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Guide to the
Teacher’s Edition

elcome to the Teacher’s Edition for Literature & Composition, Third Edition!
®
WWritten by a team of seasoned AP English Literature teachers, this vital resource
© Bedford, Freeman & Worth Publishers. For review purposes only. Do not distribute.
for both experienced and new teachers is designed to help you in the three key compo-
nents of an effective classroom: planning, teaching, and assessing. By using this
Teacher’s Edition and the accompanying Teacher’s Resource Materials, you will have
®
everything you need to build an effective AP English Literature course filled with rich
and engaging literature that develops reading, writing, and critical thinking skills that
your students need for success in college and beyond.

Plan and Prepare

®
As you plan your instruction, first read the section Teaching AP English Literature
with Literature & Composition, Third Edition (TE-xii). This primer provides guidance
for planning your year, including tips for approaching differentiation and assessment.

chapter 4 / Identity and Culture
Planning Pages
Text Overview and Pacing
Instructional Overview The following chart is designed to help you make specific instructional choices about the use of the
materials, texts, and other resources found in this chapter.
Chapter Theme: Identity and Culture
reflected in some of these texts, as well as contemplate how
The texts in this chapter, “Identity and Culture,” will prompt reflected in some of these texts, as well as contemplate how Level of Text
Author, Title
students to question the relationship between nature and literature from other cultural traditions reframes their per- Summary: Features and Challenges Difficulty Length Lexile Pacing*
literature from other cultural traditions reframes their per-
Jhumpa Lahiri,
nurture, and to think about how external forces change and spectives on the world around them. This chapter asks, “Who With its young and ill-mannered family observed through the limited omni- On-level 8,271 1,050L 1–2 days
spectives on the world around them. This chapter asks, “Who
Interpreter of
shape character. Teenagers navigating the process of forming are you?” — and the works in it portray a myriad of possible scient point of view of Mr. Kapasi, the story’s style is accessible, but its plot words
are you?” — and the works in it portray a myriad of possible
Central Text
Maladies
their own identities will be able to recognize and relate to these answers to that question. Through their reading, your students and themes raise provocative questions about ethics, morality, and human
answers to that question. Through their reading, your students
nature. Mr. Kapasi’s complex character may challenge students, and you
(short fiction)
conflicts, which are inherent in the journey to self-awareness and may end up reflecting on their own experiences, their plans and might guide them through his shifting assessments of the Das family, espe-
may end up reflecting on their own experiences, their plans and
independence. They may see their own cultures and identities dreams, and their place as citizens in a global society. cially his view of Mrs. Das.
dreams, and their place as citizens in a global society.
You could also use the story to develop students’ skills in analyzing point
of view, dramatic irony, and the complex, ever-shifting relationships among
characters.
AP ® Unit 4 Introduction: Short Fiction II
Ralph Ellison,
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Unit 4 is the second Short Fiction Unit in the AP® Unit Guide. t themselves. Taking a look at these characters through the lens s The story offers students a limited omniscient point of view, mostly through Foundational 2,781 650L 1–2 days
James’s perspective. While young, he has a growing understanding of
o Boy on a Train
words
Classic T
Instructions for the skills in this unit can be found in Chapter 1, of culture will also offer opportunities to examine how culture “something” that makes his mother cry. The story offers an opportunity for
(short fiction)
of culture will also offer opportunities to examine how culture
impacts perspective and experiences, which can be useful when
Section 2 (pp. 23–49). In this unit, students will continue to impacts perspective and experiences, which can be useful when students to examine details of character and setting, and how an environment
developing literary arguments. Remember, students who can
study characters in dramatic situations, seeking to understand developing literary arguments. Remember, students who can impacts character development. This story could be used to examine both
internal and external conflicts and how they shape a character.
the complexities and nuances of the choices they make, the situate their analysis within a “broader context” are potentially
situate their analysis within a “broader context” are potentially
obstacles they face, and how they relate to others as well as eligible for the sophistication point. Alain Locke, from The essay offers an opportunity to do a close read and examine the new Challenging 1,124 1,220L 1 day
eligible for the sophistication point.
The New Negro
words
opportunities and complexities facing the “New Negro.” Locke warns of the
(nonfiction) “fiction . . . that the life of the races is separate” and invites the readers to
embrace the new challenge of coming together. Students should examine the
chapter 4 / Resources elements of Locke’s argument and identify the complexities facing both Black
and white society after the Great Migration. It may be interesting to examine
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The following resources can be found in the Teacher’s Resource Materials (TRM) that accompany the e the progress made since this essay was written and determine which of
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book. You can access the TRM via the book’s digital platform, by clicking the TRM links found here in Locke’s warnings is still relevant today.
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
your Teacher’s Edition e-book, or by contacting your representative to access the resources online. Visit Countee Cullen, Cullen’s poem offers an excellent opportunity to examine contrasts. The Challenging 711 n/a 1 day
bfwpub.com/litandcomp3e to learn more. Heritage (poetry) speaker shows his struggle with the expectations of being “African” while not words
really being raised in that environment. How much does his heritage impact
TRM Chapter 4 ELL Essential Guide Handouts TRM Instructional Strategies Instructional Strategies his existence now? How does he find his own culture, while his appearance so
readily connects him to another? Students should examine the complexities
TRM Chapter 4 Annotation Handouts TRM Teaching Challenges Videos Teaching Challenges Videos of the speaker’s inner struggle with identity. Students could create a list of the
TRM Chapter 4 Vocabulary in Context Handouts TRM Editable Rubrics dualities the speaker struggles with and try to identify the shifting tones in the
poem.
TRM Chapter 4 Graphic Organizers and Handouts TRM Editable Pacing Guides Editable Pacing Guides Texts in Context Zora Neale Hurston, Hurston’s engaging narrative will prompt discussions about masculinity, On-level 2,205 910L 1–2 days
TRM Chapter 4 Suggested Responses to Questions Spunk (short fiction) friendship, and violence. The colloquial dialect may initially challenge students, words
and you can use it as an avenue for analyzing both characterization and tone.
The story is full of irony — verbal, dramatic, and situational — which makes
it a great work for strengthening students’ concept of how irony functions,
especially as it relates to theme.
Langston Hughes, This poem would make a fine pairing with Locke’s essay, as both contain a Foundational 90 n/a 1 day
I look at the world call to action. Hughes offers students an opportunity to examine repetition and words
(poetry) word choice and how tone is revealed through each. Students should also be
tasked with creating a thesis that identifies the speaker’s purpose. What is the
call to action the speaker gives?
Jacob Lawrence, The painting offers an opportunity to examine detail and symbolism. Students On-level n/a n/a 1–2 days
From every southern should discuss the typical reasons that birds migrate, and then connect that to
town migrants left the migration depicted here. Students should discuss the details of the paining
by the hundreds to and how they contribute to tone. It might be interesting to challenge students
travel north (Migration to select one of the previous readings and create an art panel with captions
Series #3) (painting) that accurately depict the meaning and purpose of the piece.
Nathaniel A classic tale of faith and temptation that will challenge — and reward — students Challenging 5,241 1,130L 1–2 days
Hawthorne, Young with its archaic syntax and diction. You can use it to teach symbolism and words
Goodman Brown allegory, and you can dig into many rich passages to help students hone
Short Fiction Joyce Carol Oates, Oates’s deeply unsettling story is often a student favorite, and its depiction On-level 6,887 960L 1–2 days
close-reading skills.
words
Where Are You Going, of teenage culture and the dangers predators can pose still seems very
Where Have You
how style creates (and escalates) suspense. It’s also a good opportunity for
Been? contemporary. This story is an excellent chance for students to dive into
exploring the relationship between character and conflict, along with how
chapter 4 / Identity and Culturee
164-a chapter 4 / Identity and Cultur figurative language contributes to characterization.
(continued)
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TE-vi Guide to the Teacher’s Edition
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