Page 8 - The Language of Composition 4e Teacher Edition Sample.indd

Guide to the
Teacher’s Edition

elcome to the Teacher’s Edition for The Language of Composition, Fourth Edition!
writer’s awareness of one’s self, yes, but also of audience, & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
®
WWritten by a team of seasoned AP English Language teachers, this vital
resource for both experienced and new teachers is designed to help you navigate the
three key components of an effective classroom: planning, teaching, and assessment.
By using this Teacher’s Edition and the accompanying Teacher’s Resource Materials,
®
Your students can analyze the rhetoric of these selections Worth Publishers. Strictly for use with its products. Not for redistribution.
you will have everything you need to build a rich and engaging AP English Language
course that will develop the reading, writing, and critical thinking skills your students
need for success in college and beyond.

Resources to Help Plan and Prepare

When you begin planning your instruction, first read the section Teaching AP English
®
Language with The Language of Composition, Fourth Edition (TE 00). This primer
provides guidance for planning your year, including tips for approaching differentiation
and assessment.

chapter 4 / Identity

Planning Pages
Instructional Overview: Identity Text Overview and Pacing
®
We enter this world with a cry that says, “I’m here and I AP Unit 4 Introduction Unit 4 Introduction The following chart is designed to help you make specific instructional choices about the use of the
materials, texts, and other resources found in this chapter.
have needs that must be met now!” or what Freud might call The questions, assignments, and suggestions for writing in
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our id. From that humble two-letter beginning, each of us t this chapter support your teaching of Unit 4 in the AP ® Lan- -
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constructs our identity, and so this topic is positioned as the gu a g e a n d C o m p osi t io n CED . Th e t exts s u p p o r t t e AP ® g t h a t Level of
guage and Composition CED. The texts support teaching that
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very first thematic chapter in the book. Prior to discussing prepares students for the Rhetorical Analysis writing prompt, Summary: Features and Challenges Difficulty Length Lexile Pacing*
e Author/Title
prepares students for the Rhetorical Analysis writing prompt,
how people relate to one another (in the later Money, Com- and the instructions for the skills in this unit can be found in Tan’s conversational tone and narrative form provide students with an On-Level 2,504 1090L 2 days
Amy Tam, Mother
Central Text
and the instructions for the skills in this unit can be found in
munity, and Justice chapters, for example), students can Chapter 1: Rhetorical Analysis, Section 2 (pp. 39–55). Tongue (p. 174) opportunity to build their skill at reading a text that makes an argument
Chapter 1: Rhetorical Analysis, Section 2 (pp. 39–55).
benefit from a deeper understanding of individual quests As students engage with the texts in this chapter, many of without an explicit call to action. You may ask students to analyze Tan’s
establishment of ethos, detail, and syntax to convey her attitude toward
As students engage with the texts in this chapter, many of
for self-knowledge. In this chapter, claims about identity which feature personal stories and appeals to emotion, the instruc- her mother, her experiences with becoming a writer, and language
which feature personal stories and appeals to emotion, the instruc-
touch on language, skin color, gender, genetics, race, cul- tion you provide will deepen students’ understanding of how rhe- acquisition.
tion you provide will deepen students’ understanding of how rhe-
ture, hobbies, geography, physical abilities, hair, and even torical situations impact the creation of a text. In this unit, students Hurston blends metaphor and crystallized claims to craft an argument Foundational 1,600 940L 2 days
Zora Neale Hurston,
torical situations impact the creation of a text. In this unit, students
How It Feels to Be
chemistry. will build on their knowledge of writing a defensible thesis state- about her identity and how it is shaped (or not) by members of her
will build on their knowledge of writing a defensible thesis state-
The writers in this chapter present introspective argu- Classic Text Colored Me (p. 181) community and white America. This essay can be used to teach analysis
ment and develop their skill at composing an effective introduction
ments that serve as models for creating texts borne of a ment and develop their skill at composing an effective introduction of figurative language, imagery, and syntax, all of which contribute to
Hurston’s establishment of ethos and tone.
and conclusion. You may also use these texts to engage students in
and conclusion. You may also use these texts to engage students in
Copyright (c) 2023 Bedford, Freeman
particular rhetorical situation. The texts demonstrate a the analysis of methods of development, assessing their ability to
the analysis of methods of development, assessing their ability to
Frances Willard, How
apply this skill in their own compositions. Given the chapter focus Willard’s voice is as strong and self-confident as her approach to learning Challenging 2,499 1410L 2 days
apply this skill in their own compositions. Given the chapter focus
I Learned to Ride the
to ride a bicycle. Due to the archaic diction and syntax of the piece,
exigence, and purpose. These writers use a variety of evi- on Identity, you can encourage students to find their own writing students will likely need assistance understanding Willard’s language.
Bicycle (p. 187)
on Identity, you can encourage students to find their own writing
dence, from personal experience to expert opinions, to voices through choices in subject matter and style. Virginia Woolf, You may consider providing students with a summary of each section Challenging 2,436 960L 3 days
voices through choices in subject matter and style.
and guiding them to see the structure of her argument as it logically
make emotional appeals and lace logical lines of reasoning.
Distributed by Bedford, Freeman & es o ur ce M TRM Chapter 4 Text Talk Videos and Podcasts Chapter 4 Text Talk Videos and Podcasts Other Voices James Baldwin, A Talk Baldwin’s speech to New York teachers provokes teachers to think about their On-Level 3,631 1140L 3 days
If you are following the AP ® English Language Units If you are following the AP ® English Language Units
progresses.
closely, when you finish your work with Chapter 4, you should
closely, when you finish your work with Chapter 4, you should
and craft their own texts to reflect their experiences and
There is a clear rhetorical situation for Woolf’s speech, which makes
consult the planning pages for Chapter 5 (pp. 000–000).
consult the planning pages for Chapter 5 (pp. 000–000).
this text a strong instructional tool for teaching students how a writer
Professions for Women
positions.
aligns evidence and audience, persona with purpose, and all of the
(p. 194)
connective threads that create a piece of writing. Students may need
help understanding the “Angel of the House” and with hearing how the
chapter 4 / TRM Resources
sentences flow given the older style of syntax.
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The following resources can be found in the Teacher’s Resource Materials (TRM) that accompany the
m
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h
a
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to Teachers (p. 200)
content and instructional practices in the larger context of institutional racism.
book. You can access the TRM via the book’s digital platform, by clicking the TRM links found here in
book. You can access the TRM via the book’s digital platform, by clicking the TRM links found here in
Prior to reading, students may need information on the historical context of the
speech, and you may want to use the section markers to guide the pacing of a
your Teacher’s Edition e-book, or by contacting your representative to access the resources online. Visit
your Teacher’s Edition e-book, or by contacting your representative to access the resources online. Visit
lesson sequence.
bfwpub.com/tlc4e to learn more.
1130L
Judy Brady, I Want a
1,000
1 day
Foundational
The thinly veiled sarcasm of Brady’s essay will delight many students, and
TRM Chapter 4 ELL Essential Guide Handouts
Wife (p. 209)
the simple sentences will likely delight them all. This essay works as a
short but sweet text for analyzing tone and syntax. Brady’s style is also a
TRM Chapter 4 Lesson Plans Chapter 4 Lesson Plans
TRM Chapter 4 Annotation Handouts
gem to ask students to imitate.
TRM Chapter 4 Activity Handouts
TRM Grammar Workshop Handouts Grammar Workshop Handouts
1190L
1,625
Though the vocabulary in Staples’s essay is challenging at times, the
2 days
On-Level
Brent Staples, Just
TRM Editable Rubrics
TRM Chapter 4 Vocabulary in Context Handouts
narrative style of his language assists students as they read this short but
Walk on By (p. 212)
powerful essay. You may use this text as a model for how imagery, diction,
TRM Instructional Strategies Instructional Strategies
TRM Chapter 4 Suggested Responses to Activities and
and detail contribute to tone, as well as how a writer effectively uses
Questions
TRM Lexile Measures
personal experience and observations as evidence.
TRM Chapter 4 AP ® Multiple-Choice Practice Handouts
TRM Digital Collection of Full-Length Works Digital Collection of Full-Length Works
Jesmyn Ward,
Spurred by the results of optional genetic testing, Ward uses her family
Foundational
1290L
1 day
1,857
experiences to ask larger questions about what shapes our identities.
TRM Chapter 4 Editable Pacing Guide
Cracking the Code
Students may connect with the internal conflict Ward presents with her
TRM Living Table of Contents for The Language of Living Table of Contents for The Language of (p. 218)
Composition
TRM Chapter 4 Overview Video
perception of self prior to the testing results and after. Ward’s writing is a
model of effective imagery and detail, and students can analyze the use of
anecdotal evidence to support a position.
Haile’s informal writing style and inspirational message invites students to
Rahawa Haile, How
walk a mile in her shoes (pun intended). While the essay is about Haile’s
Black Books Lit My Way
personal triumphs, it is also about how racism manifests in our country,
along the Appalachian
Trail (p. 222)
so discussion of this topic must be handled thoughtfully.
On-Level
Sarah Smarsh, Country Like many writers in this chapter, Smarsh uses her life experiences to
2 days
1190L
2,903
Pride (p. 228)
make an argument about larger societal issues: the stark differences
between economic classes in America and the stereotypes that exist
around people from Midwestern, rural places. Students can likely relate
to Smarsh’s feelings of being out of place, and they can try their hand at Foundational 2,061 860L 1 day
mimicking her use of dialogue as evidence.
Ilya Kaminsky, from Poetically wrought, Kaminsky’s essay is a master study of stylistic Challenging 3,501 730L 3 days
170-a chapter 4 technique. Staccato sentences and fragments work together like panes
chapter 4 / Identity/ Identity
Searching for a Lost
Odessa — and a Deaf to create a beautifully colored window into Kaminsky’s experiences as a
Childhood (p. 235) person who has lost his hearing at a young age and his homeland as well.
You may use this essay to teach the analysis of an unconventional line of
reasoning and the transitions that hold the piece together.
(continued)
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Planning Pages 170-b
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TE-vi Guide to the Teacher’s Edition
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