Page 61 - The Language of Composition 4e Teacher Edition Sample.indd

Level of
Author/Title Summary: Features and Challenges Difficulty Length Lexile Pacing*
David French, Grown French argues that fathers should teach their sons the characteristics of On-Level 1,744 1170L n/a
Men Are the Solution, a “grown man.” Rather than repressing traits such as physical strength
Not the Problem and courage, French advocates for honoring these traits as healthy and
(p. 300) beneficial.
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
Andrew Yang, The Data Yang’s argument is grounded in data and statistics, and he makes clear On-Level 794 1070L n/a
Are Clear: The Boys Are claims of policy and calls for action to counter what he claims is a problem
Not All Right (p. 304) not just for men, but for society at large.
*Based on a standard 50-minute class period.

Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
chapter 4 / Pre-Built Unit
Unit 4 helps students further develop their rhetorical analysis The following Pre-Built Unit first incorporates skills
skills. As in Unit 1, students will analyze how texts are shaped instruction from Chapter 1, Section 2, in alignment with the
by the writer’s rhetorical situation, but in Unit 4, they are also AP Course. Next, the unit pathway curates a few texts from
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asked to craft complete rhetorical analysis essays. So, students Chapter 4 for further practice. All texts in Chapter 4 can be
will learn to build an introduction with a sophisticated thesis used to teach the recommended skills for AP Unit 4; to allow
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statement, body paragraphs with a topic sentence and a clear for flexibility in your course planning, we provide an Editable
line of reasoning, and an effective conclusion. They will also Pacing Guide in our Teacher’s Resource Materials.
demonstrate their responsiveness to their own rhetorical situ- Should changes be made to the Course Framework in the
ation and continue to explore methods of development. In this future, an updated alignment will be placed on our AP updates
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way, students will create meaningful connections between three page at go.bfwpub.com/ap-course-updates.
AP Big Ideas: Rhetorical Situation, Claims and Evidence, and
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Reasoning and Organization.

Activity/
Instructional Independent Student
Purpose AP Skills Whole-Class Instruction Practice Differentiation Pacing*
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Rhetorical Analysis 2.A, 4.B, Read aloud the excerpt from After the read-aloud, students As suggested by the 1 day
Skill Building: 6.C Shirley Chisholm’s speech “People can examine the model “Differentiation: Scaffolding”
Annotating; Writing a and Peace, Not Profits and War” annotations on pp. 42–43 and note on p. 41, you can
Thesis Statement (p. 39). Ask students to underline then revisit the text to enhance encourage students to use
(or otherwise note) moments their own annotations. Next, two visually distinct annotation
that strike them as rhetorically they can note patterns in their methods (one for students’
significant as they read along with annotations to pull out the independent finds and
you. These annotations can focus rhetorical choices that seem one for revisions based on
on Chisholm’s use of appeals, most significant. Finally, model annotation). This will
diction, figurative language, students can craft their own help students spot areas of
syntax, and tone. At the end of the thesis in response to the prompt improvement in their close
read-aloud, you can lead a class on p. 44, to connect Chisholm’s reading skills.
discussion to clarify the purpose rhetorical choices to the
of Chisholm’s speech. purpose of her argument.
Rhetorical Analysis 1.A, 4.A, Remind students that topic Ask students to write topic Assign students to read the 1 day
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Skill Building: Writing 4.B, 5.A, sentences should convey the sentences, based on the points sample AP Rhetorical Analysis
Topic Sentences, 7.A connection between a rhetorical in their own thesis statement. Essay on p. 52. Ask students to
Developing a Line choice and the essay’s overall They can then write a body identify what “works” well in the
of Reasoning with purpose. Guide students through paragraph that uses evidence essay and share their thoughts
Evidence from the Text; the process of organizing from Chisholm’s speech (with with the class. The insights
Documenting Sources their essay through the use of parenthetical citations) to support from students who are ready for
effective topic sentences. Next, one of their topic sentences. this challenge will support the
invite students to compare the learning of students who are
model paragraphs on p. 48 still developing their own writing
and p. 49. By sharing models, skills.
the class can discuss how a
strong line of reasoning is the
result of weaving together topic
sentences, supporting evidence
from the text, and original
commentary.
(continued)

Planning Pages 170-d

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