary Grade Level: K-5th Content Area: Chamoru Timeline/Length: Sept. 2015

DOE Content Standards/Performance Indicators & Common Core State Standards:

• Standard 3 – Presentational Communication: Students will write and speak on a variety of topics to present information, concepts, and ideas to an audience.

! K.3.1 – Imitate vowel and consonant sounds ! K.3.3 – Write alphabet and symbols ! 1.3.1 – Recite Chamorro alphabets and sounds ! 2.3.1 – Identify Chamorro alphabets, vowels, and consonants ! 3.3.1 – Identify Chamorro alphabets and symbols ! 4.3.1 – Identify Chamorro alphabets: diphthongs and geminate consonants ! 5.3.1 – Write using the Chamorro alphabets, symbols, proper punctuation and grammar

ESLRs:


komunidåt) • Integrate learning and apply to real-life situation (Man danña’ i tiningo’ siha yan ha aplika este para i magåhet na situasion lina’la) • Explore concepts and skills needed for future world experiences (Espiha i finayi ni ha nisisita para i manmamaila’ na tiempo siha) • Set personal goals and work towards achieving them (Disidi håfa siha malago’ pues fachuchu’i mo’na)


Vocabulary Åtfabeton Chamoru Buet Konsonånte Buetbuet Konkonsonånte Simbolo Letra Bente-Kuåttro Dopble Konsonånte Glota Dollan Tilde/Tilda Lonnat Palåbra Buebuet Konkonsonånte Dopbli konsonånte Dinga’ konsonånte Finene’na Uttimo Sångan Ma’arekla Sunido

Lesson Overview

Students will learn the

Chamorro Alphabet and

Symbols.


• write Chamorro alphabets and symbols: ‘, a, å, b, ch, d, e, f, g, h, i, k, l, m, n, ñ, ng, o, p, r, s, t, u, y with at least 80-100% accuracy.

• recite Chamorro alphabet sounds: /’/, /a/, /å/, /be/, /che/, /de/, /e/, /fe/, /ge/, /he/, /i/, /ke/, /le/, /me/, /ne/, /ñe/, /nge/, /o/, /pe/, /re/, /se/, /te/, /u/, /ye/ with at least 80-100% accuracy.

• recite and identify vowels: i, u, e, o, a, å with at least 80-100% accuracy.

• recite and identify consonants: ‘, b, ch, d, e, f, g, h, k, l, m, n, ñ, p, r, s, t, y with at least 80-100% accuracy.

• identify alphabet symbols: / ’-glota/, / - dollan/, / ~ tilde/,

/ º lonnat/ with at least 80-100% accuracy. • identify double vowel: ai, iu, ie, ia, io, etc.

with at least 80-100% accuracy. • identify consonant clusters: fl, tr, etc. with

at least 80-100% accuracy. • identify double consonants: ll, mm, etc.

with at least 80-100% accuracy. • compose paragraphs using simple to

complex sentences with at least 80-100% accuracy.



Procedures (Students are task towards different objectives based on grade level.)

• Teacher presents students with visual materials of the Chamorro alphabet.

• Teacher recites the alphabets and students repeat for proper pronunciation of letters.

• Students complete assignments and task based on the grade level.


" KWL Chart " Journaling " Spot Checking " Group Response " Written/Verbal Assessments " Rubrics " Oral Presentation


• Singing of the alphabet song in Chamorro for memorization.

• Review and individualized assessments of the alphabet lesson.

• Students will complete assignments and practice worksheets.

• Students will play variety of alphabet games in Chamorro.

Lesson Title:

Baila



• Standard 4: Culture – Students will demonstrate an understanding of the traditions, perspectives, practices, and products of the Chamorro culture.

! K.4.6, 1.4.6, 2.4.5, 3.4.5, 4.4.5, 5.4.5 – Perform samples of traditional arts and expressive products from the Chamorro culture in chanting, music and dance.

SLOs:

• Use effective oral and written communication (Usa ifektibu na komunikasion sinangan yan tinige’) • Participate as productive members of the community (Sumaonao kumu maolek na mebron i komunidåt) • Integrate learning and apply to real-life situation (Man danña’ i tiningo’ siha yan ha aplika este para i



“I Can” Statements: • I can read in Chamorro! (Siña yu’ manaitai gi fino’ Chamoru!) • I can write in Chamorro! (Siña yu’ mångge’ gi fino’ Chamoru!) • I can speak in Chamorro! (Siña hu sångan gi fino’ Chamoru!) • I can identify the words in Chamorro! (Siña hu aidentifika i palabra gi fino’ Chamoru!) • I can sing in Chamorro! (Siña hu kånta gi fino’ Chamoru!) • I can dance the Chamorro dances! (Siña hu baila i bailan Chamoru!)

Vocabulary Mo’na Tåtte Bira Agapa’ Akague Hulo’ Papa’ Apunta Chåchå Båtsu Tuis Ha’iguas Sostis Yengyung Dispåsio Chaddik

Lesson Overview Students will learn different dance movements in Chamorro


• perform dance steps in Chamoru with at least 80-100% accuracy.


• Textbook • Notebook • Worksheets • Pictures • Multimedia • Audio Player

Procedures • Teacher will demonstrate different dance

movements to the students. • Step by step procedure will be taught for

mastery. • Students and teacher will practice individually • Students will practice with partners




• Teacher may show students actual video clips of the dance movements

• Teacher will use music to perform the dance movements

• Students will practice more at home with family members

# This lesson is continuous throughout the school

year.

Lesson Title:

Fanohge Chamorro, Inifresi & Manhula’ Yu’

Name: Siñot F. Calvo, Siñot S. Maritita, Siñora V. Mesa, Siñora B. Reyes, Siñora J. Rodriguez-Charfauros School: Upi Elementary Grade Level: K-5th Content Area: Chamoru Timeline/Length: Aug/Sept. 2015


• Standard 4 – Culture: Students will demonstrate an understanding of the traditions, perspectives, practices, and products of the Chamorro culture.

! K.4.2, 1.4.2, 2.4.2 – Recite the Fanohge Chamorro, Inifresi and Manhula’ Yu’ ! 3.4.2, 4.4.2, 5.4.2 – Recite and discuss the importance of the Fanohge Chamorro, Inifresi and

Manhula’ Yu’ ESLRs:





Vocabulary Kånta ufresi/ufresin Matunå-ña difende Onra hinengge Gloria kuttura Isla lengguåhi Pås kuttura Bendision lengguåhi Piligru afitma Prutehi Amerikånu Tano’-ta ripubliku Sen paråt riprisesenta Mås takhilo’ fitme Mås takhalom nasion Mås figo’ diniririhi Hinasso-ku linibre Kurason-hu parehu Irensiå-ku tråtamento

Lesson Overview

Students will learn the Fanohge Chamorro,

Inifresi & Manhula’ Yu’


• sing Fanohge Chamorro from beginning to end with at least 80-100% accuracy.

• recite Inifresi & Manuhula’ Yu’ independently with at least 80-100% accuracy.

• explain the meaning of Fanohge Chamorro, Inifresi & Manhula’ Yu’ with at least 80-100% accuracy.


• Textbook • Notebook • Worksheets • Pictures • Multimedia • Guam Flag • Poster

Procedures

• Teacher will model proper position towards the flag.

• Students will place right hand over left chest and stand correctly towards the Guam flag.

• Students will listen and repeat words correctly of the Fanohge Chamoru, Inifresi & Manhula’ Yu’.

• Students will continue to practice the words until mastered with writing and singing.




• Students will complete worksheets pertaining to the Fanohge Chamoru, Inifresi & Manhula’ Yu’.

• Students will sing and recite individually and/or as a group.

• Students will complete homework assignments.

Lesson Title: Fotmasion Siha

Name: Siñot F. Calvo, Siñot S. Maritita, Siñora V. Mesa, Siñora B. Reyes, Siñora J. Rodriguez-Charfauros School: Upi Elementary Grade Level: K-5th Content Area: Chamoru Timeline/Length: Oct. 2015


• Standard 2: Interpretive Communication – Students will understand and interpret written and spoken ideas and information on a variety of topics.

! K.2.2 – Recognize letters and sounds in familiar words. ! 1.2.2 – Identify familiar words or phrases, including cognates and words shared between

languages. ! 2.2.1 – Demonstrate comprehension of familiar words and phrases ! 3.2.1, 4.2.1, 5.2.1 – Identify familiar words and phrases.

ESLRs: • Use effective oral and written communication (Usa ifektibu na komunikasion sinangan yan tinige’) • Participate as productive members of the community (Sumaonao kumu maolek na mebron i



manmamaila’ na tiempo siha) • Set personal goals and work towards achieving them (Disidi håfa siha malago’ pues fachuchu’i

mo’na)


Vocabulary Sitkolo Aridondo Kuadråo Rektånggolo Triånggolo Ubalao Estreyas Mediu sitkolo Diamånte Ubalåo Kurason

Lesson Overview Students will learn the different shapes in Chamorro.


• Identify shapes in Chamorro with at least 80-100% accuracy

• Differentiate shapes in Chamorro with at least 80-100% accuracy.

Textbooks/Materials/ Resources:


Procedures • The teacher will show the students the different shapes. • The teacher will say and pronounce the different shapes in Chamorro. • The students will practice saying and identifying the different shapes in

Chamorro.

Assessment/ Evaluation

" KWL Chart " Journaling " Spot Checking " Group Response " Written/Verbal

Assessments " Rubrics " Oral Presentation


• Students will practice saying, writing and identifying the different shapes in Chamorro.

• Students will complete seatwork and/or homework related to the different shapes in Chamorro.

Lesson Title:

Kalendåriu/Fanha’aniyan Klema



• Standard 2: Interpretive Communications: Students will understand and interpret written and spoken ideas and information on a variety of topics.

! 1.2.3, .2.2.1 – Demonstrate comprehension of statements, such as simple requests, commands, and directions.

! 3.2.1, 4.2.1 – Identify familiar words and phrases ESLRs:






Vocabulary Fecha Ineru Gefha’an Nigap Fibreru Nopblådu På’go Måtso Chata’an Agupa’ Abrit Guaifon Simåna Måyu Mattiempo Diha Huñio Klema Mes/meses Hulio Uchan Såkkan Agusto mapagåhis Septembre atdåo Damenggo Oktubri Lunes Nubembri Måttes Disembri Metkoles Huebes Betnes Såbalu


" identify days of the week, months of the year, dates, and weather with at least 80-100% accuracy. Fecha: Lunes na ha’åni, diha 25 gi Disembri na mes, dos mit kinse na såkkan, sosomnak

" identify words related to the calendar with at least 80-100% accuracy.

" identify yesterday, today, and tomorrow: nigap, på’go, yan agupa’ with at least 80-100% accuracy.


• Textbook • Notebook • Worksheets • Pictures • Multimedia • Calendar Chart

Lesson Overview Students will learn the days of the week, months of the year, dates and weather in Chamorro.

Procedures • Teacher will present the calendar for visuals • Teacher and students will repeatedly practice numbers, days and months for proper pronunciation of

the Chamorro words. • Students will practice writing the words for memorizations.


" KWL Chart " Journaling " Spot Checking " Group Response " Written/Verbal Quiz " Rubrics " Oral Presentation


• Students will complete worksheets for concrete practice of the words learned.

• Students will sing the alphabet song • Students will complete homework

assignments • Complete review of the lesson will done.

*This lesson is a continuation throughout the school year for the students to correctly say the current date in Chamorro.

Lesson Title: Kånta Siha


DOE Content Standards/Performance Indicators & Common Core State Standards: ! Standard 4: Culture – Students will demonstrate an understanding of the traditions,

perspectives, practices, and products of the Chamorro culture. • K.4.6, 1.4.6, 2.4.5, 3.4.5 – Perform samples of traditional arts and expressive products

from the Chamorro culture in chanting, music and dance ! Standard 3: Presentational Communication – Students will write and speak on a variety of

topics to present information, concepts, and ideas to an audience. • 2.3.2 – Recite developmentally appropriate rhymes, poems, or songs • 2.3.3 – Present on topics using three to five sentences, combining familiar vocabulary

SLOs:


komunidåt) • Integrate learning and apply to real-life situation (Man danña’ i tiningo’ siha yan ha aplika este para

i magåhet na situasion lina’la) • Explore concepts and skills needed for future world experiences (Espiha i finayi ni ha nisisita para i


mo’na)


Vocabulary

Lesson Overview Students will learn how to dance different Chamorro dance steps.


" Sing songs related to parts of the body, numbers, and colors

" Recite simple poems, stories, songs, and legends

" Sing Kotturå-ta " Sing Si Nånan Måmi " Sing Piknik " Sing Unu Hit

**Objectives are completed by each grade level with at least 80-100% accuracy in Chamorro.


• Textbook • Notebook • Worksheets • Pictures • Multimedia • Audio Player

Procedures

• Teacher will present students will song sheets to help students familiarize the words in the song.

• Teacher and students will practice saying and repeating the different words.

• Teacher will play the songs on an audio player. • Teacher and students will practice singing and

memorizing the songs. • Within a few days of practice, student should

be able to sing the songs without song sheets. • Singing and dancing can be incorporated

together.




• Students will practice and sing the different songs throughout the school year for complete memorization.

• Students will also sing the songs during Chamorro Month celebration.

Lesson Title: Kulot Siha



• Standard 1: Interpersonal Communication – Students will engage in conversations to express ideas and feelings, to provide and obtain information, and to exchange opinions.

! K.1.1, 2.1.1, 3.1.1, 4.1.1, 5.1.1 – Ask and answer simple questions about familiar topics • Standard 4: Culture – Students will demonstrate an understanding of the traditions, perspectives,

practices, and products of the Chamorro culture. ! 1.1.1 - Perform samples of traditional arts and expressive products from the Chamorro culture

in chanting, music and dance


ESLRs: • Use effective oral and written communication (Usa ifektibu na komunikasion sinangan yan tinige’) • Participate as productive members of the community (Sumaonao kumu maolek na mebron i




mo’na)

Vocabulary agaga’ asut betde amariyu lila å’paka’ åttilong kulot kåhet kulot di rosa kulot chukulåti kulot åpu kulot salåpe’/similot kulot oru kulot kueru

Lesson Overview Students will learn the colors in Chamo rro.


• Identify colors with at least 80-100% accuracy.

• Sing songs related to parts of the body, numbers, and colors with at least 80-100% accuracy.

Textbooks/ Materials/ Resources:

• Textbook • Notebook • Worksheets • Pictures • Multimedia • Crayons

Procedures ! Teacher will show students different colors and correctly

pronounce each word in Chamorro. ! Students will practice reading and sounding out the different

words in Chamorro. ! Students will orally read and say the different colors in

Chamorro.

Assessment/ Evaluation



• Students will sing and identify the different colors in Chamorro. • Students will complete worksheets as seatwork and/or homework

related to the colors in Chamorro. • Students will participate in different color related games for complete

comprehension of the colors in Chamorro.

Lesson Title:

Lihende

Name: Siñot F. Calvo, Siñot S. Maritita, Siñora V. Mesa, Siñora B. Reyes, Siñora J. Rodriguez-Charfauros School: Upi Elementary Grade Level: Kattiya Content Area: Chamoru Timeline/Length: SY 2015-2016



! K.4.4 – Listen to stories and legends in the Chamorro language. ! K.4.5 – Perform samples of traditional and expressive products from the Chamorro culture in

storytelling and poetry. SLOs:





“I Can” Statements:

• I can read in Chamorro! (Siña yu’ manaitai gi fino’ Chamoru!) • I can write in Chamorro! (Siña yu’ mångge’ gi fino’ Chamoru!) • I can speak in Chamorro! (Siña hu sångan gi fino’ Chamoru!) • I can identify the words in Chamorro! (Siña hu aidentifika i palåbra gi fino’ Chamoru!) • I can sing in Chamorro! (Siña hu kånta gi fino’ Chamoru!) • I can dance the Chamorro dances! (Siña hu baila i bailan Chamoru!)

Lesson Overview Students will learn about the different Legends of Guam.


• Listen to Legends of Guam: Gi Paingen Krismas; I Guaka Yan I Karabåo; Hilitai Yan I Ke’ko’

**Objectives are completed with at least 80-100% accuracy in Chamorro.

Vocabulary Sirena I Karabåo gi paingen krismas I Guaka Yan I Karabåo Såddok neni guaka Nangu karabåoa karabåo Umågang Belen natibu Matago’-ña puengi/paingen låssas Matlinå-ña anghet akachayi Mama’guihan niñu dångkulo Lamitå bunitu mafñot Osge fangånta/kånta lachi I Hilitai Yan I Ke’ko’ Liyang Banidosa Atanon Ko’ko’ Kulot Penta Penset bunito Textbooks/Materials/Resources:


Procedures • Teacher will read the legends to the students. • The students will be asked questions about the

legends for comprehension. • A group discussion about the legend will be

done.


! KWL Chart ! Journaling ! Spot Checking ! Group Response ! Written/Verbal Assessments ! Rubrics ! Oral Presentation ! Assignments/Projects


• Students will complete assignments or activities relating to the legend.

• Homework/projects may be completed for family participation.

*Lessons may vary depending to the teacher’s discretion and abilities.

Lesson Title:

Lihende

Name: Siñot F. Calvo, Siñot S. Maritita, Siñora V. Mesa, Siñora B. Reyes, Siñora J. Rodriguez-Charfauros School: Upi Elementary Grade Level: Kuåttro Content Area: Chamoru Timeline/Length: SY 2015-2016

DOE Content Standards/Performance Indicators & Common Core State Standards: • Standard 3: Presentational Communication – Students will write and speak on a variety of topics to

present information, concepts, and ideas to an audience. ! 4.3.2 – Narrate current events ! 4.3.3 – Report and describe, using simple to complex sentences. ! 4.3.4 – Speak the Chamorro language


! 4.4.4 – Listen to or read materials in the Chamorro language such as legends, folklore, superstitions, proverbs, and humor

SLOs: • Use effective oral and written communication (Usa ifektibu na komunikasion sinangan yan tinige’) • Participate as productive members of the community (Sumaonao kumu maolek na mebron i







• Discuss current events using simple to complex sentences. • Engage in class discussion based on lesson • Provide simple descriptions and information in speech • Respond orally to questions using words, phrases, and

simple sentences from daily lessons. • Relate to Legends of Guam: Håfa na Manggeftåo I Man

Chamorro; Si Alu yan Si Pang; Si Maga’låhi Gådåo **Objectives are completed with at least 80-100% accuracy in Chamorro.

Vocabulary Håfa na Manggeftåo I Man Chamorro Si Maga’låhi Gådåo Antigun metgogot Taotåomo’na taima’åñåo Bisita humåñåo Isa pumeska Palåo’an Humåtak LamLam Kånton Tåsi Låhi halu’u Tentågo’ ensigidas Yu’os tokcha Pasaheru dadåo Båtsala nisisita Sadi’gåni (sade’gåni) nanguyi Popble tomba Estrangheru ipe’ Mampenacha patnas Textbooks/Materials/Resources:


Procedures

• Teacher will read the legends to the students.

• The students will be asked questions about the legends for comprehension.

• A group discussion about the legend will be done.







Lesson Title:

Lihende

Name: Siñot F. Calvo, Siñot S. Maritita, Siñora V. Mesa, Siñora B. Reyes, Siñora J. Rodriguez-Charfauros School: Upi Elementary Grade Level: Primet Content Area: Chamoru Timeline/Length: SY 2015-2016



! 1.4.4 – Listen to or read simple materials in the Chamorro language such as legends, folklore, superstitions, proverbs, and humor.

! 1.4.5 – Perform samples of traditional and expressive products from the Chamorro culture in storytelling and poetry.

SLOs:









• Listen to or read about Legends of Guam: Sånta Marian Kåmalen; I Åcho’ Kameyu; I Isa; Puntan yan Fu’una

• Discuss comprehension of the different legends. **Objectives are completed with at least 80-100% accuracy in Chamorro.

Vocabulary Sånta Maria Del Kamarin I Åcho’ Kameyu Fotma I Isa Peskadot man senmetgot palåo’an Pumeska mi fuetsas Veronica Talåya inespånta addet Fisga halu’u manyiniusan Danges kontråriu destrosa Pånglåo oru inimigo isla Imåhen estrangheru fuera Kåkatga Hagåtña kåhat Guihan åcho’ tollai Malesso’ kameyu isa Puntan yan Fu’una Higånte Åtte Åttadok – atdåo/pulan Sehas – isa Pechu – långhet (mapagåhes) Atayo’ – Islan Guåhan Fuetsa Odda’ agaga’ Åcho’ båras Textbooks/Materials/Resources:


Procedures

• Teacher will read the legends to the students. • The students will be asked questions about the


done.







Lesson Title:

Lihende

Name: Siñot F. Calvo, Siñot S. Maritita, Siñora V. Mesa, Siñora B. Reyes, Siñora J. Rodriguez-Charfauros School: Upi Elementary Grade Level: Segundu Content Area: Chamoru Timeline/Length: SY 2015-2016


present information, concepts, and ideas to an audience. ! 2.3.2 – Recite developmentally appropriate rhymes, poems, or songs. ! 2.3.3 – Present on topics using three to five sentences, combining familiar vocabulary.


! 2.4.4 – Listen to or read simple materials in the Chamorro language, such as legends, folklore, superstitions, proverbs, and humor.








• Recite developmentally appropriate rhymes, poems, or songs

• Present on topics using three to five sentences, combining familiar vocabulary

• Listen to or read about Legends of Guam: Puntan Påtgon; Håfa na Dalalai I Islan Guåhan; Flores Chichirika; Håfa Na Dos Hila’-ña I Hilitai

• Discuss comprehension about the different legends. **Objectives are completed with at least 80-100% accuracy in Chamorro.

Vocabulary Puntan Påtgon Håfa na dalalai I Islan Guåhan Flores Chichirika Masåla pusision-ña pilu-ña Inai higånte bunitu Banidosu guihan tristete Metgot numañangu manggupu Man ma’å’ñåo tåsi paluma Matulaika uriyan trongko-ku Embidia man ma’å’ñåo tungo’ Måolek-ña manattok gåddon Pånglåo malåktos kumåti Ayuyu pañot kantåyi (kumånta) Ngelo’ (ngilo’) må’tot (utot) tunåda Bokbok chenchulu pumalu Håfa na Dos Hila’ña I Hilitai Bokungo’ / Liyang Hålom Tåno’ Bunitu Paluma Penta Kulot Penset Ko’ko’ Hilitai Atanon Sådpi Lalalo’ Textbooks/Materials/Resources:


Procedures

• Teacher will read the legends to the students. • The students will be asked questions about the


done.







Lesson Title:

Lihende

Name: Siñot F. Calvo, Siñot S. Maritita, Siñora V. Mesa, Siñora B. Reyes, Siñora J. Rodriguez-Charfauros School: Upi Elementary Grade Level: Singku Content Area: Chamoru Timeline/Length: SY 2015-2016

DOE Content Standards/Performance Indicators & Common Core State Standards: • Standard 2: Interpretive Communication - Students will understand and interpret written and spoken

ideas and information on a variety of topics. ! 5.2.2 – Gather the main idea and some specific information from simple passages using familiar

vocabulary and some visual support. • Standard 3: Presentational Communication – Students will write and speak on a variety of topics to

present information, concepts, and ideas to an audience. ! 5.3.2 – Narrate current and past events ! 5.3.3 – Read short passages aloud to practice appropriate pronunciation and intonation,

phrasing, and expression. ! 5.3.4 – Speak the Chamorro language.


! 5.4.4 – Listen to or read materials in the Chamorro language such as legends, folklore, superstitions, proverbs, and humor








• Answer questions from grade appropriate reading: Håyi? Håfa? Ngai’an? Taimanu? Sa’ håfa? Amånu? Kåo? Kuånto / Akuånto? Put håfa?

• Speak about activities or lesson • Respond to questions in short phrases or simple sentences. • Relate to Legends of Guam: Håfa Taimanu Na Ma Fa’tinas-ña I Islan Guåhan; Mafa’finas-ña I Ekso’

Låmlam; Estorian I Paopao Na Palao’an; Håfa Taimanu Ma Fotma I Isa **Objectives are completed with at least 80-100% accuracy in Chamorro. Vocabulary Håfa Taimanu na Mafa’tinas I Islan Guåhan Sabånan Låmlam Tinampe Hestoria mågas sumåsaga Durånten Hånom liyang dångkulo Tåno’ Higånte raino åcho’ Fotman Tulaika liga kusineron Che’lu-ña Era inasiste ñålang Mumalago’ Å’åmko’ guåfi maipe Eskplikåyi Matai na’lågu håyu Irensia Tatåotåo-ña låolåo hotde Pulan Atdåo sabånan uriya Båras Inesge na’ån-ña måtto



Procedures










Lesson Title:

Lihende

Name: Siñot F. Calvo, Siñot S. Maritita, Siñora V. Mesa, Siñora B. Reyes, Siñora J. Rodriguez-Charfauros School: Upi Elementary Grade Level: Tetset Content Area: Chamoru Timeline/Length: SY 2015-2016


present information, concepts, and ideas to an audience. ! 3.3.2 – Recite prepared material such as dialogues and short skits. ! 3.3.3 – Write complete simple sentences ! 3.3.4 – Speak the Chamorro language


! 3.4.4 – Listen to or read simple materials in the Chamorro language, such as legends, folklore, superstitions, proverbs, and humor.








• Restate simple poems, stories, and legends • Compose simple sentences about lessons • Engage in class discussions based on lesson • Respond to all types of questions with simple words, phrases,

and sentences about lessons. • Understand and retell legends of Guam: Si Gådao Yan Si

Mataguå’ña; I Åcho’ Alupang; I Fanihi; I Lemmai **Objectives are completed with at least 80-100% accuracy in Chamorro.

Vocabulary Si Gådao yan Si Mataguå’ña I Åcho’ Alupang I Fanihi Matatnga må’gas gå’ga’ tåno’ Må’gas inetnon gå’ga’ aire Tomhom malåte’ mandadanña Inalåhan kakanta / kantot maipen Sigente niyok liyang Espiha yengyong atborotu Destånsia mambåsnak manessalåo Åtte soggue mimon-ñiha Kinene’ kåmyo paluma Ma’udai preba fanihi Galaide’ afulo’ kontra / kentra Poksai hinekse manlalålo’ I Lemmai Lågu / Håya (sanlågu / sanhåya) Måtaiñålang Malachai Nengkanno’ Maga’låhi Fanhånåo Mana’ligåo Keståt-ña Karerå-ña Che’lu-ña Piniten-ñiha Mandodokko



Procedures










Lesson Title: Mamaisen Petmisu



• Standard 1: Interpersonal Communication – Students will engage in conversations to express ideas and feelings, to provide and obtain information, and to exchange opinions.

! K.1.1, 1.1.1, 2.1.1, 4.1.1 – Ask and answer simple questions about familiar topics ! 3.1.2 – Give information and state opinions about familiar topics ! 5.1.2 – Make requests and ask different types of questions

ESLRs: • Use effective oral and written communication (Usa ifektibu na komunikasion sinangan yan tinige’) • Participate as productive members of the community (Sumaonao kumu maolek na mebron i komunidåt) • Integrate learning and apply to real-life situation (Man danña’ i tiningo’ siha yan ha aplika este para i




Key Concepts: *Kao siña yu’ gumimen hånom? *Kao siña yu’ malak i kemmon? *Kao siña yu’ malak i emfetmera? *Kao siña yu’ malak i ofisina?

Lesson Overview Students will learn how to ask permission to certain wants and needs in Chamorro.


! ask permission for basic survival needs with at least 80-100% accuracy.

! explain basic needs and classroom needs with at least 80-100% accuracy



Procedures • Teacher will present the students with the

different permission questions. • Teacher will correctly say the permission

Chamorro • The students will correctly repeat the

permissions in Chamorro. • The lesson will be repeated for mastery




• The students will complete assignments related to the different permissions that is being asked. This will allow visual mastery of the lesson

• Students will be task to practice saying the permission at home and throughout the school year.

# This lesson is continuous throughout the

school year.

Lesson Title: Numeru/Ansiånu Siha


DOE Content Standards/Performance Indicators & Common Core State Standards: • Standard 2: Interpretive Communication – Students will understand and interpret written and spoken

ideas and information on a variety of topics ! K.2.1, 1.2.1, 2.2.1 – Demonstrate comprehension of oral or visual cues verbally and/or

nonverbally ! 3.2.1, 4.2.1, 5.2.1 – Identify familiar words and phrases ! K.2.2 – Recognize letters and sounds in familiar words ! 1.2.2 – Identify familiar words or phrases, including cognates and words shared between

languages ! K.4.6, 1.4.6 – Perform samples of traditional arts and expressive products from the Chamorro

culture in chanting, music and dance SLOs:





Vocabulary Tufong/måmfong Numiru Seru Dies Bente Trenta Kuårenta Singkuenta Sisenta Sitenta Ochenta Nubenta Siento/Gåtos Un Siento Dos Siento Kiñentos Mit/Chålan Onse Katotse Kinse Håcha Hugua Tulu Fåtfat Lima Gunom Fiti Guålo’ Sigua Månot


" Identify numbers: 0-31 " Sing songs related to parts of the body, numbers, and

colors " Identify numbers: 0-50 " Identify number: 0-100 " Identify numbers: 0-200 " Identify numbers: 0-500 " Identify numbers: 0-1000

**Objectives will be completed accordingly by grade level with at least 80-100% accuracy in Chamorro.

Lesson Overview

Students will learn how to count numbers in Chamorro.


• Textbook • Notebook • Worksheets • Pictures • Multimedia • Numbers Cards

Procedures • Teacher will present numbers to the

students • Teacher will correctly say the numbers

in Chamorro • Students will practice repeating the

numbers in Chamorro.




" Students will practice writing the numbers in Chamorro

" Students will sing songs related to numbers

" Students will complete assignments as seatwork and homework for complete memorization of the numbers.

Lesson Title: Påtten Tatåotao



• Standard 2: Students will understand and interpret written and spoken ideas and information on a variety of topics.

! K.2.1 – Demonstrate comprehension of oral or visual cues verbally and/or nonverbally. ! K.2.2 – Recognize letters and sounds in familiar words. ! 1.2.2 – Identify familiar words or phrases, including cognates and words shared between

languages. ! 2.2.1 – Demonstrate comprehension of familiar words and phrases. ! 3.3.1, 4.2.1, 5.2.1 – Identify familiar words and phrases.

SLOs:





“I Can” Statements: • I can read in Chamorro!

(Siña yu’ manaitai gi fino’ Chamoru!) • I can write in Chamorro!

(Siña yu’ mångge’ gi fino’ Chamoru!) • I can speak in Chamorro!

(Siña hu sångan gi fino’ Chamoru!) • I can identify the words in Chamorro!

(Siña hu aidentifika i palåbra gi fino’ Chamoru!) • I can sing in Chamorro!

(Siña hu kånta gi fino’ Chamoru!) • I can dance the Chamorro dances!

(Siña hu baila i bailan Chamoru!)

Lesson Overview

Students will learn the different parts of the body

in Chamorro.

Vocabulary ulu hå’i pechu kurason dåmagas sehas fåsu tuyan higadu tatancho’ åttadok åchai petna gofes titapo’ gui’eng apåga’ pechu to’lang ase’se påchot nifen tuyan atayu’ kalangke’ talanga hula’ petna tommu kånnai agå’ga’ låbios tilipas kålulot


• identify parts of the body with at least 80-100% accuracy.

• describe parts and organs of the body with at least 80-100% accuracy.



Procedures • Teacher will present the poster of the body • Students will practice reciting the words as

a group and/or individually • Students will practice writing words for

memorization




! Review of the parts of the body in Chamorro.

! Complete worksheets ! Sing and identify the parts of the body in a

song form. ! Complete homework assignments for

practice.

Lesson Title: Put Guåhu



• Standard 1: Interpersonal Communication ! K.1.1, 1.1.1, 2.1.1 – Ask and answer simple questions about familiar topics. ! 2.1.2 – Recognize and express a variety of likes, dislikes, and feelings in multi-word responses ! 2.1.4 – State personal information accurately ! 3.1.1 – Participate in brief conversations emphasizing previously learned material. ! 3.1.2 – Give information and state opinions about familiar topics ! 4.1.1 – Ask and answer questions about familiar, as well as new topics. ! 5.1.1 – Give detailed information about familiar and new topics.

• Standard 3: Presentational Communication ! K.3.4, 1.3.5 – Speak the Chamorro language ! 3.3.2 – Recite prepared material such as dialogues and short skits

ESLRs:







Vocabulary Na’ån-hu Sumåsaga-yu’ Åños-hu Kumpliåños-hu Apiyidu-hu Grådu-hu Ma’estra/tro-ku Ya-hu/ti ya-hu

Lesson Overview Students will talk and write about themselves in Chamorro.


• answer questions: Håyi na’ån-mu? Si _________ yu’ Hunggan/Åhe’

• describe oneself using phrases: låhi/palåo’an, idåt, lugåt na sumåsaga, nå’an manaiña, kompleåños.

• describe oneself using short sentences

Idåt-hu Låhi-yu’ Palao’an-yu’ Tilifon-hu Adres-hu Mañaina-hu

• converse using questions/phrases: magof yu’ pågo na ha’åni, ya hågu?, Håfa tatatmanu håo?, Tåotao månu hao? Taotao __________ yu’.

• ask and answer questions: Taimanu?, Kuånto/Akuånto? Ngai’an? Sa’ håfa?

• express likes and dislikes in simple sentences. • describe oneself using simple sentences.

" Students will complete objectives with at least

80-100% accuracy in Chamorro. Textbooks/Materials/Resources:

• Textbook • Notebook • Worksheets • Pictures • Multimedia • Art materials for presentation

Procedures

• Teacher will present different information about how to speak in Chamorro about oneself according to objectives listed above

• The students are to complete different activities relating to oneself and/or family members




! Students will complete information about themselves.

! Students will present themselves to the class. ! Students will practice on a daily basis about

how to talk about themselves in Chamorro

Lesson Title: Sinenti Siha



• Standard 1: Interpersonal Communication: Students will engage in conversations to express ideas and feelings, to provide and obtain information, and to exchange opinions.

! K.1.3, 1.1.4, 2.1.5, 3.1.3, 4.1.3, 5.1.3 – Recognize and use situation-appropriate nonverbal communication such as facial expressions and gestures.

! 2.1.2 – Recognize and express a variety of likes, dislikes, and feelings in multi-word responses ESLRs:





Vocabulary magof triste chiche’ muyo’ lalålo’ ma’å’ñao yayas luhan mangngang matuhok

Lesson Overview Students will learn the different expressions and gestures in Chamorro.


• identify expressions with at least 80-100% accuracy.

• identify gestures such as head nodding and hand signals with at least 80-100% accuracy.

• explain gestures: head nodding, hand signals with at least 80-100% accuracy.



Procedures

• Teacher will show students different manipulative about the feelings.

• Students will practice reciting the words individually.

• Students will practice writing words for concrete knowledge.




• Students will complete worksheets pertaining to the different feelings.

• Students will practice facial expressions in Chamorro for mastery.

Name: Siñot F. Calvo, Siñot S. Maritita, Lesson Title...

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