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Differentiation by Text
The Text Overview and Pacing guide in the Planning Pages for each chapter of this
Teacher’s Edition includes information on the level of complexity of each reading in the
book. This information will allow you to tailor your curricular choices to your students’
needs while keeping all students working on the same skills:

• Foundational texts are designed to be entry-level texts that all students could read
and analyze with minimal background information. These texts are usually brief and
of high interest, with generally straightforward language and structure.
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• On-level texts are designed to be exemplars of the mode/genre elements. They are
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at an analysis level that teachers can reasonably expect AP Literature students to be
able to read, evaluate, and analyze, although they may need additional context and
teacher support.
• Challenging texts, the most challenging texts in each chapter, provide the level of
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challenge seen in an actual AP English class and college courses. The texts are rich
and sophisticated in terms of language, conceptual or thematic complexity, structure,
and necessary context. With that said, the work that students are expected to do with
these texts is grade-level appropriate.

Differentiation by Task

When you have a classroom of students of multiple levels, it is important to recognize
that all students might not need the same assignment. This book is designed to give
you maximum flexibility to assign tasks to students based on their individual needs.
For example:
• Questions following readings: At the end of each reading, Understanding and
Interpreting questions and Analyzing Language, Style, and Structure questions
allow you to target student needs and interests, while still covering the Big Ideas of
the course. Others, such as the Vocabulary in Context questions, are specifically
designed to support struggling learners. In addition, in your Teacher’s Resource
Materials, you will find Vocabulary in Context handouts, which help support student
reading at the word level by asking them to discover the meaning of a word,
consider its connotation, and think about what effect that word choice has on the
sentences.
• Topics for Composing, Literature in Conversation, and Suggestions for Writing
prompts: In these prompts, you will find personal questions designed to help
struggling students connect with the text, creative questions to help engage students
who are yearning for something other than strictly academic work, argument and
research prompts to provide rigorous academic extension opportunities for advanced
learners, multimodal prompts for students who excel in modes of expression beyond
writing, and more. Rubrics for each type of prompt are provided in the Teacher’s
Resource Materials.

Differentiation by Process

When we have multiple levels of students in the same classroom, not only do we need
to differentiate the texts they read and the products they produce, but we also need to
vary our own instructional practices to meet our students’ needs. To support this type
of differentiation, we have included Differentiation notes in the Teacher’s Edition to
provide teachers with specific ideas for large-group, small-group, paired, and

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Teaching AP English Literature and Composition with Literature & Composition TE-xv

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