|Inquiry Design Model (IDM) Blueprint™|
|Who Am I?|
|NDNAEU 2 “Learning & Storytelling”, NDNAEU 7 “Native Identity”|
|Compelling Question||Where did I come from? Who came before me? Who helps me go further?|
|Standards and Practices||Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 3-12.W.3|
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. 3-12.W.3a
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. 3-12.W.3b
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. 3-12.W.3b
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. 3-12.W.3d
Provide a conclusion that follows from and reflects on the narrated experiences or events. 3-12.W.3e
Based on grade level, the expectations for complexity of the Summative assessment and extensions will increase.
|Staging the Question||Around any of the major holidays, have a class discussion on what the families do to celebrate, foods they eat, the family they see. Then, move the discussion to focus on the memories they have.|
|Supporting Question 1||Supporting Question 2||Supporting Question 3|
|What do you know about your ancestry?|
Discuss/point out how some students know their ancestry further than others. Encourage students to have their family complete the tree.
|Whom outside your immediate family is important to your as a mentor or guide?|
1.Class brainstorm a list of people outside the traditional family who are important to them as mentors/guides. 2.Teacher shares a story from his/her past.
|What stories are important to you and the people you consider to be family?|
Let students share stories – encourage students to have more than one. Discuss how stories from our past shows our personality
|Formative Performance Task||Formative Performance Task||Formative Performance Task|
|1.Choose and run off a basic family tree shape to fill in|
2.Have students complete the basic family tree.
3.After discussion, add the other influential people to the tree – retitle the tree to Memory Tree.
|1. Discuss the videos and the role of others in our lives. Guide the discussion to Grandmother’s story.|
2.Have students create a brief writing of a story from one of the people on their Memory Tree
|Grade-specific expectations for writing types are defined in standards 1-3.|
|Featured Sources||Featured Sources||Featured Sources|
|1. Use a Google image search for “family tree;” such as https://goo.gl/cOkU49|
2. Have students discuss their families. Guide discussion to “family trees.”
3. Discuss people outside their families who influence them.
|1. Watch the Kathryn Froelich video “The Value of Kinship” https://teachingsofourelders.org/essential-understanding-1b-kathrynfroelich/|
2. Watch the Kathryn Froelich video “The Story of Coyote & Fox”
|Online information on writing a|
|SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based)||Create a memoir of themselves which incorporates family, mentors, and a|
story drawn from the Memory Tree to show a feature of their personality.
|SUMMATIVE PERFORMANCE TASK: Extension||Have students use the information to create a presentation/poster/short|
Use the same process and have students interview a parent/grandparent/mentor (record the interview and include it in the final product)
|Taking Informed Action / Real World Application||Digital technology can be utilized to document a student’s family and stories for future usage.|