Page 9 - The Language of Composition 4e Teacher Edition Sample.indd

Note that each chapter of this Teacher’s Edition begins with Planning Pages to
provide a bird’s-eye view of the chapter. There, you’ll find an Instructional Overview, a
list of Teacher’s Resource Materials, a Text Overview and Pacing table summarizing all
®
readings, and a Pre-Built Unit outlining an AP -aligned path for that specific chapter.
These planning pages can help you align your instruction with the Big Ideas, Skills, and
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
®
Essential Knowledge outlined in the AP English Language Course and Exam
Description (CED).
The Teacher’s Resource Materials also include editable pacing guides based
on the Pre-Built Units described above. These customizable versions allow you the
flexibility to tailor instructional content to your classroom community.
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.

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.
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.
chapter 4 / Pre-Built Unit
Activity/
Unit 4 helps students further develop their rhetorical analysis The following Pre-Built Unit first incorporates skills Independent Student
The following Pre-Built Unit first incorporates skills
Instructional
skills. As in Unit 1, students will analyze how texts are shaped instruction from Chapter 1, Section 2, in alignment with the Whole-Class Instruction Practice Differentiation Pacing*
instruction from Chapter 1, Section 2, in alignment with the
AP ® Skills
Purpose
by the writer’s rhetorical situation, but in Unit 4, they are also AP ® Course. Next, the unit pathway curates a few texts from Course. Next, the unit pathway curates a few texts from
[[will add
Rhetorical Analysis
asked to craft complete rhetorical analysis essays. So, students Chapter 4 for further practice. All texts in Chapter 4 can be Chapter 4 for further practice. All texts in Chapter 4 can be Pair direct instruction on To round out their rhetorical Based on your students’ needs, 1 day
at 2pp
Skill Building: Writing
you may assign “Differentiation:
components of an effective
analysis of Chisholm’s speech,
will learn to build an introduction with a sophisticated thesis used to teach the recommended skills for AP ® Unit 4; to allow used to teach the recommended skills for AP ® Unit 4; to allow introduction and conclusion with ask students to use their thesis Connections to Text” on p. 45
review]]
an Introduction;
Crafting a Conclusion
for flexibility in your course planning, we provide an Editable
statement, body paragraphs with a topic sentence and a clear for flexibility in your course planning, we provide an Editable student examples from past AP ® and topic sentences to write or p. 50. The assignments
line of reasoning, and an effective conclusion. They will also Pacing Guide in our Teacher’s Resource Materials. exams. Engage students in a their own introduction and are similar in nature, but one
Pacing Guide in our Teacher’s Resource Materials.
conclusion.
asks students to evaluate
discussion on the writers’ moves
demonstrate their responsiveness to their own rhetorical situ- Should changes be made to the Course Framework in the that work and why. introductions of opinion
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 future, an updated alignment will be placed on our AP ® updates essays in newspapers, and the
way, students will create meaningful connections between three page at go.bfwpub.com/ap-course-updates. other note guides students to
page at go.bfwpub.com/ap-course-updates.
examine conclusions.
AP ® Big Ideas: Rhetorical Situation, Claims and Evidence, and Introducing the 1.A You may introduce the theme of Students can begin reading and If needed, you may guide 1 day
Reasoning and Organization. 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.
Activity/ Tongue” by Amy Tan to Self” suggestion on p. 171. reading at home or schedule You might consider asking
Instructional Independent Student Following this discussion, you time for students to complete students to organize their
Differentiationentiation
Purpose AP ® Skills Whole-Class Instruction Practice Dif fer Pacing*Pacing* 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
Rhetorical Analysis 2.A, 4.B, Read aloud the excerpt from After the read-aloud, students As suggested by the 1 day key elements of the rhetorical chart on p. 47.
1 day
As suggested by the
“Differentiation: Scaffolding”
Skill Building: 6.C Shirley Chisholm’s speech “People can examine the model “Differentiation: Scaffolding” situation they glean from the
note on p. 41, you can
Annotating; Writing a and Peace, Not Profits and War” annotations on pp. 42–43 and note on p. 41, you can introductory material on p. 174.
Thesis Statement (p. 39). Ask students to underline then revisit the text to enhance encourage students to use 1.B, 5.A As an activity, you may want to To offer more practice analyzing For students who have 2 days
encourage students to use
Close Reading of
(or otherwise note) moments their own annotations. Next, two visually distinct annotation group students in pairs or trios Tan’s rhetorical choices, assign demonstrated proficiency
two visually distinct annotation
“Mother Tongue”
that strike them as rhetorically they can note patterns in their methods (one for students’ to answer an assigned question questions of your choice from with the analysis questions,
methods (one for students’
independent finds and
significant as they read along with annotations to pull out the independent finds and from “Analyzing Language, Style, the “Close Reading” category consider assigning one of the
one for revisions based on
you. These annotations can focus rhetorical choices that seem one for revisions based on and Structure” (p. 179). This of the wraparound notes “Differentiation: Connections to
on Chisholm’s use of appeals, most significant. Finally, model annotation). This will group work could take one day, or the “Understanding and Self” notes from p. 177.
model annotation). This will
diction, figurative language, students can craft their own help students spot areas of which would leave a second day Interpreting” question bank
help students spot areas of
improvement in their close
syntax, and tone. At the end of the thesis in response to the prompt improvement in their close for independent practice. (pp. 178–179).
thesis in response to the prompt
reading skills.
on p. 44, to connect Chisholm’s
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 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
with a transcript of the talk
on the “single story” that adults
of Chisholm’s speech. purpose of her argument.
to use Chimamanda Adichie’s might tell about teenagers. What to annotate as they watch.
Rhetorical Analysis 1.A, 4.A, Remind students that topic Ask students to write topic Assign students to read the 1 day TED Talk “The Danger of a Single might that story be? How might You may consider assigning
1 day
Assign students to read the
Skill Building: Writing 4.B, 5.A, sentences should convey the sentences, based on the points sample AP ® Rhetorical Analysis Story” as a thematic and rhetorical that story be a “danger”? students to write a paragraph
sample AP ® Rhetorical Analysis
Essay on p. 52. Ask students to
Topic Sentences, 7.A connection between a rhetorical in their own thesis statement. Essay on p. 52. Ask students to bridge. You may show the video in To create a throughline of thinking, analyzing Adichie’s opening or
identify what “works” well in the
Developing a Line choice and the essay’s overall They can then write a body identify what “works” well in the class and use the “Differentiation: consider asking students to closing.
essay and share their thoughts
of Reasoning with purpose. Guide students through paragraph that uses evidence essay and share their thoughts Connections to Text” note on keep track of the ways in which
Evidence from the Text; the process of organizing from Chisholm’s speech (with with the class. The insights p. 178 to drive discussion. the texts of this chapter present
with the class. The insights
from students who are ready for
parenthetical citations) to support
Documenting Sources their essay through the use of parenthetical citations) to support from students who are ready for Students should identify Adichie’s arguments about identity that
this challenge will support the
effective topic sentences. Next, one of their topic sentences. this challenge will support the position and how she aligns her challenge the notion of a single
learning of students who are
invite students to compare the learning of students who are evidence to support her claims. story.
still developing their own writing
model paragraphs on p. 48 still developing their own writing 1.A, 3.B, Provide time to read Hurston’s On the second day of instruction, If you are teaching eleventh- 2 days
Analyzing Rhetoric
and p. 49. By sharing models, skills.
skills.
the class can discuss how a 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
a thesis statement in response
consider assigning Question 5
first day of instruction focused on
strong line of reasoning is the
result of weaving together topic Colored Me” by Zora comprehension and understanding. to the rhetorical analysis prompt in “Topics for Composing”
for Question 1 in “Topics for
You may choose to implement a
Neale Hurston
(p. 186). This question is similar
sentences, supporting evidence
from the text, and original 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
commentary.
an exit ticket. Alternatively, you thesis statement, they can reread serve as students’ first draft of a
(continued)
(continued) 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
170-d
Planning Pages 170-d 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
05_sheatlcte4e_46921_ch04_170a_315_2pp.indd 4 25/01/23 6:12 PM writers. Consider asking students “Differentiation: Scaffolding”
statement. Then, working with
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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Guide to the Teacher’s Edition TE-vii
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