Page 8 - 2022-bfw-litcomp-TE-3e.indd

Each chapter of this Teacher’s Edition begins with Planning Pages that
include an instructional overview, text and pacing information for each reading in
the chapter, a list of Teacher’s Resource Materials, and a pre-built unit pacing
guide for that specific chapter. Chapters 1, 4, and 7 focus on short fiction;
Chapters 2, 5, and 8 focus on poetry; and Chapters 3, 6, and 9 focus on longer
fiction and drama. These pages are the first place to go to get a bird’s-eye view of
each chapter.
© Bedford, Freeman & Worth Publishers. For review purposes only. Do not distribute.
The Teacher’s Resource Materials include editable pacing guides from the
pre-built units in the Teacher’s Edition Planning Pages. These pre-built units
provide just one way to navigate the course, and the editable versions allow
®
you the flexibility to cover other works. Chapters 6 and 9, aligned to AP Units 6
and 9, also include a pre-built unit for each full-length work in the chapter, so
these pacing guides have you covered no matter how you choose to structure
your course.

chapter 4 / Pre-Built Unit
Unit 4 helps students progress from understanding the fundamental elements of short fiction to examining
the complexities and nuances of characters, narrative structures, and conflicts. The following unit pathway
focuses on four short stories from this chapter; however, a number of the texts in this chapter will provide
students with opportunities to explore literary characters, settings, structures, and narrators. In this unit, we Independent Student
Instructional Purpose
Instructional Purpose
Instructional Purpose
AP ®
Whole-Class Instruction
Whole-Class Instruction
AP ® Skills
Skills
recommend students cycle back to the instruction in Chapter 1, Section 2 to develop their literary argumen- AP Skills Whole-Class Instruction Practice Differentiation Pacing*
Character:
ol Oates,
Reading: Joyce Car
Unit 4 emphasizes narrators’
tation skills in alignment with the AP® course. Reading: Joyce Carol Oates, Character: Unit 4 emphasizes narrators’ Students can answer the The events in this story 3 days
nuanced descriptions of char-
Where Are You Going,
Where Are You Going, 1.A, 1.C, 1.D nuanced descriptions of char- following reading questions become pretty intense, so
1.A, 1.C, 1.D
acters to convey perspective
Where Have You Been?
Where Have You Been?
Should changes be made to the Course Framework in the future, an updated alignment will be placed on our acters to convey perspective related to Character: it might be helpful to read it
and tone. Ask students to
(pp. 228–241)
Narration:
AP® updates page at go.bfwpub.com/ap-course-updates. (pp. 228–241) Narration: and tone. Ask students to • Understanding and aloud to the students or to find
an audio recording of it.
4.A, 4.B, 4.C
4.A, 4.B, 4.C
keep track of how the narra-
keep track of how the narra-
Students will examine the
tor describes Connie. Then,
Students will examine the tor describes Connie. Then, Interpreting Q1, Q2, Q4
development of the story’s
have them explain what these
Independent Student development of the story’s have them explain what these • Analyzing Language, Style,
and Structure Q2
characters via its third person
descriptions convey about
Instructional Purpose AP ® Skills Whole-Class Instruction Practice characters via its third person Pacing* descriptions convey about
Differentiation
narrator’s perspective. the narrator’s perspective and • Topics for Composing
the narrator’s perspective and
narrator’s perspective.
what adjectives they would
Reading: Ralph Ellison, Boy 1.A, 2.B, 3.A, Read through the chapter Students can answer the fol- If students are not ready to 2 days what adjectives they would Q1, Q2
use to describe the tone Oates
on a Train (pp. 165–168, 4.A, 7.B introduction to preview how lowing reading questions: respond to some of the ques- use to describe the tone Oates Students can answer the
establishes.
187–196) the Big Ideas covered in the • Understanding and tions that follow the Ellison establishes. following reading questions
chapter and corresponding Interpreting Q2, Q4, Q5, Q9 story, you may want to review related to Narration:
This lesson previews the Big AP ® Unit play out in the chap- the AP ® Skills instruction in
Ideas and AP ® Skills in this ter’s Classic Text, “Boy on a • Analyzing Language, Style, Ch. 1, Section 1 by answering • Understanding and
chapter and invites students to Train,” by Ralph Ellison. Then, and Structure Q2, Q4, the Key Questions for Interpreting Q5, Q6
examine how they function in read the Classic Text together. Q7, Q8 character (p. 9), setting (p. 11), • Analyzing Language, Style,
the Classic Text. • Topics for Composing Q1 structure/plot (p. 14), and and Structure Q4, Q6
(Note: Develop only a thesis narrator (p. 19).
Reading: Weike Wang, The
Narration:
This story places charac-
statement in response to Reading: Weike Wang, The Narration: This story places charac- Students can answer the You may want to provide stu- 3 days
ters in an unfamiliar setting
4.A, 4.B, 4.C
Trip (pp. 268–280)
the prompt) Trip (pp. 268–280) 4.A, 4.B, 4.C ters in an unfamiliar setting following reading questions dents with a T-chart to help
You can also scaffold the read-
that pushes them to grow in
ing questions by discussing that pushes them to grow in related to Narration: them analyze the setting of
Setting:
Students will examine the third Setting: new ways. To help students “The Trip.” In the left column,
new ways. To help students
Students will examine the third
two of the Understanding and
person narrator’s perspective
person narrator’s perspective 2.B, 2.C approach the text with this • Understanding and they should note details about
2.B, 2.C
approach the text with this
Interpreting Q2
Interpreting Questions and the
in mind, read the “Extending
and the story’s setting.
and the story’s setting. in mind, read the “Extending the setting as they read. In
Analyzing Language, Style, Beyond the Text” (p. 270) with • Analyzing Language, Style, the right column, ask them
Beyond the Text” (p. 270) with
and Structure questions as a them before they begin the and Structure Q2, Q8 to jot down notes about how
them before they begin the
whole class before assigning story. Discuss the first ques- the details of the setting help
story. Discuss the first ques-
students the other two in each Students can answer the
tion about comparing social-
set to work on individually. tion about comparing social- following reading questions establish the mood and atmo-
ization processes.
ization processes. related to Setting: sphere of the story.
Reading: Jhumpa Lahiri, Character: This story works especially Students can answer the Before reading the story, you 3 days
Read the first three para-
Interpreter of Maladies 1.A, 1.C, 1.D well for studying characteriza- following reading questions may want to explain to stu- Read the first three para- • Understanding and
graphs of the story with stu-
(pp. 169–186) tion and narrative structure. To related to Character: dents that Lahiri structures graphs of the story with stu- Interpreting Q8
dents. Then, pause to discuss
Structure: help students keep track of the “Interpreter of Maladies” by dents. Then, pause to discuss • Analyzing Language, Style,
Students will examine the 3.A, 3.D characters’ past, present, and • Understanding and presenting it in three parts, the conflicts Wang presents and Structure Q2, Q6
the conflicts Wang presents
development of the story’s future experiences, you can Interpreting Q3–Q5 but that her presentation of in just this short amount of • Topics for Composing Q4,
in just this short amount of
exposition, especially as the
characters and its structure. provide a graphic organizer • Analyzing Language, Style, events is not chronologically exposition, especially as the Q5, Q8
conflicts relate to the story’s
with each of the three central and Structure Q1, Q3, Q5 sequential. conflicts relate to the story’s
setting.
characters listed along the left • Topics for Composing setting.
side and a column each for Q1–Q3 Literary Argumentation Skill 7.B, 7.C, Have students cycle back to Students can then develop This unit asks students to take 4 days
The final Topics for Compos-
7.B, 7.C,
Literary Argumentation Skill
Have students cycle back to
past events, present events, Students can answer the ing prompt at the end of the
Chapter 1, Section 2 to walk
7.D, 7.E
Development and Practice
and future events. Have them following reading questions Development and Practice 7.D, 7.E Chapter 1, Section 2 to walk a response either to the their literary argumentation
story suggests that students
through the process of writing
complete the organizer as they related to Structure: research the Sun Temple at through the process of writing Chapter 1, Section 2 Culmi- from straightforward body (1 day for
an AP ®
Students will practice Prose
Konarak. Students can either
read. Students will practice Prose an AP ® Prose Fiction Analysis Prose Fiction Analysis nating Activity (p. 48) or to paragraphs to fully developed reading
essays. It will be helpful for all
Fiction Analysis FRQ writing,
textbook
one of the AP ® Prose Fiction
essay (pp. 36–48). If you have
Fiction Analysis FRQ writing,
essay (pp. 36–48). If you have
• Understanding and quickly research the Sun Tem-
already covered this content in
focusing on supporting their
Interpreting Q7 focusing on supporting their already covered this content in Analysis FRQs included in the students — especially those content,
ple, or you could present them
literary interpretations with
your course, you may still wish
• Analyzing Language, Style, literary interpretations with your course, you may still wish Topics for Composing prompts needing more support — to 2 days for
with info depending on time
to have students review it.
evidence.
and Structure Q2, Q8–Q10 evidence. to have students review it. for any of the stories they have break up the writing process drafting,
constraints.
• Topics for Composing Q6 read in Chapter 4. into the discrete steps in 1 day for
Chapter 1, Section 2. If possible, revising)
review students’ progress after
each step to address any
challenges early on.
You can also review the rubric
for the Unit 4 FRQ Progress
Check on AP ® Classroom
with students, which will help
them connect the Chapter 1,
Section 2 instruction to the
AP ® Exam. They will also gain
a better understanding of
the details they will need to
provide as evidence and the
way commentary connects
evidence and reasoning, all
of which are key to mastering
literary argumentation skills.
(continued)
164-e chapter 4 / Identity and Culture
Planning Pages 164-f
Planning Pages
05_SheaTEL&C3e_40437_ch04_164_327_5pp.indd 5 31/01/22 2:58 PM
05_SheaTEL&C3e_40437_ch04_164_327_4pp.indd 6 24/01/22 7:54 PM
Guide to the Teacher’s Edition TE-vii
01_SheaTEL&C3e_40437_fm_i_xxxv.indd 7 09/03/22 8:26 AM