Page 62 - The Language of Composition 4e Teacher Edition Sample.indd

Activity/
Instructional Independent Student
Purpose AP Skills Whole-Class Instruction Practice Differentiation Pacing*
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Rhetorical Analysis [[will add Pair direct instruction on To round out their rhetorical Based on your students’ needs, 1 day
Skill Building: Writing at 2pp components of an effective analysis of Chisholm’s speech, you may assign “Differentiation:
an Introduction; review]] introduction and conclusion with ask students to use their thesis Connections to Text” on p. 45
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Crafting a Conclusion student examples from past AP and topic sentences to write or p. 50. The assignments
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
exams. Engage students in a their own introduction and are similar in nature, but one
discussion on the writers’ moves conclusion. asks students to evaluate
that work and why. introductions of opinion
essays in newspapers, and the
other note guides students to
examine conclusions.
Introducing the 1.A You may introduce the theme of Students can begin reading and If needed, you may guide 1 day
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
Identity Chapter this chapter by engaging students annotating “Mother Tongue” students to review the example
and Annotating the in a whole-class discussion using by Amy Tan (p. 174). You may of an annotated text on
Central Essay: “Mother the “Differentiation: Connections assign students to finish the pp. 42–43.
Tongue” by Amy Tan to Self” suggestion on p. 171. reading at home or schedule You might consider asking
Following this discussion, you time for students to complete students to organize their
can introduce Amy Tan’s essay their reading during the next observations using a structure
by asking students to identify the class session. similar to the three-column
key elements of the rhetorical chart on p. 47.
situation they glean from the
introductory material on p. 174.
Close Reading of 1.B, 5.A As an activity, you may want to To offer more practice analyzing For students who have 2 days
“Mother Tongue” group students in pairs or trios Tan’s rhetorical choices, assign demonstrated proficiency
to answer an assigned question questions of your choice from with the analysis questions,
from “Analyzing Language, Style, the “Close Reading” category consider assigning one of the
and Structure” (p. 179). This of the wraparound notes “Differentiation: Connections to
group work could take one day, or the “Understanding and Self” notes from p. 177.
which would leave a second day Interpreting” question bank
for independent practice. (pp. 178–179).
Making Connections 3.A As you move students from Tan’s You may ask students to reflect Consider providing students 1 day
between Texts essay to Hurston’s, you may want on the “single story” that adults with a transcript of the talk
to use Chimamanda Adichie’s might tell about teenagers. What to annotate as they watch.
TED Talk “The Danger of a Single might that story be? How might You may consider assigning
Story” as a thematic and rhetorical that story be a “danger”? students to write a paragraph
bridge. You may show the video in To create a throughline of thinking, analyzing Adichie’s opening or
class and use the “Differentiation: consider asking students to closing.
Connections to Text” note on keep track of the ways in which
p. 178 to drive discussion. the texts of this chapter present
Students should identify Adichie’s arguments about identity that
position and how she aligns her challenge the notion of a single
evidence to support her claims. story.
Analyzing Rhetoric 1.A, 3.B, Provide time to read Hurston’s On the second day of instruction, If you are teaching eleventh- 2 days
in the Classic Essay: 5.C essay. Consider spending the you may ask students to write grade students, you may
“How It Feels to Be first day of instruction focused on a thesis statement in response consider assigning Question 5
Colored Me” by Zora comprehension and understanding. to the rhetorical analysis prompt in “Topics for Composing”
Neale Hurston You may choose to implement a for Question 1 in “Topics for (p. 186). This question is similar
Scaffolding suggestion or use a Composing” (p. 185). If students to many college application
Check for Understanding idea as need a review of how to write a essay prompts, and so it may
an exit ticket. Alternatively, you thesis statement, they can reread serve as students’ first draft of a
may pre-assign small groups of the section on pp. 43–45. After formal essay.
students to be responsible for a writing their thesis statement,
question in “Understanding and ask students to highlight
Interpreting” (pp. 184–185). evidence within the text that
they might use to support their
thesis statement. In the margins,
students can note the rhetorical
strategy they have observed.
Writing Topic 4.B, 6.C Consider asking students to craft Students can expand their skill at If students need extra support 1 day
Sentences and three claims about Hurston’s embedding evidence by imitating embedding evidence into their
Incorporating Evidence writing that supports their thesis moves made by published analysis, consider using the
statement. Then, working with writers. Consider asking students “Differentiation: Scaffolding”
a partner or in small groups, to skim one of the Conversation note on p. 48 (Ch. 1).
students can choose one of texts and copy a sentence in
the claims to serve as a topic which the writer has embedded
sentence in a rhetorical analysis a phrase or word from another
paragraph. The students can work source. Then, ask the student to
together to develop the paragraph mimic that writing move in their
with evidence and commentary. own rhetorical analysis.

170-e chapter 4 / Identity

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