AP Literature Short Story Bundle 1 (Now For Both In-Person & Distance Learning!)

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Lattes and Lit
Grade Levels
11th - 12th
Formats Included
  • Zip
140 pages
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Lattes and Lit

Products in this Bundle (5)


    Looking for engaging short stories aligned to the 2019 AP Curriculum Framework to launch your year? This resource includes three engaging short stories that feature allegories and/or fairytale-esque elements in order to convey messages about social change.

    Additionally, this resource is designed to prepare your students to conduct their own analytical discussions around a text, teaching students the close reading skills they need to be successful.


    Feedback from Educators:

    • “This was great! As a new teacher to AP, it saved me a lot of time. The stories are great and not ones that I had taught before! Thanks!”
    • “Worked great teaching the necessary skills to prepare students for the AP Lit exam!”
    • “Great short story resource!”
    • “I found the resource to be thorough and complete. I purchased it for planning lessons in the event of my absence due to quarantining/self-isolation and continuing to teach virtually.”
    • “This is an awesome resource and made planning much easier.”


    Two forms of each story are included:

    • One is built around student-led discussion with suggested questions, graphic organizers, and rubrics to help scaffold the discussion process.
    • The other is a worksheet version of the text, perfect for sub-plans on days when you have to be out.

    This bundle includes:

    • "The Rocking-Horse Winner" Full Text by DH Lawrence
    • "The Rocking-Horse Winner" Differentiated Anticipatory Activities
    • Discussion Questions for the "The Rocking-Horse Winner"
    • A Reciprocal Teaching Guide for "The Rocking-Horse Winner"
    • "Once Upon a Time" Historical Context on Apartheid
    • Plot Structure Analysis Activity for "Once Upon a Time" by Nadine Gordimer
    • Discussion Questions for "Once Upon a Time"
    • Reciprocal Teaching Guide for "Once Upon a Time"
    • "Young Goodman Brown" Full Text
    • Discussion Questions for "Young Goodman Brown"
    • Reciprocal Teaching Guide for "Young Goodman Brown"
    • "Young Goodman Brown" Hero's Journey Analysis Activity
    • Mini-Lesson with Task Cards on Analyzing Setting in Literature
    • Mini-Lesson on Analyzing POV and Perspective with a Differentiated Entry Point Activity


    Alignment to 2019 AP Literature and Composition Curriculum Framework:

    • CHR-1.A: Description, dialogue, and behavior reveal characters to readers.
    • CHR-1.B: Descriptions of characters may come from a speaker, narrator, other characters, or the characters themselves.
    • CHR-1.C: Perspective is how narrators, characters, or speakers understand their circumstances, and is informed by background, personality traits, biases, and relationships.
    • CHR-1.D: A character’s perspective is both shaped and revealed by background, personality traits, biases, and relationships.
    • SET-1.A: Setting includes the time and place of events n a narrative; events throughout a narrative are connected, with each event building on the others, often with a cause and effect relationship.
    • STR-1.A: Plot is the sequence of events in a narrative; events throughout a narrative are connected, with each event building on the others, often with a cause-and-effect relationship.
    • STR-1.B: The dramatic situation of a narrative includes the setting and action of the plot and how the narrative develops to place characters in conflict(s), and often involves the rising or falling fortunes of a main character or set of characters.
    • STR-1.C: Plot and the exposition that accompanies it focus readers’ attention on the parts of the narrative that matter most to its development, including characters, their relationships, and their roles in the narrative, as well as the setting and the relationship between characters and setting.
    • NAR-1.A: Narrators or speakers relate accounts to readers and establish a relationship between the text and the reader.
    • NAR-1.B: Perspective refers to how narrators, characters, or speakers see their circumstances, while point of view refers to the position from which a narrator or speaker relates the events of a narrative.
    • NAR-1.C: A speaker or narrator is not necessarily the author.
    • NAR-1.D: The point of view contributes to what narrators, characters, or speakers can and cannot provide in a text based on their level of involvement and intimacy with details, events, or characters.
    • NAR-1.F: First-person narrators are involved in the narrative; their relationship to the events of the plot and other characters shape their perspective.
    • NAR-1.G Third-person narrators are outside observers.
    • NAR-1.H: Third-person narrators’ knowledge about events and characters may range from observational to all-knowing, which shapes their perspective.
    • NAR-1.J: The outside perspective of narrators may not be affected by the events of a narrative.
    • LAN-1.A: In literary analysis, writers read a text closely to identify details that, in combination, enable them to make and defend a claim about an aspect of the text.
    • LAN-1.B: A claim is a statement that requires a defense with evidence from the text.
    • LAN-1.C: In literary analysis, the initial components of a paragraph are the claim and the textual evidence that defends the claim.


    Teaching AP Literature and Composition? Check out some of my resources below:
    1. AP Literature Test Prep. Choice Board

    2. AP Literature Poetry Reciprocal Teaching Activity

    3. AP Literature Prose Reciprocal Teaching Activity

    4. AP Literature Reciprocal Teaching Bundle

    5. AP Literature Introduction to Poetry Activity and Poetic Précis

    5. Brave New World Unit (For AP Students)

    6. King Lear Unit (For AP Students)

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    Total Pages
    140 pages
    Answer Key
    Teaching Duration
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    to see state-specific standards (only available in the US).
    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
    Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
    Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
    Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
    By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.


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