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.
Material Categories
No categories assigned.
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 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. | ||||||
| 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 | ||
| 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. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does not violate law | N/A | N/A | May violate law | ||
| The texts can easily be used with the resources available to most students: a Chromebook. There are no additional requirements. | ||||||
| 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. | ||
| 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. | ||||||
| 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. | ||
| 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. | ||
| 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. | ||||||
| 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. | ||
| 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. | ||||||
| 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. | ||
| 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. | ||||||
| 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. | ||
| 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. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807