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Lesson Topic: Logical Fallacies Length of lesson: 45 min "ate #reated: $4%2$%1& #ontent +tandard-s.

Grade level: 11 th & 12th Prepared By: my !indra 'mportant (eso)rce: fallacyfiles*org +tage 1 , "esired (es)lts

11. 9. 3. 3. Evaluate a speakers view, reasoning, intended audience, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Evaluate a speakers point of view, reasoning, intended audience, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. /nderstanding -s.%goals Students will understand what a Logical Fallacy is and to what e tent it is used within writing and media. Students will understand how logical fallacies might !e incorporated into the upcoming "#$ %est. Students will understand the role logical fallacies play in today&s media and politics +t)dent o23ectives -o)tcomes.: Students will !e a!le to differentiate from different types of logical fallacies. Students will !e a!le to recogni*e logical fallacies in different modes of communication. Performance Tas4-s.: +tage 2 , ssessment 0vidence 5ther 0vidence: E it )ards 0ssential 1)estion-s.: 'hat does it take to !e emotionally drawn into a te t( )an feelings and emotions !e manipulated( 'hat happens when we learn things under false pretenses( 'hat does it mean to lie( )an people mislead us accidentally(

)omprehensive #ssessment to !e conducted at the end of the unit. Learning ctivities: -

+tage & , Learning Plan Four+Si Logical Fallacies will !e introduced throughout the lesson. Each fallacy will include a !rief overview followed !y a !rief activity to ensure and clarify the definition # final component will !e to apply it to how these terms might come up during the "#$ %est and how to use them within writing. Logical Fallacy ,efinition- an error in argument that renders an argument invalid Fallacies may !e created unintentionally, or they may !e created intentionally in order to deceive other people. #s you discuss the different types keep a list on the side of the !oard for reference and for them to take notes as you progress .andwagon ,efinition- /ump on the .andwagon is a phrase that has come to refer to 0oining a 1|Page

cause !ecause of its popularity. #lso popularly known as 1$eer $ressure2 #sk the class for some real world e amples connecting to this techni3ue E amples- 4ampires, social media, 5unger 6ames, fashion, trends, music 5ow can this same techni3ue !e applied to pieces of literature( 7ead 18ou can&t write a poem a!out "c,onalds2 9 want to draw the line !etween consumerism and !andwagon techni3ue )an we make a list of the differences( "ain difference is that !andwagon can !e e hi!ited in forms not connected to money can !e !ased off of actions, emotions, feelings, etc. :pen it for discussion to see if there any other e amples we can come up with #ppeal to $ity ,efinition- %he a!ility to elicit the emotional response of pity via written or ver!al communication #sk the class what some real world e amples connecting to this techni3ue might !e 7ead 1%he .irthday $arty2 !y ;atherine .rush to the class ,iscuss how the author was a!le to evoke these feelings of pity 'ords, terms, descriptions, characteri*ation, feelings etc. :pen it for discussion to see if there any other e amples we can come up with Slippery Slope For this fallacy it will help to draw on the !oard #sk first if anyone has any idea what this one might !e a!out < 9ndicate the use of conte t clues 8ou start one negative !ehavior it will escalate to worse !ehaviors. %o prevent the worse !ehavior from happening don&t start the initial negative !ehavior. E amples- 9f 9 steal something then that may lead eventually to murder. %herefore 9 should not steal things. 9f 9 start smoking cigarettes that may lead to worse health choices such as illegal su!stance a!use. %herefore 9 should not smoke cigarettes if 9 do not want to end up doing worse drugs. :pen it for discussion to see if there any other e amples we can come up with Loaded 'ords have strong emotional implications and involve strongly positive or negative reactions !eyond their literal meaning #uthors word choice has ma0or implications within the te ts .east vs. #nimal $lant vs. 'eed )hristmas vs. 5oliday %he =First home !uyer>s scheme= in #ustralia might e3ually well have !een called =%he house price support scheme= + reflecting the effect of giving free money to home !uyers with which to !uy homes, which is simply that house prices uptick !y precisely that amount. 9n this conte t it is the word 1free2 that is in this case loads. :pen it for discussion to see if there any other e amples we can come up with %wo 'rongs "ake a 7ight %his fallacy involves the attempt to 0ustify a wrong action !y pointing to another wrong action. :ften, the other wrong action is of the same type or committed !y the accuser 9 may have gotten a ) on this paper !ut at least 9 did not fail the test like Susie did %his is a very clear e ample of the fallacy. %he terrorists tried to 0ustify !om!ing the $entagon on the grounds that the $entagon had un0ustifia!ly !om!ed 4iet ?am. %he gist of the fallacy is contained in the last sentence, which claims that the wrongness of the $entagon>s actions 0ustified a similar wrong- ='rong @ wrong A right.= 2|Page

#sk the class what the thoughts are on this statement 7ed 5erring %he name of this fallacy comes from the sport of fo hunting in which a dried, smoked herring, which is red in color, is dragged across the trail of the fo to throw the hounds off the scent. %hus, a =red herring= argument is one which distracts the audience from the issue in 3uestion through the introduction of some irrelevancy. #n o!servation that draws attention away from the central issue in an argument or discussion E ample- Sarah- ,o these 0eans make me look fat( .F- 9 love that !lue sweater you wore last week. :pen it for discussion to see if there any other e amples we can come up with

- Sweeping or 6littering 6enerali*ations + # sweeping generali*ation applies a general statement too !roadly. 9f one takes a general rule, and applies it to a case to which, due to the specific features of the case, the rule does not apply, then one commits the sweeping generali*ation fallacy. + For e ample- #ll !irds can fly, a penguin is a !ird, therefore it can fly + #re there any other popular ones that you can think of( + :ther e amples- $eople wear shorts in the summer therefore it must !e summer if people are wearing shorts. + :pen it for discussion to see if there any other e amples we can come up with Either or Fallacy B.lack or 'hiteC #n either+or fallacy is a type of fallacy in which a person makes a statement that presents only two possi!le options, when there are actually more than those two. %his type of fallacy is often made !y someone attempting to persuade someone else into !elieving that only two options e ist. %hey are also known as 1false dilemma2 fallacy # common part of the either or fallacy is someone saying 18ou are part of the solution or you are part of the pro!lem2 E amples- an e ample of which is someone who la!els other people as all good or all !ad :pen it for discussion to see if there any other e amples we can come up with

:verall these are all types of arguments that can !e used in writing to try and elicit some sort of response from the audience. %hat can !e an emotional response such as pity, anger, 0oy to achieve some means or it could !e a call to action you should purchase this or go and do this activity for this reason. %his can !e helpful when taking any standardi*ed test !ecause very often it is asked 1what is the feel of this piece2 or even 1what is this piece trying to do2 and in knowing a few popular techni3ues used !y authors it may !e easier to identify. 9f there is leftover time play a 0eopardy review gameD E it cards- 5ave the students list one thing they already knew a!out, one thing they learned, one think they are still confused a!out. Ese this to preface or address 3uestions ne t time this lesson is taught.

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