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chapter 1 / Resources
The following resources can be found in the Teacher’s Resource Materials (TRM) that accompany the
book. You can access the TRM via the book’s digital platform, by clicking the TRM links found here in
your Teacher’s Edition e-book, or by contacting your representative to access the resources online. Visit
bfwpub.com/litandcomp3e to learn more.

TRM Chapter 1 ELL Essential Guide Handouts TRM Chapter 1 Suggested Responses to Activities
TRM Chapter 1 Graded Student Sample Essays TRM Instructional Strategies
TRM Chapter 1 Annotation Handouts TRM Editable Rubrics
© Bedford, Freeman & Worth Publishers. For review purposes only. Do not distribute.
TRM Chapter 1 Graphic Organizers and Handouts TRM Editable Pacing Guides

chapter 1 / Pre-Built Unit
The first section of Chapter 1 introduces students to short fiction and the concepts and skills in Unit 1 of the
AP® English Literature and Composition Course and Exam Description (CED), and this pre-built
unit pathway outlines one way to progress through Chapter 1, Section 1. Once you’ve reached the end
of Section 1, you can choose to have students move on to the first section of Chapter 2, which introduces
students to poetry and the concepts and skills in Unit 2 of the CED.

Alternatively, you can choose to have students move on to Section 2 of this chapter, which provides instruc-
tion on the concepts and skills found in Unit 4. A guide to using Chapter 1, Section 2 with Chapter 4 to
teach the Unit 4 skills is found in the Chapter 4 planning pages (p. 164-a), and a guide to using Chapter 1,
Section 3 with Chapter 7 to teach the Unit 7 skills is found in the Chapter 7 planning pages (p. 748-a).

Should changes be made to the Course Framework in the future, an updated alignment will be placed on our
AP® updates page at go.bfwpub.com/ap-course-updates.

Independent Student
®
Instructional Purpose AP Skills Whole-Class Instruction Practice Differentiation Pacing*
Students read Edward P. 1.A Read the opening pages of After students read the excerpt Following the discussion of 1 day
Jones’s short story “The First the book together, including from Fools Crow in the activity character in the textbook,
Day,” to follow a discussion Edward P. Jones’s short story on pages 7–8, ask them to there are six questions on
of the main character, her “The First Day” (pp. 2–5). discuss the direct and indirect page 6 about characteriza-
perspective and motives, and characterization Welch uses with tion in general. Even though
the ways she conveys informa- a partner or in a small group. pages 5–7 model an analysis
tion about herself and others of how characterization works
(pp. 1–8). in Jones’s story, students who
need additional support could
respond to these questions as
a way to review what they’ve
just read. Similarly, you could
have students respond to these
questions after reading a classic
fairy tale.
Students gain an understand- 2.A Read the explanation of set- After students read the excerpt Provide students with a T-chart 1 day
ing of how details convey not ting on pages 8–9. Then, ask from The Kite Runner in the and ask them to list concrete
only the time and place in students to consider a novel activity on pages 9–10, ask details about the setting in The
which a text is set but also how or short story all of them have them to identify which details Kite Runner excerpt (pp. 9–10) or
those details reveal the values read, such as one from a sum- demonstrate explicitly where Jones’s “The First Day” (pp. 2–5)
associated with the setting mer reading assignment or in a and when the scene takes in the first column and abstract
(pp. 8–10). previous grade. As a class, ask place. Next, ask them to identify details in the second column.
students to discuss elements which details convey more Doing this will help students
of the novel’s or story’s setting. about the setting than just the understand the nuances of
when or where. Finally, they setting.
should explain how these details
contribute to Amir’s tone and the
mood of the excerpt.
(continued)

Planning Pages 1-b

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