Archived standards are preserved as originally published and may differ from current standards.
IDM adaptation of an archived lesson originally written in another format. Questions and activity summaries have been adapted for IDM; the complete original wording and materials are retained below. Fields absent from the source are identified.
Compelling question
How can one image hold an important memory?
Standards & practices
RLK.6
RL1.6
RL2.6
RL3.1
RL4.1
RL5.1
Staging the question
Discuss memory and read Wilfrid Gordon McDonald Partridge.
Supporting inquiries
Supporting question 1
How can one image hold an important memory?
Formative performance task
Explore winter counts, make a memory image, and assemble a class spiral. Consider the challenge of representing an entire year with one picture.
Featured sources
Use the complete source text, illustrations, worksheets, and matched Elder sources reproduced below. Named readings and external media are identified in the original text.
Summative performance task · Argument
Use the original lesson’s assessment criteria and culminating activity reproduced in the source text. A separate IDM argument prompt was not stated.
Extension
See the complete archived lesson for its original extensions, where provided.
Taking informed action
A separate informed-action task was not stated in the archived lesson.
Elder sources included in this lesson
No specific Elder video could be matched to the archived lesson’s source references.
Original text & supporting materials
The complete archived text is retained here, including details that may extend beyond the inquiry blueprint.
Read the full archived lesson text
Wilfrid Gordon McDonald Partridge by Mem Fox
Oceti Sakowin Essential Understandings:
•
OESU 5, Indicator 1 for K-2: Students are able to identify the characteristics of
Oceti Sakowin culture.
•
OSEU 6, Indicator 1 for K-2: Students will understand the passing of time
through lineage.
•
OSEU 6, Indicator 2 for K-2: Students are able to demonstrate knowledge of
the fundamentals of a Winter Count.
•
OSEU 6, Indicator 2 for 3-5: Students are able to demonstrate knowledge of the fundamentals of a Winter
Count.
Common Core State Standards:
•
RLK.6, RL1.6, RL2.6: Author and illustrator of a story
•
RL3.1, RL4.1, RL5.1: Refer to text to ask and answer questions about a story
•
SLK.2, SL1.2, SL2.2: Understanding of text presented orally or through media
•
SLK.5, SL1.5, SL2.5: Add drawings to describe and add detail
Introduction:
•
Begin by talking about memories. What are memories? Why are they important? What are some things that
help us to remember?
•
Share that we are going to watch as a story is read to us about a very special boy who helps a friend to
remember.
Lesson:
•
Share the story, Wilfrid Gordon McDonald Partridge by going to the following link:
http://www.storylineonline.net/wilfrid-gordon-mcdonald-partridge/
•
Discuss the story talking about Wilfrid Gordon, the kind of person he was, and also what he helped his friend to
do.
•
Begin to talk about memories and how we keep track of them.
•
Introduce the idea of a Winter Count. View winter count images on the video and sing the Winter Count song,
Waniyetu Wowapi: https://www.dropbox.com/s/b7s2ym8q8mz9d79/WinterCount.mp4
•
Explain that we will be making a special kind. Each of us is going to create one picture that represents an
important memory. (Time permitting, each class can create one image as a whole as well that the teacher will
draw).
•
Have students form a spiral holding their pictures and talk about how this would be an example of one kind of
Winter Count. Discuss how difficult it must have been to have to summarize an entire year with one picture.
Discuss how the pictures help us to remember.
Original page 1 · illustrations and source materials
