1920s boom time high School Instructional Performance Task Module



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Essential Question:

Thematic EQ: How did literature of the 1920s reflect the economic, political, and social motifs for Prohibition, the New Woman, Mass Consumerism, and Jazz?

Skill EQ: How do readers use argumentative writing to show deep understanding of the historical context as reflected in literature?
Assessment Prompt #1: Generate a defensible argumentative claim based on informational text from Lesson 1 and one of the visuals from power point.

Assessment Prompt #2: Generate a defensible argumentative claim based on informational text from Lesson 1 and short story from Lesson 2 (Alternative: Teacher can ask for an introduction to an argumentative essay based on informational text from Lesson 1 and short story or stories from Lesson 2).

Assessment Prompt #3: Students will share combinations of informational central ideas with a corresponding literary detail to support primary claim. Teacher checks for accuracy before students continue to pair evidence. Students can check subsequent evidence pairings with a partner or small group if desired. Assessment Prompt #3b: Students complete graphic organizer or outline for essay.




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