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Bryant AP Language and Composition: Home

Welcome to A.P. English Language and Composition

For September 3rd or 4th: 

•Creating a “Product”
•Pick up a bag of 20 random Lego pieces.
•Use these Legos to create a product, and take a picture of your creation. Turn the picture in using the Teams Assignment link.
•Using appeals to ethos, logos, and pathos
•Think about who would want/need/use the product you’ve created and determine how you can use appeals to ethos, logos, and pathos to convince your target audience to buy this product.
•You can either 1) create a magazine advertisement for this project or 2) Describe a commercial you could make to advertise this project. Be sure to use all three appeals.
•Be prepared to share your advertisement or description in class next time.

Lego Activity Paragraph Assignment:  Write a paragraph in which you reflect upon your use of rhetorical appeals in your advertisement or commercial. Specifically, I'd like to know if one appeal was easier to use that the others and how you went about making sure you incorporated all three appeals. Turn your paragraph in along with your advertisement or commercial.

For September 5th or 6th - read Petalasharo 1821 speech and Petalesharo background (both documents are linked below) and be ready to discuss the rhetorical situation of the speech.

For September 9th or 10th - Be prepared to read an assigned text and then identify and describe the rhetorical situation. This will be for a formative grade.

For September 11th or 12th - Re-read Petalesharo's 1821 speech and be prepared to discuss the claims he makes and the evidence he uses to support these claims.

For 9/13 or 9/16:  Read "Let America be America Again" by Langston Hughes (below). Write a well-developed paragraph in which you identify one claim he makes and explain the evidence he uses to support the claim. Be sure to use an introductory phrase (including credentials) and quote or paraphrase appropriately.

For 9/17 or 9/18 - research your assigned topic. Be prepared to help your classmates understand your topic and its role in the context surrounding "A Call for Unity" and MLK's letter.

For September 19th or 23rd - Read the first half of MLK's "Letter from Birmingham Jail" (pages 172-180 in 50 Essays or from the beginning of the letter to the paragraph that begins "I had hoped" on the document linked below). As you read, record in your notebooks the events or statements to which King is responding. Also note the claims and evidence he uses throughout.

For 9/24 or 9/25 - Finish reading King's "Letter from a Birmingham Jail." Continue taking notes as you read. Focus on identifying his claims and evidence as well as how the choices he makes throughout the letter might have appealed to his audience.

Summer Project Information

Information about the Summer Project from Mrs. Bryant's letter:

The summer project for this class is called the REHUGO Challenge. REHUGO stands for Reading, Entertainment, History, Universal concepts/truths, Government/current events, and Observations/personal experiences. You will choose at least three sources (from three different categories) and write summary and reflection paragraphs for each source. Your chosen sources will then be used as evidence for our first timed write, which will be assigned during the first week of school. For more information and detailed instructions, please read the "Welcome Letter and REHUGO Challenge instructions" document below.

The "REHUGO Sources" document gives lots of options you can choose from for your project. I will also be adding to the "Other REHUGO Source Options" area below as I learn about community events throughout the summer. But you aren't limited to what's on this LibGuide. You can use sources you find on your own this summer, too.

I will be sending announcements and updates using Remind.com. Instructions for signing up to receive these reminders can be find in the "Remind Invite" document below.

Finally, I've provided an example of written summary and reflection paragraphs, to give you an idea of what I look for in this type of writing.

Please contact me at kristi.bryant@ops.org if you have any questions or concerns. I look forward to meeting you in August!

 

Mrs. Bryant

Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).

Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).