Lesson Plan #3: Logical Appeals

UTL 640E
Mrs. Watson/ Anderson High School
10th Grade
Date:

October 27, 2015

5&6
Class Period / Time: 6th @11:00 , 8th @ 2:55

Skyla Sale
English II /
Teach(es) #

Lesson Objective(s):
Afterviewingandanalyzingthepresenceofappealsinthreecommercialsasa
class,studentswillcollaborateingroupsof4tocreateandultimatelypresentaposterad
thatincludesappealstoethos,logos,andpathosinordertopracticeidentifyingand
creatingpersuasivetextsthatincludelogicalappeals.

Resources/Materials:
A.TODObeforethedayofthelesson:

PowerPointwithyoutubelinksandinstructions

Findoutawaytogetposterpaper

B.Forthelessonitself:

Bringmycomputermacadapter

TEKS/SEs Addressed in the Lesson:

110.32. English Language Arts and Reading, English II
(b) Knowledge and Skills
(10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze,
make inferences and draw conclusions about persuasive text and provide evidence from
text to support their analysis. Students are expected to:
(A) explain shifts in perspective in arguments about the same topic and evaluate
the accuracy of the evidence used to support the different viewpoints within those
arguments; and
(B) analyze contemporary political debates for such rhetorical and logical
fallacies as appeals to commonly held opinions, false dilemmas, appeals to pity, and
personal attacks.

Steps in Lesson:
ENGAGEMENT (5 minutes)
Engaging with devices learned in the MLK letters, well watch these clips and
try to find out which appeal it uses, as well as look for the targeted audience.
Watch three videos:
Ethos: https://www.youtube.com/watch?v=8ULR68LTmbw
Pathos: https://www.youtube.com/watch?v=HjKRxa7ZyMs
Logos: https://www.youtube.com/watch?v=ZzfVT6j_1dY#t=40
STATED OBJECTIVE
Since you all are familiar with the difference between ethos, pathos, and
logos, I have some statements that I would like for you to analyze for the
presence of one of the three appeal, and then you will work in groups to
create your own original ad that uses all three appeals.
ACTIVE LEARNING (32 Minutes)

Part1:(7Minutes)
Readaloudthefollowingstatementsandaskstudentstoidentifywhichappealthey
employ,providingexplanationsalongtheway.
1ImnotjustinvestedinthiscommunityIloveeverybuilding,everybusiness,
everyhardworkingmemberofthistown;thatswhyyoushouldvoteforme.Pathos
2Thedataisclear:sinceonly10%ofcarwreckshappeninSUVs,anSUVisthe
rightvehicleforyou.Logos
3TheveterinarianIspoketosaysthatanAustralianshepherdwillbetheperfect
matchforouractivelifestyle.Ethos
4DontbethelastpersontocallLawnDudesinyourneighborhood;otherwise
youllhavetheugliestyardonthestreet!Pathos
5Historyhasshowntimeandagainthatabsolutepowercorruptsgovernmentleaders.
Logos
6Afteryearsofdisrespectfromyourboss,andcountlesshourswasted,itstimefor
youtotakeastand.Pathos
7Ifyourestillunsure,pleaseconsiderthatmyadvanceddegreeandfieldworkspeak
forthemselves.Ethos
8After25yearsofdrivingthesameroute,Iveneverseenasingledeerinthatarea.
Logos
9YouknowmeIworkatthechurch,andImagirlscout.DontyouthinkIma
goodchoiceforbabysittertoyourchildren?Ethos

10Youdontneedtojumpoffabridgetoknowthatitsdangerous.Whythenwould
youneedtotrydrugstoknowiftheyredamaging?Thatsplainnonsense.Logos
Part2:(25Minutes)
(15minutes)Ingroupsof4,havestudentscreateapersuasiveadfor anything school
appropriate (as in they could bring the product on school grounds and talk about it
with a teacher) thatincludesallthreelogicalappeals.
o Studentscanusepens,coloredpencils,andmarkers.
o Theremustbeatitle,andtheadmustincludewordsandgraphics.Pictures
canworkasusinganappeal,butmakesuretodescribeitinpresentation.
o No more than 1 person from each group may use his/her phone to look up
information online on the groups behalf.
(10minutes)Groupswillpresenttheirposteradstotheclass.
CLOSURE (3-4 minutes)

Afterstudentshavepresented,theywillgobacktotheirseatsandIwillpassoutasticky
notethattheywillwritewhichpostertheythoughtwasthemostpersuasiveandwhy
thiswillbetheirexitticket.
TotalLessonTime:about40minutes

Modifications/Differentiation Strategies:
For8thperiod,Iwillwalkthrougheachofthequestionscenariosanddescribewhyeach
oneisthatparticularappeal.
Iwillbeusingvideosandvisualstohelpvisualandkinestheticlearners.Groupswillhelp
withcollaborativeunderstanding.

Evaluation Strategies:

Throughthepersuasiveads,studentsincreasetheirunderstandingofhowto
effectivelyuselogicalappeals,whichwillbetterhelpthemidentifyfallaciesinthe
upcominglessons.

Notes/Recommendations for next time:

Partoneofactivelearningwentoverextremelywell.
But,ifIweregoingtodothisagain,Iwouldgivethestudentsaparticulartopicorgenre
ofadbecausetheylikeditsomuch,itturnedsilly.