Ideas in Argument for the AP® English Language Course
Core Code Alignment
Language Arts
Language Arts Electives
06010000092: A.P. English Language
Language Arts Electives
06010000092: A.P. English Language
Recommendation
Recommended Primary
Evaluation
This is exactly what a teacher needs to use as a primary text in teaching rhetorical argument in the AP Language classroom. It's specific and short enough that a teacher could use plenty of novels or other resources throughout the school year, but I would definitely recommend this as the primary text.
Educators Using These Materials
No educators found.
Rubric : English Language Arts
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this resource aligns with appropriate grade level Core standards, is current, well-researched, and referenced from reliable sources. -meets all grade level standards within elementary/secondary -is explicit, systematic, and engaging -includes all 7 essential elements of literacy: phonological awareness, phonics, fluency, vocabulary, comprehension, oral language, and writing as appropriate to grade level -includes text that meets Lexile requirements for each grade band -includes text that is the appropriate percentage of literature and informational | The content of this resource aligns with most grade level core standards but will need supplementary materials to insure coverage of all the objectives for this course. | The content of this resource aligns with a few grade level core standards for a portion of the course. | The content of this resource does not align with standards and objectives for this course. | ||
| The content of this text aligns with the curriculum and goals of AP Language and its requirements well. There are current articles perfect for teaching rhetorical argument. | ||||||
| Scaffolding | Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels and provide assistance for all students to enhance conceptual understanding; and offer opportunities for students to share evidence and research. | Scaffolding supports for these materials engage learners from various skill levels and provides assistance for students to enhance conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners from various skill levels or provide scaffolding to enhance conceptual understanding. | ||
| Navigation | This resource contains directions that are clear and understandable and are easy to navigate through. | N/A | N/A | The instructions in this resource are unclear and navigation is difficult. | ||
| There are resources available for students to teach them how to use the text and e-book as well as LaunchPad. I found that the way a student takes and collects notes to be a little awkward. A student can highlight a piece of text with a color that stands for either example, definition, important, or confuse. At that point, they can annotate in the box. Then they must click on the "Notebook" tab to see the notes they took as they continue to read through the text. All notes are kept together in a long list. The colors of highlighting can be grouped, but all these notes in one place on all the articles can be a little confusing. Also, when viewing the text on a Chromebook, the pieces will be small. It will be necessary for student to use the "control +" feature to enlarge the text on their screens. | ||||||
Accessibility
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Bias Free | This material is free from bias and can be used by all students regardless of gender, race, ethnicity, or disability. This material is free from advertising, e-commerce or political interest, and is in compliance with the law and community standards. | N/A | This series or title has material that may be interpreted as bias or promoting a commercial or political agenda or may be considered to treat some groups unfairly. | This series or title has material that is clearly biased and favors a point of view that may be distracting to the educational experience of students. | ||
| The informative pieces are free from bias, are inclusive, and make great instructional texts for teaching AP Language. There is evidence of advertising or e-commerce. Politically, it is equally balanced, but there is no political agenda in the texts. | ||||||
| Adaptability | Instructional materials in this resource are easily updated and adaptable for teacher and student use in individualized or small group instructional settings and are accessible for an appropriate time period to facilitate a proper learning environment for each student. | Instructional materials in this resource have some features which are adaptable and are available for an acceptable time period. | N/A | Instructional materials in this resource are not adaptable or easily incorporated into a variety of educational settings. | ||
| This text can be used with one student, a small group of students (or students separated into small groups), or a large group of students. There is an appropriate time to master the learning in the text and use other pieces of fiction (long or short) or informational texts in a year's time. | ||||||
| Technical Standards | Instructional materials in this resource are adaptable or easily incorporated into a variety of educational settings. | N/A | N/A | This curriculum is limited by specifications that may require additional materials or technical assistance, or additional hardware, software, or infrastructure. | ||
| The texts can easily be used with the resources available to most students: a Chromebook. There are no additional requirements. | ||||||
Pedagogy
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | In physical terms, this resource is durable, interactive, and provides high quality audio-visual and tactile experiences for all users if appropriate. | In physical terms, this resource is somewhat fragile in construction and provides limited tactile experiences for students. | N/A | In physical terms, this resource is designed to be disposable and temporary. | ||
| The audio visuals in this text are superior in the way that there are many options that can help students be comfortable in what they are looking at and what they are listening to. To begin with, they can choose to listen to everything written. In their settings, they can change the voice and speed. They can also fast forward or rewind paragraphs at a time. Additionally, in their settings, they can change the background color, text size, font type, and line height. There is also a button they can click to return it to the original settings. | ||||||
| Instructional Support | This curriculum provides adequate instructional support that aligns with MTSS guidelines and clear requirements for the instructor. | N/A | N/A | This curriculum does not provide adequate support for the instructor. | ||
| The instructional supports are in the form of low-stakes writing piece and graphic organizers. The tier 2 and 3 interventions would need to be in place through the teacher. In other words, the teacher has the ability to help the students return to the text to use ongoing problem-solving skills. As far as I can tell, students can resubmit as many times as necessary to make this happen. | ||||||
| Supplemental Resources | Provided materials reference numerous available supplemental resources including support for each learner in every level of learning. | Provided materials reference some available supplemental resources. | N/A | Provided materials do not refer to other supplemental resources. | ||
| These is an extensive list (100+) of electronic (clickable) full-length novels and novellas appropriate for teaching in the AP Language course. This can be found at the bottom of the table of contents on the Home screen. | ||||||
| Assessments | These instructional resources contain a variety of formative and summative assessments that are aligned with core objectives, provide appropriate intervention strategies, and lead to observable performance and real-world experience. | These instructional resources contain a limited number of assessments without intervention strategies. | N/A | These instructional resources do not provide assessment materials. | ||
| Each step in the process of teaching the rhetorical persuasive argument has formative assessments leading to the final summative persuasive argument. It would be nice if there were rubrics or example rubrics, but I wasn't able to find any. | ||||||
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