Page 39 - 2022-bfw-litcomp-TE-3e.indd

Independent Student
®
Instructional Purpose AP Skills Whole-Class Instruction Practice Differentiation Pacing*
Students explore the plot and 3.A, 3.B Read the general explanation Have students break into Many students will recognize 1 day
sequence of events in Jones’s of plot on pages 10–12 as groups of 3 or 4 and then ask basic plot elements in a story,
“The First Day” to explore how well as the model analysis of them to choose from one of but the connection to meaning
Jones’s structural choices con- the plot elements in “The First the options in the activity on can be challenging. Additionally,
tribute to conflict in the story Day.” This may be one of the page 13. (Well-known animated students sometimes default to
and emphasize certain literary first times students consider movies work especially well an oversimplified explanation
elements (pp. 10–13). how plot contributes to mean- here.) Students should discuss along the lines of, “If Event A
ing, and making this connec- or even map out the basic plot didn’t happen, there wouldn’t
© Bedford, Freeman & Worth Publishers. For review purposes only. Do not distribute.
tion early will be very helpful for elements and then move on to a be a story.” Showing students a
students later in the course. discussion of how the structure short sitcom episode with a clear
of the narrative contributes to its inciting incident and rising action
meaning. Once they finish, have that culminates in a directly
them share this final interpreta- related climax can be one way to
tion with the whole class. give students extra practice.
Students gain a basic under- 4.A, 4.B Reading through “Narrative Ask students to read the Students who need additional 2 days
standing of the relationship Perspective and Point of directions for the activity on support will find it helpful if you
between point of view and View” (pp. 13–17) — pages 17–18, to read the excerpt read through the activity and
perspective in a narrative. They including the excerpts from The Round House, and excerpt with them and then work
also explore the first-person provided — will give you mul- to respond to the questions through the Key Questions on
point of view in Jones’s story tiple opportunities to model in the directions. Then, have Narrative Perspective and Point
as well as second- and third- close reading. Understanding them share their responses with of View on page 17.
person points of view in the connections between a partner or in a small group
additional excerpts (pp. 13–18). point of view, perspective, before you have everyone
and meaning are also critical discuss as a class.
to the course, so this is time
well spent.
®
Students learn about how inter- 1.A, 2.A, 3.A, Read “Putting It All Together: Review by completing Unit 1 The Topic Questions in AP 1 day
®
preting the literary elements 3.B, 4.A, 4.B, Interpreting Major Elements Topic Questions in AP Classroom include explanations
in Jones’s “The First Day” can 7.A of Fiction” (pp. 18–20) to help Classroom. You can assign the for correct and incorrect answer
lead to an argumentative claim students review the elements MCQs as they are. It would also options, so looking through
about the text (pp. 18–20). of fiction introduced so far in be helpful for students to prac- these will be helpful for students
the chapter and to help them tice writing claims that require regardless of how well they
understand what it means to defense in response to the Unit 1 do. This is also a time to direct
make a claim that interprets the FRQ Topic Questions. students back to the parts of
meaning of a text. Chapter 1 that are relevant to
any of the Topic Questions they
miss.
Students practice developing a 7.A Review the Unit 1 FRQ Prog- Give students time to com- Writing defensible claims that 2 days
®
claim about meaning in a text ress Check rubric in AP plete the Culminating Activity will earn the thesis point on the
®
and identifying evidence in that Classroom with students to for Section 1. To help them AP exam is quite challenging.
text to support the claim. help reinforce the instruction on understand the parts of such a It can be helpful to share with
pages 18–20 on what counts response, ask them to underline students examples of claims
as a claim and what does not. or highlight their claims and the that don’t earn the thesis point
pieces of evidence they include because they are too factual
to support their claims. Because (and therefore not defensible),
Next, introduce the Section 1
Culminating Activity for this is practice in preparation mere restatements of the
Chapter 1. Explain that for the Unit 1 Progress Check prompt, summaries of the issue,
®
students will be writing one in AP Classroom, students or irrelevant to the prompt.
paragraph in response to the can score their own paragraphs
®
prompt and short story (Lydia according to the rubric in AP
Davis’s “Blind Date”) on Classroom for Unit 1, or they can
pages 21–23. exchange their paragraphs for
peer review.

1-c chapter 1 / Analyzing Short Fiction

02_SheaTEL&C3e_40437_ch01_001_053.indd 3 18/02/22 1:39 PM