1. AP Language and Composition
3/16/15 Agenda
Bell ringer: Practice with building our vocabulary!
Copy the word, definition, and example sentence, and then write your own sentence.
VULGAR (adjective) – not having or showing good manners, good taste, or politeness
Example: The theater warned us about the movie’s vulgar language.

2. AP Language and Composition
3/17/15 Agenda
Bell ringer: Practice with building our vocabulary!
Copy the word, definition, and example sentence, and then write your own sentence.
ALLUSION (noun) – A statement that refers to something without mentioning it directly.
It could also be an implied or indirect reference to a text or song in another piece of text.
Examples: This place is like a Garden of Eden.
Don’t act like a Romeo in front of her.
The rise in poverty will unlock the Pandora’s box of crimes.

3. AP Language and Composition
3/18/15 Agenda
Bell ringer: Practice with building our vocabulary!
Copy the word, definition, and example sentence, and then write your own sentence.
Paradox (noun) –
a situation, person, or thing that combines contradictory features or qualities.
Examples: I am nobody.

4. Weekly Overview and Today’s Objectives:
Monday: Read and continue taking notes on graphic organizers for non-fiction books; be ready to write tomorrow!
Tuesday: Read and write intro paragraphs of your rhetorical analysis
Wednesday: Current event: Ms. Griswold
Thursday: Debrief last week’s Q3; AP Multiple Choice practice
FRIDAY: Current event: Ahdreanna and Nakiya

5. Sample Introduction Paragraph for a Rhetorical Analysis
Only 9% of Chicago Public School students graduate from a four-year college. This statistic is quite startling and frankly, upsetting to me as a CPS teacher. In How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, Paul Tough explores how children throughout the country either succeed or fail and suggests what can be done to help some young people change their future path. Paul Tough uses a variety of anecdotes (or stories), statistics from related research studies, and even his own experiences to get across the points he is trying to make about why some succeed while others fail.

6. AP Language and Composition
3/23/15 Agenda
Bell ringer: Practice with building our vocabulary!
Copy the word, definition, and example sentence, and then write your own sentence.
OBSTINATE (adjective) –
refusing to change your behavior or your ideas; difficult to deal with
Examples: The child was obstinate about wanting the Frozen doll despite being offered several other options.

7. Weekly Overview and Today’s Objectives:
Monday: Read and continue taking notes on graphic organizers for non-fiction books; turn in Joliffe diagrams
Tuesday: Read the first body paragraph of your rhetorical analysis
Wednesday: Current event: Ms. Robin
Thursday: AP Q3 – discuss multiple prompts; AP Multiple Choice practice
FRIDAY: Current event: Ahdreanna and Nakiya

8. AP Language and Composition
3/24/15 Agenda
Bell ringer: Practice with building our vocabulary!
Copy the word, definition, and example sentence, and then write your own sentence.
FRUGAL (adjective) –
Careful about spending money or using things when you do not need to
Examples: Derek was so frugal that he refused to use paper plates.

9. Weekly Overview and Today’s Objectives:
Monday: Read and continue taking notes on graphic organizers for non-fiction books; turn in Joliffe diagrams
Tuesday: Read and then write the first body paragraph of your rhetorical analysis
Wednesday: Current event: Ms. Robin
Thursday: AP Q3 – discuss multiple prompts; AP Multiple Choice practice
FRIDAY: Current event: Denzel

10. AP Q3 – 2011 Form B 9 is a perfect score 8 Effective (96%) 7 (91%)
6 Adequate (86%)
5 (81%)
4 Inadequate (76%)
3 (71%)
2 Little Success (66%)
1 (61%)

11. Sample Body Paragraph for a Rhetorical Analysis In order to show how children fail, learn, think, and hopefully succeed, Paul Tough uses a variety of anecdotes. In the beginning of the text, he tells the story of Thomas Gaston (aka Mush), a student who attended Chicago public school Fenger in The author met Mush at a diner where he was told that, “His extended family had a history of violence and legal trouble, and Mush rattled off a long list of siblings and cousins and other relations who were dead or in jail. When he was nine, his uncle was shot and killed in Mush’s home” (25). Tough includes this example to show that although Mush has experienced a lot of trauma, that after being assigned to a youth advocate, he is at least able to process what has made his life hard so that he is possibly able to get himself on a path toward success. Tough also shares the story of a chess team who is defying odd. He states, “The blunt reality is that rich kids win chess tournaments” (108). The, however, Tough tells the story of Elizabeth Spiegel, a middle school chess coach at a low-income public school in Brooklyn. Under Spiegel’s coaching, her team is dominating the rich, private school teams in New York City. Tough uses this anecdote to show that by having an inspiring coach, teams are able to defy odds and succeed.