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Foundations of Language and Literature

First Edition ©2018 Renee H. Shea; John Golden; Tracy Scholz

AP® teachers know the roots of AP® success are established in the earlier grades. That is the idea behind Foundations of Language & Literature, a complete program for 9th Grade Pre-AP® that establishes foundational skills, while challenging bright young minds.

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Look Inside Foundations of Language and Literature by Renee H. Shea; John Golden; Tracy Scholz - First Edition, 2018 from Macmillan Student Store

Innovative, challenging, and nurturing program prepares students for success in AP® courses.

The book is driven by the expertise of Renée Shea, John Golden, and Tracy Scholz who know that skills like reading, writing, and working with sources need careful development and constant reinforcement. This genre and mode-based book approaches the course in new ways, investigating nonfiction as well as literature, delving into fascinating argument-driven thematic units, and asking students to write in the genres, to empower them to read like a writer.

Innovative, challenging, and nurturing, Foundations of Language & Literature has all the support young minds need to be prepared for AP® success.

With the publication of Foundations of Language and Literature, BFW now offers a unified program of Pre-AP® and AP® English textbooks from grades 9 through 12, that guides students from introduction to mastery with a consistent tone and treatment of key AP® topics.

Features

Opening Chapters—An Active Approach to Foundational Skills

In the first four chapters of Foundations of Language & Literature, students are taught skills essential for communication in the classroom and the world: discussing ideas civilly, listening actively, writing clearly and with an authentic voice, reading actively and critically, and using and acknowledging sources. These skills are practiced frequently, in low-risk formative activities threaded throughout the chapters.

Chapter 1: Starting the Conversation focuses on civil discourse in the classroom; developing an academic voice; listening actively; asking questions to clarify, build upon, or challenge an idea; and reaching consensus. This chapter also covers techniques for classroom presentations and public speaking.　

Chapter 2: Writing asks students to consider how their voices might change to suit a particular subject, purpose, audience, and occasion. Those changes in voice are created through playing with word choice, altering sentence structure and punctuation, and recognizing the effects. Finally, students work on creating a clear and unified paragraph.　

Chapter 3: Reading asks students to explore three different types of reading: Reading for Understanding, Reading for Interpretation, and Reading for Style. Students get in-context practice in skills essential to each type of reading, such as annotation, summary, finding the main idea, and analyzing themes. This chapter also walks students through techniques for overcoming reading challenges, such as difficult words, lack of context, complex sentence structures, and unfamiliar word order.　

Chapter 4: Using Sources is an introduction to finding and using evidence. The chapter focuses heavily on reading critically in order to assess credibility and bias, especially of online sources. The chapter then walks students through the key moves of evidence based writing: navigating a range of ideas, integrating quotations, acknowledging sources, and avoiding plagiarism. 　

Readings Chapters—Building Confidence/Exploring Ideas　

Foundational Genre/Mode Approach. The readings chapters break down the essential skills and clearly outline the expectations of working with each genre or mode:

Chapter 5 Fiction

Chapter 6 Argument

Chapter 7 Poetry

Chapter 8 Exposition

Chapter 9 Narrative

Chapter 10 Drama

Chapter 11 Mythology

Genre/Mode…with a Thematic Twist

To help 9^th graders engage with real ideas and wrestle with complex issues, Foundations of Language & Literature embeds a thematic Conversation of texts in each genre/mode chapter, extending out from an issue in the Central Text. These compact synthesis clusters deepen the teaching of the Central Text, and encourage lively and authentic discussion, thinking, and writing. For example:

In Chapter 8, Exposition, after reading "The Politics of the Hoodie," students engage in a Conversation asking "What is the role of clothing in defining who we are?"

In Chapter 11, Mythology, after reading The Odyssey, students read and respond to a group of texts on the question of "What makes a hero?"

Differentiated Texts for Targeted Instruction

In each genre/mode chapter, Foundations of Language & Literature divides the texts into three sections for students at different preparation levels:

Section 1 — short and approachable "foundational" texts

Section 2 — longer and richer texts, representing grade-level complexity for 9^th graders

Section 3 — stylistically challenging and conceptually complex "reach" texts approaching the level of challenge found in AP® English Language or AP® English Literature

Three Skill-Building Workshops per Chapter

Workshop 1: Essential Elements of the Genre introduces the basic concepts students need in order to read, analyze, and compose in the genre.

Workshop 2: Writing in the Genre has students draw on the essential elements from Workshop 1 in order to compose a poem, an argument, a narrative, etc. and come to appreciate the choices that go into any text.

Workshop 3: Analyzing the Genre guides students step-by-step through the process of creating compelling evidence-based analyses, clarifying the expectations and conventions of such assignments.

Seeing Connections - Deepening Student Thinking

Seeing Connections boxes accompany readings throughout the book. These boxes juxtapose brief texts or visuals with the main reading, offering information that supports, challenges, qualifies, or extends an idea in the main text. Seeing Connections challenge students to think critically and creatively.　

Images with a Purpose

Every visual text in Foundations of Language & Literature serves a clear, authentic pedagogical purpose. Images were carefully selected to inform the reading of a print text, suggest new ideas, provide additional context, extend an understanding to the real world, or allow students to make interesting connections.　

Grammar Workshops

For those students who need a refresher, Foundations of Language & Literature contains brief, active grammar workshops that take students from basic understanding, to identification, to application in context, and ultimately back into their own writing to revise.

World-Class Teacher Support

Annotated Teacher’s Editions

In this exceptionally valuable resource, the authors provide helpful marginal annotations on each page to support your teaching of students at all levels—called-out passages for close reading, helpful teaching ideas, tips for avoiding common pitfalls, and more. 　

Teacher’s Resource Flash Drive and e-Book

Additional tools for teaching with the text can be found on the Teacher's Resource Flash Drive, and embedded at point-of-use in the Teacher's Edition e-Book. 　Resources include suggested responses to text questions, additional assessment texts, classroom strategies and how-tos, vocabulary support, key passages for annotation, and additional audio/video/documents.　

ExamView® Test Bank

Our ExamView Test Bank takes students from understanding to close rhetorical, literary, and stylistic analysis. Our authors and editors analyzed hundreds of items from national assessments and AP exams to target key skills. The ExamView Test Generator lets teachers quickly create paper, Internet, and LAN-based tests. Tests can be created in minutes, and the platform is fully customizable, allowing teachers to enter their own questions, edit existing questions, set time limits, incorporate multimedia, and scramble answers and change the order of questions to prevent plagiarism. Detailed results reports feed into a gradebook.

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Foundations of Language and Literature

Renee H. Shea; John Golden; Tracy Scholz

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Foundations of Language and Literature

First Edition 2018

Renee H. Shea; John Golden; Tracy Scholz

1 STARTING THE CONVERSATION
Building a Classroom Community
Thinking about Voice
Active Listening
Public Speaking
Culminating Activity

2 WRITING
The Power of the Pen
Voice and Tone
Precise Word Choice
Strong Sentences
Clear Punctuation
Well-Built Paragraphs
Culminating Activity

3 READING
Defining Texts
Active Reading
Reading for Understanding
Reading for Interpretation
Reading for Style
Reading Visual Texts
Culminating Activity

4 USING SOURCES
Sources as Conversation
Types of Sources
Finding Sources
Evaluating Sources
Keeping Track of Sources
Using Sources in Your Own Writing
Culminating Actity

5 FICTION
Workshop 1: ESSENTIAL ELEMENTS OF FICTION
(Section 1)    Ray Bradbury, The Veldt
                     Sherman Alexie, from The Absolutely True Diary of a Part-time Indian
                      Lena Coakley, Mirror Image
(Section 2)    Etgar Keret, What, of This Goldfish, Would You Wish?
                      Edgar Allen Poe, The Cask of Amontillado
                      Richard Connell, The Most Dangerous Game
                      Angela Flournoy, Lelah
CENTRAL TEXT Amy Tan, Two Kinds
                     CONVERSATION – Are We Pushing Kids too Hard to Succeed?
                     Malcolm Gladwell, from Outliers
                     Amy Chua, from The Battle Hymn of the Tiger Mother
                     Adam Grant, How to Raise a Creative Child
                     Daniel Pink, from Drive
                     Andre Agassi, from Open
(Section 3)   Nadine Gordimer, Once Upon a Time
                     Kirstin Valdez Quade, Nemecia
                     Kate Chopin, Story of an Hour
                     Luke Jones & Anna Mill, Square Eyes (graphic novel)

WORKSHOP 2: WRITING FICTION
WORKSHOP 3: ANALYZING FICTION

6 ARGUMENT
ESSENTIAL ELEMENTS OF ARGUMENT

(Section 1)    Lisa L. Lewis, Why School Should Start Later in the Day
                     NY Times Editorial Board, End the Gun Epidemic in America
                     Thomas Sowell, History Shows the Folly of Disarming Lawful People
                     Marc Bekoff, Why Was Harambe the Gorilla in a Zoo in the First Place?
(Section 2)    Steve Almond, Is It Immoral to Watch the Super Bowl?
                     Ta-Nehisi Coates, The Paranoid Style of American Policing
                     Tina Rosenberg, Labeling the Danger in Soda
                     Leonard Pitts, September 13, 2001: Hatred is Unworthy of Us
                     Barack Obama, Hiroshima Speech
CENTRAL TEXT Peggy Orenstein, What’s Wrong with Cinderella?
                     CONVERSATION – How Does the Media Shape Our Ideas about Gender?
                     Madeline Messer, I'm a 12-year-old girl. Why dont the characters in my apps look like me?
                     Terryn Hall, When I Saw Prince, I Saw a Vital New Black Masculinity
                     Vanessa Friedman, Don’t Ban Ads of Skinny Models
                     Geena Davis Institute, Gender Bias Without Borders
                     Kali Holloway, Toxic Masculinity Is Killing Men: The Roots of Male Trauma
                     Jack O’Keefe, How ‘Master of None’ Subverts Stereotypical Masculinity by Totally Ignoring It
(Section 3)    Daniel Engber, Kill All the Mosquitoes
                     Sarah Kessler, Why Online Harassment Is Still Ruining Lives—and How We Can Stop It
                     Mark Twain, Advice to Youth
                     Cesar Chavez, Letter from Delano

WORKSHOP 1: WRITING ARGUMENT
WORKSHOP 2: ANALYZING ARGUMENT

7 POETRY
ESSENTIAL ELEMENTS OF POETRY
(Section 1)   Jose Olivarez, Home Court
                     Edgar Allan Poe, The Raven
                     Suheir Hammad, What I Will
                     Rachel Richardson, Transmission
                     Dana Gioa, Money
                     Billy Collins, Flames
                     Jenni Baker, You American Boy AND Find Your Way
(Section 2)    Nate Marshall, Harold’s Chicken Shack #86
                     Naomi Shihab Nye, Kindness
                     Michael Ondaatje, Sweet Like A Crow
                     William Shakespeare, Sonnet 18: “Shall I Compare Thee…”
                     Gwendolyn Brooks, We Real Cool
                     David Tomas Martinez, In Chicano Park
                     Emily Dickinson, Because I Could Not Stop For Death
                     Amit Majmudar, T. S. A.
                     Ha Jin, Ways of Talking

CENTRAL TEXT Langston Hughes, Let America Be America Again
                     CONVERSATION – What Does the Statue of Liberty Mean to Us Now?
                     Emma Lazarus, The New Colossus
                     Concord Oral History Program, Remembrances for the 100th Anniversary of the Statue of Liberty
                     Tato Laviera, lady liberty
                     Suji Kwock Kim, Slant
                     jessica Care moore, Black Statue of Liberty
                     Michael Daly, The Statue of Liberty was Muslim
(Section 3)   Nikki Giovanni, Ego-Tripping
                     Anna Akhmatova, Somwhere there is a simple life
                     Reed Bobroff, Four Elements of Ghostdance
                     Adrienne Su, Things Chinese
                     Kevin Young, Eddie Priest's Barbershop & Notary
                     John Keats, Ode on a Grecian Urn
                     Walt Whitman, from Song of Myself

WORKSHOP 1: WRITING POETRY
WORKSHOP 2: ANALYZING POETRY

8 EXPOSITION
ESSENTIAL ELEMENTS OF EXPOSITION
(Text Set 1)    Stephen King, Stephen King's Guide to Movie Snacks
                       Derf Backderf, from Trashed (graphic essay)
                       Lisa Damour, Why Teenage Girls Roll their Eyes
                       Raph Koster, from A Theory of Fun for Game Design
(Section 2)      Alan Weisman, Earth Without People
                       Karl Greenfeld, My Daughter's Homework is Killing Me
                       Susan Cain, from Quiet: The Power of Introverts in a World that Can’t Stop Talking
                       Martin Luther King Jr., Blueprint for Life
CENTRAL TEXT Troy Patterson, The Politics of the Hoodie
                       CONVERSATION – How Does Clothing Connect to Identity?
                       Kehinde Wiley, Willem van Heythuysen AND Ice-T (paintings)
                       Nora Caplan-Bricker, Women Who Wear Pants: Somehow Still Controversial
                       Michelle Parrinello-Cason, Labels, Clothing, and Identity: Are You What You Wear?
                       Hugh Hart, From Converse to Kanye: The Rise of Sneaker Culture
                       Jenni Avins, In Fashion, Cultural Appropriation Is Either Very Wrong or Very Right
                       Peggy Orenstein, The Battle Over Dress Codes
(Section 3)     Jon Ronson, How One Stupid Tweet Blew Up Justine Sacco's Life
                       Rebecca Solnit, from Men Explain Things to Me
                       Helen Rosner, On Chicken Tenders
                       Edwidge Danticat, Black Bodies in Motion and Pain
                       Samuel Johnson, On the Decay of Friendship

WORKSHOP 1: WRITING AN EXPOSITION
WORKSHOP 2: ANALYZING EXPOSITION

9 NARRATIVE
ESSENTIAL ELEMENTS OF NARRATION
(Section 1)    Santha Rama Rau, By Any Other Name
                      Mindy Kaling, from Why Is Everyone Hanging Out Without Me?
                      Marcus Samuelsson, Yes, Chef
(Section 2)     Carrie Brownstein, from Hunger Makes me a Modern Girl
                       Monique Truong, My Father's Previous Life
                       Steven Hall, You, Me, and the Sea
                       Sarah Vowell, Music Lessons
CENTRAL TEXT Julia Alvarez, La Gringuita
                       CONVERSATION – What Is the Relationship Between Language and Power?
                       Jimmy Santiago Baca, from Coming into Language
                       Richard Wright, from Black Boy
                       Joshua Adams, Confessions of a Code Switcher
                       Douglas Quenqua, They're, Like, Way Ahead of the Linguistic Currrrve
                       Jessica Wolf, The Seven Words I Cannot Say (Around My Children)
(Section 3)     Amanda Palmer, from The Art of Asking
                       Thi Bui, from The Best We Could Do (graphic memoir)
                       Haruki Murakami, Even if I Had a Long Pony Tail Back Then

WORKSHOP 1: WRITING NARRATIVE
WORKSHOP 2: ANALYZING NARRATIVE

10 DRAMA
ESSENTIAL ELEMENTS OF DRAMA
(Section 1)      Sylvia Gonzales S., from Boxcar
(Section 2)      CENTRAL TEXT WillIiam Shakespeare, Romeo and Juliet
                       CONVERSATION – Does Tribalism Bring Us Together, or Pull Us Apart?
                       Adam Piore, Why We're Patriotic
                       David Brooks, People Like Us
                       Beverly Daniel Tatum, Why Are All the Black Kids Sitting Together in the Cafeteria?
                       Diane Farr, Bringing Home the Wrong Race
                       David Ropiek, Sports, Politics, Tribe, Violence, and the Social Human Animal's Drive to Survive
(Section 3)      B. T. Ryback, A Roz by Any Other Name

WORKSHOP 1: WRITING DRAMA
WORKSHOP 2: ANALYZING DRAMA

11 MYTHOLOGY
ESSENTIAL ELEMENTS OF MYTHOLOGY
(Section 1)     Neil Gaiman, How the Gods Got Their Treasures
(Section 2)     CENTRAL TEXT Homer, from The Odyssey
   CONVERSATION – What Is a Hero?
                       Linton Weeks, Heroic Acts to Protect the Word "Hero"
                       Katy Waldman, Is Anybody Watching My Do-Gooding?
                       William Rhoden, Seeing Through the Illusion of the Sports Hero
                       Stephen Kinzer, Joining the Military Doesn't Make You a Hero
                       Kyle Anderson, Why Captain America Is America’s Hero
(Section 3)     Yusef Komunyaka, from Gilgamesh: A Verse Play

WORKSHOP 1: WRITING MYTHOLOGY
WORKSHOP 2: ANALYZING MYTHOLOGY

Grammar Workshops
• Sentence fragments
• Run-on sentences and comma splices (w/semicolons)
• Verbs (tense and voice, but not mood?)
• Subject-Verb agreement
• Pronoun reference
• Pronoun-antecedent agreement
• Adjectives and adverbs
• Shifts in tense
• Shifts in person
• Misplaced and dangling modifiers
• Parallel structure
• Commas
• Capital letters
• Homophones

MLA Guidelines for Works Cited
Glossary/Glossario of Academic and Literary Terms
Index (key terms + author/title)

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Foundations of Language and Literature

First Edition 2018

Renee H. Shea; John Golden; Tracy Scholz

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Renee H. Shea

Renée H. Shea was professor of English and Modern Languages and Director of Freshman Composition at Bowie State University in Maryland. A College Board® faculty consultant for more than thirty years in AP® Language, Literature, and Pre-AP® English, she has been a reader and question leader for both AP® English exams. Renée served as a member of the Development Committee for AP® Language and Composition and the English Academic Advisory Committee for the College Board®, as well as the SAT® Critical Reading Test Development Committee. She is coauthor of The Language of Composition, Literature & Composition, Advanced Language & Literature, and Conversations in American Literature, as well as two volumes in the NCTE High School Literature series (on Amy Tan and Zora Neale Hurston).

John Golden

John Golden teaches at Cleveland High School in Portland, Oregon. He was an advisor to the College Board® 6–12 English Language Arts Development Committee. An English teacher for over twenty years, John has developed curriculum and led workshops for the College Board’s Pacesetter and SpringBoard® English programs. He is the author of Reading in the Dark: Using Film as a Tool in the English Classroom (NCTE, 2001) and Reading in the Reel World: Teaching Documentaries and Other Nonfiction Texts (NCTE, 2006), and the producer of Teaching Ideas: A Video Resource for AP® English (Bedford/St. Martin’s, 2008) and The NCTE Centennial Film: Reading the Past, Writing the Future (2010).

Tracy Scholz

Tracy Scholz has been an educator for over 20 years. She has experience as an English teacher, department specialist, district interventionist, and served as the Associate Director for the Teacher Education Program at Rice University. She earned her doctoral degree in 2012 from the University of Houston in Curriculum and Instruction, and currently serves as the K-12 Advanced Academics Coordinator for Alief ISD.

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First Edition 2018

Renee H. Shea; John Golden; Tracy Scholz

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Annotated Teacher's Edition for Foundations of Language and Literature

Written by master teachers at the forefront of Pre-AP instruction, this insightful Teacher's Edition is perpetual professional development at the t...