Literature and Composition Essential Voices, Essential Skills for the AP® Course
Core Code Alignment
Language Arts
Language Arts Electives
06010000093: A.P. Literature & Composition
Language Arts Electives
06010000093: A.P. Literature & Composition
Recommendation
Recommended Primary
Evaluation
This text has it all for any teacher wishing to prepare students for the AP Literature exam. The way that it is formatted allows a teacher to take the first two months of the year and detail out each section of chapters 1-3 (analyzing short stories, poetry, and long fiction/drama), then continue to reinforce the learning in the thematic chapters 4-9 for the rest of the year. I really think that the reading and writing activities cover everything necessary.
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Material Categories
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Rubric : English Language Arts
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | Does Not Violate Law | NA | NA | May Violate Law | ||
| The pieces of texts that are part of this book range from tradition fiction to contemporary fiction. There are many pieces that a teacher can choose from in chapters 4-9, chapters that focus on a theme. All students can use the texts in this book, and it is free from advertising throughout. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does not violate law | N/A | N/A | May violate law | ||
| There are many pieces in the instructor resources that open into a Word Document making them editable like the pacing guide, answer keys, and rubrics. The pacing guide is a table which includes whole-class instruction, individual instruction, and differentiation ideas. The pacing guide also gives appropriate days each section of the chapter should take based on 50-minute class periods. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does not violate law | N/A | N/A | May violate law | ||
| Only a student's Chromebook is required to access the materials of this text. The Internet is also required for students to turn in assignments. | ||||||
| Free from advertising, e-commerce, or political interest | This item has not been graded. | |||||
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this material is evidence-based and aligns with grade-level Utah core standards. It is current, well-researched, and referenced from reliable sources. | The content of this material is evidence-based or research-based. The material aligns with most grade-level Utah core standards but will need supplementary materials to ensure coverage of all the Utah core standards. | The content of this resource aligns with a few grade-level Utah core standards but is not evidence-based or research-based. | The content of this resource does not align with any of Utah's core standards. | ||
| This text is aligned with the core standards for ELA as well as the standards for AP Literature. The pieces of text are are an equal mix of short story, poetry, longer fiction, and drama. The texts are appropriate pieces and are what are expected to be part of the texts in an AP Literature course. A teacher could use all or part of the text in preparing students for the AP exam. | ||||||
| Navigation | Educators and students can navigate the material independently. Instructions are clear and understandable. The material is well organized. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate the material. | The material is only usable with direct educator support due to a lack of clear instructions. Students will need educator support to navigate the material. | The instructions in the material are unclear, and navigation is difficult. The material is unorganized. | ||
| There's built-in scaffolding as the text unfolds if a teacher begins with chapter 1 and moves in order to chapter 9. In addition, in the pacing guide available to teachers, there is further description and ideas for scaffolding within in each chapter. | ||||||
| Instructional Support | This material goes beyond the content outlined in "Adequate" by providing problem or project-based content with integrated skills and concepts from various disciplines to help students make sense of the material. It also supports the learning needs of all students, including those with disabilities, multilingual learners, etc., by offering flexibility and maintaining high standards. | The material provides supplemental resources and some examples to educators of ways to deliver instruction. It contains a few of the following: scaffolding lesson plans, personalized/differentiated instruction, experiential learning, concept mapping, questioning techniques, and family involvement. | The material contains a limited amount of instructional support. | The material does not provide instructional support or examples for the educator. | ||
| Navigation is smooth and easy to access. Each chapter has a few sections, so when you open the chapter, only a few sections at a time open. When you open an new section or chapter, the other open sections collapse so "table of contents" doesn't keep getting longer and longer. | ||||||
| Assessments | This item has not been graded. | |||||
| Ethnic Studies Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | This item has not been graded. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
Material Characteristics
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | This material goes beyond the content outlined in "Adequate" by incorporating modern, up-to-date, and relatable visuals. | In physical terms, the material is interactive and provides high-quality audio-visual and tactile experiences for all users. | The material offers limited or low-quality audio-visual and tactile experiences for students, but it is reusable. | The content either has low audio-visual quality or is not intended for reuse. | ||
| While there aren't a lot of pictures or art, really, this isn't expected in an AP Literature text. There is the capability to listen to all parts of this book from the fiction to the instructions--everything on the page. Students can change the speed it is read to them as well as the voice in which it is read. In addition, they can change the look of their text. They can change the text size, font, mode, and line height to suit their needs or desires. | ||||||
| Technical Standards | This material surpasses the content outlined in "Adequate" by ensuring the safeguarding of student data privacy and easy installation or access without technical assistance. Furthermore, any licensing information is clearly stated in the description. | The materials meet all the requirements of federal and state laws, as well as accepted technical standards such as ISTE Standards and VPAT Compliance. Additional technical specifications and limitations, including hardware requirements, bandwidth demands, and software/web access restrictions, are clearly outlined in the description. The design of the materials allows for error-free installation or access without the need to purchase additional components. | The material is constrained by specifications that require additional materials, technical assistance, hardware, software, or infrastructure. Access to resources within the material expires after a trial period. | Student data privacy is at risk. | ||
| There is quite a bit of scaffolding to the student, specifically in the first three chapters of the text. After those first three chapters, that information comes back again and again in the following thematic chapters. | ||||||
| Adaptability | The material is currently relevant and adaptable for educators and students. The material can be customized for the needs of diverse learners. | Educators or students can utilize the material, but it may not be customizable for the needs of diverse learners. | The material has limited options to address adaptability for the needs of diverse learners. | The material is not suitable for different educational settings with diverse learners. | ||
| If a teacher doesn't like the pieces in the chapters of the text, there are dozens of other choices listed as "Texts in Context" that a teacher or student can choose to use. These are clickable and include questions, but they can be used in place of the texts listed in the chapters. | ||||||
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Phone: 801.538.7807