Track rhetoric and how it advances L.11-12.5.a the author’s purpose or point of view in the text ideas and their refinement or development over the course of the text Module Performance Assessment For this assessment, students draw upon their The Souls of Black 2 CCRA.R.9 analysis of the module texts in order to develop by W.E.B. Du Folk RL.11-12.2 and present a claim in a student-facilitated, Bois, Chapter 1: RL.11-12.6 “Of discussion to the following prompt: Our Spiritual RI.11-12.2 Strivings” RI.11-12.6 Develop and present a about how Sherman SL.11-12.1.a, “Atlanta Alexie’s poem to Write the Great American “How c, d Compromise Indian Novel” relates to central ideas and/or L.11-12.1 Speech” by Booker points of view developed in at least two of the SL.11-12.3 T. Washington four texts in this module. Support your claim with evidence and reasoning. the of “From Yemanjá” by Audre Lorde
Track rhetoric and how it advances the author’s purpose or point of view in the text ideas and their refinement or development over the course of the text L.11-12.5.a Module Performance Assessment The Souls of Black Folk by W.E.B. Du Bois, Chapter 1: “Of Our Spiritual Strivings” “Atlanta Compromise Speech” by Booker T. Washington “From the of Yemanjá” by Audre Lorde 2 CCRA.R.9 RL.11-12.2 RL.11-12.6 RI.11-12.2 RI.11-12.6 SL.11-12.1.a, c, d L.11-12.1 SL.11-12.3 For this assessment, students draw upon their analysis of the module texts in order to develop and present a claim in a student-facilitated, discussion to the following prompt: Develop and present a about how Sherman Alexie’s poem “How to Write the Great American Indian Novel” relates to central ideas and/or points of view developed in at least two of the four texts in this module. Support your claim with evidence and reasoning.