Page 18 - The Language of Composition 4e Teacher Edition Sample.indd

that accompany each reading selection. They serve many functions, but can best be
thought of as mini lesson plans. You might assign them for homework, or you might
assign them as discussion questions for small-group work or in remote “breakout
rooms.” You might use them to guide full-class discussions or even assign them to
student leaders to run class discussions.
The first three chapters provide the foundation for all of the Big Ideas and skills
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that are embedded in the AP English Language and Composition course, offering
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
scaffolded Activities to give students valuable practice. The readings in Chapters 4–9
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are followed by questions labeled with the Big Ideas of the AP English Language
course, allowing you to target skill development and your students to make connections
between skills of the course and the individual readings. The Understanding and
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
Interpreting; Analyzing Language, Style, and Structure; Making Connections;
and Entering the Conversation questions that follow the readings lend themselves to
a wide array of uses in the classroom as students respond to and create multiple
interpretations of the texts, as they develop close reading and rhetorical analysis skills,
and as they compose expository, argumentative, and creative essays and projects. Built
into the Topics for Composing, Entering the Conversation, and end-of-chapter
Suggestions for Writing prompts are often suggestions for further study — references
to critical work, suggestions for further reading and more, which students may use to
develop their research skills.
Finally, take advantage of the visual elements of the book, for students often
improve their ability to analyze by practicing on visual texts. These visuals, which often
appear as Extending beyond the Text features, are accompanied by questions,
too — open-ended, provocative, and lively questions that stir interest and prompt
engagement.

Differentiation in Your Classroom

With a variety of students in mind, we have included multiple avenues for differentiation
throughout this book to help you support all learners.

Differentiation by Text
The Text Overview and Pacing table in the Planning Pages of 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.

On-level texts are designed to be exemplars of the skills at the heart of the course.
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They are at a level that teachers can reasonably expect AP English Language
students to be able to read, evaluate, and analyze, although they may need addi-
tional context and teacher support.
Challenging texts, the most demanding texts in each chapter, provide the level of
challenge seen in 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 appro-
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priate for an AP English Language course.

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TE-xvi Teaching AP English Language and Composition with The Language of Composition

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