Ideas in Literature - Building Skills and Understanding for the AP® English Literature Course 1E
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
Standards-aligned and thematically rich with a balanced mix of classic and diverse authors. Builds literary analysis and writing skills effectively. Formative assessment variety is somewhat limited.
Educators Using These Materials
No educators found.
Material Categories
Comprehensive
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 | ||
| No violations | ||||||
| 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 | ||
| No violations | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does not violate law | N/A | N/A | May violate law | ||
| No violations | ||||||
| Free from advertising, e-commerce, or political interest | Does not contain these items | N/A | N/A | May contain these items | ||
| No violations | ||||||
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. | ||
| Aligns tightly with Utah ELA standards for analysis, interpretation, and literary argument Each unit is framed by Big Ideas (Character, Setting, Structure, Figurative Language, Theme) that reinforce critical reading standards Workshops (e.g., Writing About Theme, Writing About Tone, Writing About Character) provide direct writing alignment to analytical outcomes AP preparation components mirror summative expectations for literary argument and analysis | ||||||
| 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. | ||
| Consistent unit format: Big Idea - Guided Reading - Practice Text - Composition Workshop - AP Prep Clear sequencing of skills (e.g., Characterization - Plot - Style - Theme - Tone) ensures developmental coherence Inclusion of student models and color-coded instructional elements enhance accessibility and predictability Ideas in Literature sections tie together multiple texts around shared themes such as Courage and Fate and Loss and Disillusionment Ideas in Literature pages extend skill learning with thematically grouped selections such as Courage and Fate or Appearance and Reality | ||||||
| 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. | ||
| Integrates explicit skill practice (e.g., Analyzing Figurative Language, Interpreting Theme, Analyzing Tone and Mood) Guided readings like Shirley Jackson’s “Charles”, Alice Walker’s “The Flowers”, and Roald Dahl’s “The Landlady” serve as scaffolded exemplars Composition Workshops model writing about literary concepts using defensible thesis statements and text-based evidence Provides AP-style student writing samples and commentary for formative guidance | ||||||
| Assessments | The material contains a variety of formative and summative assessments aligned with Utah Core Standards. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students. | The material contains summative assessments aligned with Utah Core Standards with few interventions. | The material contains a limited number of assessments without intervention strategies. | The material does not provide assessment materials. | ||
| Summative Composition Workshops (e.g., Writing About Tone, Writing About Extended Metaphor) serve as culminating unit assessments Formative tasks include close reading, annotation, and interpretation exercises for theme, tone, and characterization Preparing for the AP Exa” sections include both prose and poetry multiple-choice and free-response questions Clear rubrics and step-by-step writing structures support performance-based evaluation | ||||||
| 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, | In addition to the content outlined in “Adequate,” this material offers multiple evidence-based supplemental resources and opportunities for learning about various forms of cultural philosophies and epistemologies from Utah, the United States, and worldwide. The materials provide cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. Some examples may include people with disabilities, various body types, and ages. | This material demonstrates respect for diverse socio-cultural identities. The material provides opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. The material accurately represents the cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications. | The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1). | ||
| Represents global and diverse authors, including Jhumpa Lahiri, Jamaica Kincaid, Chimamanda Ngozi Adichie, Naomi Shihab Nye, Joy Harjo, Amanda Gorman, and Viet Thanh Nguyen Explores social, cultural, and historical identity through readings like “Girl,” “Interpreter of Maladies,” and “Los Vendidos” Balances canonical authors (Shakespeare, Keats, Faulkner) with multicultural voices to emphasize inclusion and equity Encourages cross-cultural literary interpretation and global citizenship | ||||||
| Shared Values and Character Traits | The material extends beyond the content outlined in "Adequate", it includes elements that connect Utahns to the world. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. Some examples may include characters with a variety of personalities, education, income, occupation, or behaviors that illustrate character traits. | The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution. | The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204) | ||
| Themes of integrity, empathy, and moral growth are interwoven throughout: Flannery O’Connor’s “A Good Man Is Hard to Find” (morality and self-awareness), Luis Valdez’s “Los Vendidos” (identity and bias) Texts such as Claude McKay’s “Harlem Shadows” and Amanda Gorman’s “In This Place” model resilience and courage Analyzing Comparisons and Analyzing Tensions units promote ethical reflection through contrasts in human experience Overall, the text reinforces respect, justice, and the power of human connection as shared civic and personal values | ||||||
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. | ||
| High-quality color printing and layout Texts and visual pairings support accessibility and engagement | ||||||
| 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. | ||
| Digital resources through Achieve meet privacy and accessibility standards Integration instructions and user support are clear | ||||||
| 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. | ||
| Adaptable across AP and advanced ELA classrooms but requires additional scaffolds for struggling readers or English learners | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807