\W200 Service-Learning Project Lesson Plan:

Kathryn Kelley: kellekat@umail.iu.edu

Mitchell Boyd: mpboyd@umai.iu.edu

Step I: Project Information:

Teachers name and

background (e.g.,
technology comfort level)

James White, he is the Principle of Marquette High School. Hes

been teaching for over 25 years now and has adopted the use of
technology in his classrooms. His comfort level with technology
is high; he uses computers every day as well as a smart board.

Grade level

Principal / AP English

Subject area

English

# of students and student

characteristics

usually between 15-20 and the students are all AP or honors

students.

Any students with special

needs? Describe

no!

Technology Accessibility
(Whats available in
school and classroom?)

the technology available in the classroom consists of a computer

for each student as well as a smart board.

Barrier(s) to technology
access if any

None mentioned by teacher

Lesson/Unit topic

Mistreatment of Women: Human Rights

Length of the lesson/unit

1 week/ 2 90 minute class periods

How the lesson/unit was

taught before?

Textbook driven w/examples

Common Student
mistakes/struggle

Creativity, applying what makes writing good strategies to a

billboard advertisement

Teachers needs/
changes for the
lesson/unit

Variety of topics, visual example online

Reflection Questions:
1. How will the teachers background and technology ability level impact what you

might design or recommend?

This teachers background and technology ability level will allow us to build a teaching
method or assignment that allows the students to really use their technology in a broad term.
This ability to use technology as a group will allow the students and the teacher to work
simultaneously or by themselves. His background shows his love for education and knowing
that the education system is scrutinized, sometimes he looks to form a relationship with the
students based on mutual understanding.

2. How will the students grade level impact what you might design or recommend?
Specifically, think about what the students will be able to do at this age.
The students at this grade level are about to head to college. This makes it a lot easier to
treat them as if they were adults and can understand intelligent and difficult tasks. This
complex, moral subject matter could help prepare them for college.

3. Keeping in mind your response to the previous question, what might students at
that grade level would have learned about this topic? Think about (or research) what
students at this grade level have already learned on the topic.
Ethos, pathos, and logos are introduced as a junior, Mr. White develops the ideas of those
three things as seniors and additionally puts those ideas into action.

4. If there are students with special needs, what accommodations might you need to
make?
There are no students with special needs in his class.
5. How will the availability of technology impact what you might design or
recommend? For instance, iPads dont allow you to access websites that use Flash. Or
scheduled computer labs may require the teacher to reserve time in advance.
In Mr. Whites classroom every student has a PC. This in turn allows the students to openly
use the internet as well as google docs to communicate, research, and expand on their ideas.
The use of a smart board allows the students to see exactly what the teacher is seeing on his
computer allowing for easy explanations or examples for the whole class to see.

6. Most concepts have typical things that students struggle with (misconceptions).
For example, when talking about the reason for seasons, most students describe that
its due to the tilt of the earths axis. Using the information your teacher provided about
the concept in his/her class, as well as googling online to find out common difficulties,
what are some common misconceptions and how might you design your lesson to
overcome them?
Common difficulties faced while learning about ethos, pathos, and logos is knowing the
difference between the three. That is the most difficult part of this project. Once the students

know the difference between the three, pointing out examples in other readings or writing
examples yourself becomes much easier. Students may have problems with how to use each
of the 3 concepts with the mistreatment of women in their billboard. They may think that logos
deals with emotions when pathos actually does, or that pathos deals with logic when logos
actually does, or that ethos deals with emotions (pathos) or logic (logos) when it really deals
with credibility.

7. In terms of teachers needs or changes for the unit, what will you need to keep in
mind as you design/recommend your materials? (e.g., Teacher needs a group activity, I
need to think about tools that might help me group students).
The teacher only meets twice a week, unlike most classes in highschool. This in turn shortens
the amount of time with the students but the two times a week are for about an hour and a
half.

STEP II. Analyze the Learning Objectives

Standards

Students will know and be able to identify advertising appeals of pathos,

ethos and logos
Students write for specific purposes and audiences

a.
Learning Objective: The students will be able to identify and write specific
terms on what ethos, pathos, and logos is..
After this class, the students will be able to:
Objective 1:Define ethos, pathos, and logos
Objective 2: Be able to differentiate between each of the 3.
Objective 3: Define ethos, pathos, and logos in their own terms.
Objective 4: Be able to identify examples in real world literary
works, specifically in content related to the Womens Rights Movement.
Objective 5: Write examples of each term.
STEP III. Outline of Instructional Tasks
Instructional Tasks
(with estimated class time)

Learning
Objectives
addressed

Introduce the concept of pathos, ethos, and logos (10 minutes)

Do drills to practice the concepts (15 minutes)

1, 2

Have the students define the terms in their own words and

2. 3

explain the differences

4

Find examples of pathos, logos, or ethos in modern

advertisements.

Have them write a simple example displaying their

understanding of what the terms mean

1,2,3,5

Find posters/billboards from the Womens Rights Movement and

identify pathos, logos, or ethos within them. Create their own
examples using the Womens Rights Movement as a basis for
the subject

4,5

Reflection Question:
1. How do these activities meet the learning objectives? These activities outline
the b
Task 1: Provides students with a foundation of the concepts for the
rest of the lesson. Understanding what the modes of persuasion (ethos, pathos,
and logos) are and how to use them effectively is critical through the rest of the
lesson. This applies to learning objectives 1 and 2 because they are centered
around knowing the definitions and making a simple example.
Task 2: This tests the students understanding of these concepts,
as it forces them to utilize them further than the basic example in task 1 and
really make a persuasive argument. This applies to tasks 2 and 3 because the
students are making examples once again, and make their work persuasive.
Task 3: This task drives the students to make a real world
connection with the subject matter, and find examples in real world literary works.
It matches up with objectives 3 and 4 because the students will be able to make
real world connections, and find persuasiveness within them.
2. Which learning objective(s) was(were) not strongly addressed by the
instructional tasks? Objective 1: These concepts can be hard not to mix up when they
are first taught, so a link to the definitions and and differences between each will be
useful to provide.

STEP IV. Search Options

Brainstorm and search for technology options for each instructional tasks. Add more rows to
this table if necessary.
DO NOT INCLUDE: Hardware like a Projector, Computers, Lesson plans, or Worksheets!!!
If you have iPads as one option, please be specific about what feature you are using. For

example, iPads-camera. Otherwise, you should provide the specific names of the APPs.
If you want to include YouTube videos, link specific videos that are relevant to the learning
objectives.
Task

Technology Option (and

specific Link, if available)

Description
[What are some features in the
technology option? How the technology
option would be able to address the
learning objective and support the task?
Be specific.]

1) Introduc
e the concept of
ethos, pathos,
and logos.

Give the students the

dictionary definition

The students are to research the

dictionary definitions of these concepts.

1) Introduc
e the concept of
ethos, pathos,
and logos.

https://www.youtube.com/
watch?v=kA8pKAmxNzs

This video can be viewed on the

smartboard in front of the whole class.

2) Test the students

understanding of the
concepts (15 minutes)

http://ed.ted.com/on/DJ4v
Uard

This is an interactive website that will

review and test the students on their
ability to differentiate between the three
concepts.

2) Test the students

understanding of the
concepts (15 minutes)

A written quiz

This is a tried and true method of testing

a students knowledge on a topic.

3) Have the students

define the terms in
their own words and
explain the differences

The students can write

break into 3 groups and
create their own
definitions. These
definitions can be written
on the smartboard using
the drawing tool for the
rest of the class to see
and critique.

This activity would engage every student

equally (especially if the teacher circles
the room and makes sure everyone
contributes equally) and allow for great
engagement and enhancement as the
smartboard allows students to come up
and edit another groups definiton and
improve it.

3) Have the students

define the terms in
their own words and
explain the differences

Give a quiz on google

forms
https://docs.google.com/fo
rms/u/0/

This would be a way to give a quiz using

all the students laptops that could be
collected and graded quickly.

4) Have them write a

This could also be done

A google form could be issued with the

(teachers or students)

simple example
displaying their
understanding of what
the terms mean

using google forms

https://docs.google.com/fo
rms/u/0/

question set as a short answer or essay,

and stand by itself as the only question.
This would be a quick, simple, and
engaging way to gauge the students
understanding

4) Have them write a

simple example
displaying their
understanding of what
the terms mean

Written example while

using nearpod

An easy way, but one that does really not

utilize technology, is to give a half sheet
of paper to each student for them to
come up with examples on, which they
would then turn in.

5) Find examples of
pathos, logos, or
ethos in ads

Gallery of advertisements
that the students can look
through
http://www.advertisingarchi
ves.co.uk/en/category/sho
w_list_page.html

The students would create either google

or word documents with an attached
image of their selected advertisement,
along with an explanation of whether it
appeals to pathos, logos, ethos, or a
combination of them.

5) Find examples of
pathos, logos, or
ethos in ads

A selection of
advertisements selected
by the teacher, given to
the students via google
docs with the computers
that each student has.

This would be a little more structured,

but essentially the same idea as the
previous option.

6)Find
posters/billboards from
the Womens Rights
Movement and identify
pathos, logos, or ethos
within them. Create
their own examples
using the Womens
Rights Movement as a
basis for the subject
6)Find
posters/billboards from
the Womens Rights
Movement and identify
pathos, logos, or ethos
within them. Create
their own examples
using the Womens

http://www.radford.edu/rba
rris/Women%20and
%20art/amerwom05/suffra
gebugler72.jpg

Have the students explain which of the 3

concepts this womens suffrage ad
appeals to

Turn the students loose on This would be a less restricted way for the
google images to find their students to explore an important, real life
own Womens Rights
example of pathos, ethos, and logos.
posters/billboards

Rights Movement as a
basis for the subject
Reflection Questions:
Which task was the most difficult one to address with appropriate technology options? And why?
Task 2 was the most difficult to link to appropriate technology options because the students
making examples depends almost entirely on their understanding of the material, and there
arent really any online resources that directly show how to make examples.

STEP V. Selected Options

(You need to answer this question for all the tasks you have. EX: If you have 6 tasks, you need
to answer this question 6 times). You can use the 4 es to help you state why you made this
choice.
1.
TASK: Students will learn the official definition of ethos pathos and logos.
SELECTED OPTION(s): https://www.youtube.com/watch?v=kA8pKAmxNzs
For task #1, why is/are this/these technology option(s) the best choice? This is the best option
because the teacher can either go over it on the smartboard, or the students can look it up on
their laptops. This video is interesting and allows students to become aware of the differences
between ethos, pathos, and logos. This is the students main objective and by showing this
video, it lays out the rest of the lesson.

2.
TASK: Test the students understanding of the concepts
SELECTED OPTION(s): http://ed.ted.com/on/DJ4vUard
For task #2, why is/are this/these technology option(s) the best choice? This is the best option
to test the students on their understanding of the topic. By reviewing what the differences are,
the students yet again are exposed to ethos, pathos, and logos. The quiz that follows along with
the discussion opens up the door for students to ask questions as well as the teachers ability to
see where the students stand on this topic.

3.
TASK: Have the students define the terms in their own words and explain the differences
SELECTED OPTION(s): The students can write break into 3 groups and create their own
definitions. These definitions can be written on the smartboard using the drawing tool for the
rest of the class to see and critique.
For task #3, why is/are this/these technology option(s) the best choice? By putting the students
into groups the class can now identify the differences in ethos, pathos, and logos more clearly. A
strong definition can be made, as well as the students gaining a better understanding of the
subject. The groups are important because it forces the students to come up with a definition
that the whole class and their own group will understand. The students critiques will then be

taken into consideration and a new definition can be formed in a more clear and concise
manner.

4.
TASK: Have them write a simple example displaying their understanding of what the terms
mean
SELECTED OPTION(s):This could also be done using google forms
https://docs.google.com/forms/u/0/
For task #X, why is/are this/these technology option(s) the best choice? Google forms can be
used in groups, in turn the teacher is able to both view and comment on the students example.
These examples will show the teacher how well the students understand the meaning of the
terms and how well they can apply it to their work.
5. TASK: Find examples of pathos, logos, or ethos in ads
SELECTED OPTION (s): Gallery of advertisements that the students can look through
http://www.advertisingarchives.co.uk/en/category/show_list_page.html
For task #X, why is/are this/these technology option(s) the best choice? This is the best choice
because the students will be able to identify the differences of ethos, pathos, and logos and in
turn by looking through a gallery of ads the students will be able to identify which one appeals to
each concept. After identifying the ads and which appeals to which concept, by opening up a
google doc and explaining why, each student receives an example of each concept. The
students do not have to identify an ad for all three, just one. Once the googleform is completed
each student will have the ability to view each ad and tell why the ad is appealing to ethos,
pathos, or logos.

6. TASK: Find posters/billboards from the Womens Rights Movement and identify pathos,
logos, or ethos within them. Create their own examples using the Womens Rights Movement as
a basis for the subjec
SELECTED OPTION (s): Turn the students loose on google images to find their own Womens
Rights posters/billboards
For task #X, why is/are this/these technology option(s) the best choice? This is the best option
for task 6 because it gives the students freedom to bring to the table whatever they believe is
the right choice. By giving the students a little freedom to find an image, the teacher gains a final
understanding as to where the students stand on these topics and how they relate it to their
work.
5.
Were there any considerations from Step 1 (e.g., teachers comfort level, student grade
level, subject area, students with special needs, student misconceptions/struggles, technology
accessibility) that you did not address in your choices? Please describe.
I do not believe that we did not address any considerations listed in step 1. By making the
students familiar with the concepts before forcing them to find real world examples, the
misconception of whether or not something appeals to ethos, pathos, or logos is thrown away.
The students that are in this class are AP/Honors students and have already have a grasp on
how to close read and identify clues in advertisements, novels, essays, etc.

STEP VI: PROJECT ARTIFACTS PROPOSAL (300-500 words)

Dear Mr. White,

For the 90 minute class session focused on ethos, pathos, and logos, we have prepared
the following instructional tasks
1. Introduce the concept of ethos, pathos, and logo (10 minutes)
2.

Test the students memory of the dictionary definitions. (15 minutes)

3. Have the students define the terms in their own words and explain the
differences
4. Find examples of pathos, logos, or ethos in ads
5. Have them write a simple example displaying their understanding of what
the terms mean
6. Find posters/billboards from the Womens Rights Movement and identify
pathos, logos, or ethos within them. Create their own examples using the
Womens Rights Movement as a basis for the subject.
To support this lesson plan we have created six artifacts that will guide the students
learning.
Instructional Tasks Summary

Artifact 1:Smartboard Video and Discussion

https://www.youtube.com/watch?v=kA8pKAmxNzs

Description: This video and discussion will begin with the students watching the short
video on the smartboard. This will keep the attention of the whole class by forcing the
entire class to watch the video together. After the video, the teacher will then take the
information presented in the video (ethos, logos, and pathos) and define them in their
own terms. This is just the introduction to the lesson.
Artifact 2: Review and Test
http://ed.ted.com/on/DJ4vUard

Description: This video and quiz will test the students understanding on the difference
between the three concepts. This Ted Video will allow the students to deepen their
understanding of the concepts. Once the students watch the video, the teacher can then
assign the next two steps on the website. This entails a short quiz that quickly tests the
knowledge of the concepts and then a discussion which opens up the floor for the
students and the teacher to discuss their answers as well as the video.

Artifact 3: Student Examples (screencast on concept map-bubbl.us/example on

the concept map/rubric on concept map)
https://bubbl.us/?s=7468062#!
Mzc2Mjc0Mi83NDY4MDYyL2ExNmMxOTBkMGZkYjEyYzQyNWY4NWQ4MGY3YzFl
Yzlj?X
Description: The students will engage in a group activity that will allow them to be a bit
creative. By creating a concept map using bubbl, the students can use their knowledge
of ethos, pathos, and logos to create a definition of their own. A concept map can be
useful because it allows the students to think quickly and in a very broad way. By asking
questions like whats the first thing that comes to your mind when you think ethos?
This can, in turn, allows the students to use their own examples to deepen their
understanding. Once the students are in the groups, which can be decided however the
teacher prefers, they will create this concept map based on persuasive writing and the
knowledge they gained from the last two videos. The concept map will be graded based
on the effort put into creating it and the information used within the map. Is the
information correct? Does it make sense?
Artifact 4: Find Examples in Modern Advertisements
http://www.advertisingarchives.co.uk/en/category/show_list_page.html

(create template for google doc

Description: This websites contains sample advertisements from a variety of time
periods. The students will look at the sections labeled 1990s, 2000s, and 2010s to find
advertisements that utilize ethos, pathos and logos. In a google doc created by each
student, they will include pictures of the 3 ads they select, which of the 3 the ad appeals
to, and why. Each ad can contain more than 1 of the 3 concepts, but ideally all 3 will be
covered.
Artifact 5: More Student Examples
https://docs.google.com/forms/d/e/1FAIpQLSfVV5RqJXn8ZUdU0QfzjdCXhJFENu_Ms65hr5pV7VdDGmPpA/viewform
Description: After looking at the advertisement database, the students will describe
examples of advertisements using ethos, pathos, and logos. They dont have to actually
create the advertisements, just describe them and how they would involve ethos,
pathos, or logos. By using google forms, grading would be made quick and relatively
easy.
Artifact 6: Posters and Billboards from the Womens Rights Movement
Description: The students will go onto a website we create that is essentially a gallery
of posters from the Womens Rights Era that includes common themes in persuasive
materials from that era (commonly used images/symbols, slogans, what the women

were fighting toward. etc). The students will look at examples from a real time period in
American History. After looking at a multitude of examples, the students will create their
own billboard/poster that is meant to be realistic to the time period. These posters don't
need to be overtly artistic, because of this students can use microsoft Paint or Word to
create them. So long as they are aesthetically pleasing, and contain the persuasive
elements of ethos, pathos, and logos they will be effective.
(Create a template and example of this, as well as a rubric for how these would be graded.