West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 1/18)
Teacher Candidate Hope Painter Date 12 November 2019
School Winfield High School Grade/Subject 10th Grade/ Language Arts
Lesson Topic Rhetorical

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will be able to identify logos, pathos, ethos with song lyric.
WV CCRs
CCSS.ELA-LITERACY.RI.11-12.6. Determine an author's point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of
the text.

NATIONAL STANDARDS
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,
graphics).
ASSESSMENT
Diagnostic/Pre-Assessment
Students will be diagnosed through questions pertaining to the rhetorical devices, logos, pathos,
and ethos to access prior knowledge.
Formative Assessment
First, I will ask students if they can give an example of the different types of rhetorical devices
that’s used while writing an argumentative essay. I present the definitions on the smart bored and
have students explain with a class discussion. Then, I will quiz students with pictures pertaining
to ethos, logos, and pathos that is used with advertisements. I will be actively involved during
the entire class and will be walking around the room during the group assignments to make sure
students are understanding the activity and answering questions when needed.
Summative Assessment
I will have the class split up in groups of three to complete a set of questions pertaining to
rhetorical devices described in song lyrics; I will set a time limit for 10 minutes. After the groups
are finished, the class will review and discuss the answers to the questions. The final activity will
be an individual activity of the same worksheet they did before in their groups, but with a
different song. Students will turn in their worksheets at the end of class.
MANAGEMENT FRAMEWORK
Overall Time - 90-minute lesson
Time Frame – 10 min. teacher intro and demonstration
30 min. student activity in pairs
10 min. regroup for assessment and closure
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
I will differentiate instruction by providing multiple ways of learning. I will give handouts to
students to help with comprehension. I will play YouTube videos for students who learn better
by listening and watching videos, and I will give examples of multiple song lyrics that can relate
to history, feminism and culture.
PROCEDURES
1. ANTICIPATORY SET
Students will be asked, “Has anyone heard of the term rhetoric?”
“Thumbs up if the answer is yes, or thumbs down if the answer is no.”
 Answer:
 Yes
 No
Students will be asked, “Would any volunteers explain to the class the different types of
rhetorical devices used in an argumentative essay?”
 Answer: Rhetorical devices are used to convince its audience: ethos, logos, and pathos
are used to persuade.
1. I will show the word Logos and ask students to explain the definition.
Answer: Logos relates to logic or reason. The rhetor uses logical, organized arguments by
referencing studies, statistics, or logical analogies
2. I will ask students to define Pathos.
 Answer: Pathos (like pathology) relates to emotions or values. The rhetor sways the
audience's emotions using personally moving stories, vivid imagery, and inspirational
quotes.
3. I will ask students to define Ethos.
Answer: Ethos (like ethics) relates to credibility or trust. The rhetor cites credible sources
or establishes their own credibility through professional tone or title to make the reader
believe in or trust the opinion’s credibility.
2. INTRODUCTION
Students will work silently on a Bell Ringer worksheet that introduces rhetorical appeals within
text. Students will discuss their answers as a group.
4. BODY & TRANSITIONS
I will show a YouTube clip that describes the rhetorical devices that we discussed in
class.
After the video, Students will watch the music video, “If I were a boy,” and will read
through an example argumentative essay that describes the lyrics.
Students will work in groups of three to complete the next worksheet, which focuses on
questions pertaining to rhetorical devices used in the song, Buffalo Soldier, by Bob
Marley.
5. CLOSURE
Students will work individually to complete the last worksheet, which focuses on
questions pertaining to rhetorical devices used in the song, Stronger, by Kelly Clarkson.

5. Assessment (Refer to description above.)

STRATEGIES
 Using YouTube to help differentiate instruction
 Group Work
 The activities relate to everyday life.
 Classroom discussion
MATERIALS
 Worksheets
 Pencil
  Power point
 YouTube
EXTENDED ACTIVITIES
If Student Finishes Early
If student finishes early, they will be instructed to add more description to their questions.
If Lesson Finishes Early
The class will discuss the answers to their individual assignment.
If Technology Fails
I will use printed pictures of the PowerPoint that I created, and students will be instructed to read
the lyrics as a class.
POST-TEACHING
Differentiating Instruction for Special Needs

Learning Differences- all students learn Sensory Differences

Attention Differences
There are some students who read during
class discussion or color on their papers. I
will have to make sure to include them in
class discussion and walk around them while
teaching.
Motivational Differences
Physical Differences
Behavioral Differences
Some students will goof off and talk. I will
have to be stern and remind the entire class to
stay on task. I will provide positive comments
to students who are acting accordingly.
Ability Differences
Cultural Differences