1920s boom time high School Instructional Performance Task Module

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Essential Question:

Thematic EQ: How is the economic, political, and social ideology of the 1920s Boom Time reflected in literary texts from the era?

Skill EQ: How can information from informational texts be integrated with information from literary texts to support an argument?


What do students need to learn to be able to answer the Essential Question?
The Assessment Prompts remain the same for either “Head and Shoulders” or “Spanish Blood”

Assessment Prompt #1: Highlight and annotate appropriate literary elements (e.g., characters, literary devices, and plotlines), and make accurate connections to central ideas from informational texts (Lesson 1).

Assessment Prompt #2: Identify aspects of literary text that connect to information from Lesson 1 texts and identify the motifs.

Standards: CCSS literacy standard

12.RL.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.

12.RL.10 Read and comprehend literature…in the grades 11-CCR text complexity band proficiently, with scaffolding…

12 RI.3 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

12. RL.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

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