Page 63 - The Language of Composition 4e Teacher Edition Sample.indd

Activity/
Instructional Independent Student
®
Purpose AP Skills Whole-Class Instruction Practice Differentiation Pacing*
Crafting Introductions 2.A Consider how you can create After composing their first draft, As students grapple with writing 2 days
and Conclusions a calm, quiet classroom student can use the Revision and revising their work, they
environment in which students Checklist on p. 51 to reflect on might appreciate hearing the
can draft their introduction, two and modify their work. wisdom from published writers
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
body paragraphs (in addition to as suggested in “Differentiation:
the one already drafted), and Inquiry” on p. 50.
a conclusion for their essay on
Hurston’s text. This may look like
a flexible seating arrangement
for the day, allowing students
to listen to music, or providing
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
writing materials. You may also
consider setting out a “Help
Desk” sign and providing a way
for students to “take a ticket” if
they need your support during
the class.
Focusing on Methods 5.C Now that students have Ask students to return to If time allows, you can invite 1 day
of Development developed foundational skills Tan’s or Hurston’s essay to students to write a body
for writing about the Rhetorical annotate for 2–3 methods of paragraph based on one of the
Situation and Claims and development. After annotating, rows in their chart.
Evidence, you can extend their students can use a three-
writing skills to Unit 4’s third column chart to note each
®
AP Big Idea: Reasoning and method of development, copy
Organization through attention to appropriate text evidence,
methods of development. and explain the effect of this
Students will have already choice in conveying the writer’s
received instruction on methods purpose.
of development in Ch. 2, Sec.
1 (pp. 79–81). To recall this
content, you can walk students
through the analysis of a writer’s
methods of development using
a shorter text in Chapter 4,
such as Judy Brady’s “I Want
a Wife” (p. 209) or Viet Thanh
Nguyen’s “Advice for Artists
Whose Parents Want Them to Be
Engineers” (p. 267).
Methods of 5.C Invite students to select a text Pose a generic prompt, You might use the “Text 1 day
Development in Other from Chapter 4 that they would such as “Analyze how the Overview and Planning” table in
Voices like to read and analyze for speaker develops the line of these planning pages to guide
methods of development. reasoning through methods of students to select a text from
development.” the chapter that aligns with their
reading strengths or the amount
of time students have to
engage in the reading, analysis,
and writing.
Multiple-Choice 1.A, 3.B, You may want to provide Students can take the practice Consider assigning one 1 day
Practice and 5.C students with direct instruction multiple-choice test on pp. passage to students to work on
Corrections on strategies for answering 307–312. As a way of helping in pairs or small groups and the
passage-based questions. Many students learn from their other passage for students to
of the same strategies that work mistakes, consider providing complete individually.
for the reading section on the students with the correct
SAT or PSAT apply, such as answers and giving them an
skimming the questions prior to opportunity to earn points
the reading or crossing through back by explaining the correct
answer choices that can be answer and supporting it with
quickly eliminated. evidence from the text.
Unit Total 15 days
*Based on a standard 50-minute class period.

When you conclude the instruction suggested in this Unit 4 Pre-Built Unit, you can begin the Unit 5 Pre-Built Unit (pp. 000-000).

Planning Pages 170-f

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