LESSON PLAN: Ethos Pathos Logos
Unit of Study
Overview and
Purpose
Teaching Point:
(What will happen during
lesson? What will your
students be able to do?)
Standards:
(CCLS)
Connections:
(What occurred in previous
lesson(s) that lead to
today’s?)
Essential
Question(s)
Teach:
(What strategy or skill will be
used to teach the lesson?)
Active
Engagement:
(How will you ensure that all
students have opportunities to
practice? Quick assess
before launching into
independent work)
Link:
(Link the work to the
expectations of the
independent work)
Persuasive/Argumentative Texts
Students will develop understanding of the 3 main types of reasoning used by authors in
persuasive/argumentative writing. By exploring the traits and characteristics of reasoning
examples in their groups, they will be able to identify and differentiate amongst the 3.
Students will also be asked to analyze the impact this type of reasoning has on readers,
laying the foundations to study author’s purpose in the unit. Lastly, they will develop
discussion questions that will reflect their understandings and inquiry regarding the topic.
Texts are also based on social studies, allowing students to make connections to concepts
covered in that class.
Assess the use of persuasive techniques by evaluating reasoning and evidence of argument-
based writing.
RI.8.1, 2, 3, 5, 6 SL.8.1, 2, 4
Prior knowledge of persuasive/argumentative writing, purpose and traits of this genre
(from previous lesson), unit expectations and outcomes.
What is REASONING for persuasive texts? What are the 3 types used by authors? What
are the traits and purposes of Ethos, Pathos, Logos?
1. Pose Question (from Do Now): What is REASONING in regards to persuasive
texts? Chart student responses on the board. If they link it to cause and effect,
remind them that we are talking about PERSUASIVE texts. Students should refer
to some concept of how an author crafts an argument. If not, ask them how reasons
would relate to the concept of persuasion. Compare their answers to the following
chart that define reasoning as evidence and logic. (3 min)
2. Introduce a brief explanation of Ethos (ethics/credibility), Pathos (emotion), and
Logos (logic). After defining them, tell students: These are the 3 main techniques
used by authors. They may be used in any combination, but today you are going to
explore them and develop your own understanding. (2 min)
3. Pose Question: How will INDEPENDENTLY exploring these ideas in your groups
help you develop understanding of them? Chart student responses. They should
mention that they will be looking for traits and characteristics that they can identify.
If not, ask them how studying examples will help them to identify the types. (3
min)
1. Do Now: What is meant by REASONING? Think of how it relates to a persuasive
text. Students are to write responses in their NJ. (3 min)
2. Refer to Do Now question: What is REASONING in regards to persuasive texts?
Students share answers in call/respond format. Answers will be charted on the
board.
3. Pose Question: How will INDEPENDENTLY exploring these ideas in your groups
help you develop understanding of them? Allow students to share and discuss ideas
at their table groups for 1 min. Chart responses on the board.
4. **When done with activity, students will share their findings about each type of
reasoning. I will chart their responses on the board and turn that into a process
chart to hang in the room for reference. (3 min)
In your groups, you are going to analyze examples of Ethos, Pathos, and Logos. You will
be assigned a station that will have an example of one of the reasoning types. Your group
should look over the example and chart on the sheet the traits and characteristics you see.
Then you will swap stations, repeating the process until you have explored all types. When
done, groups will be assigned a one of the reasoning types to analyze in regards to the
impact on readers.
 Independent
Practice/Group
Work:
(Meaningful work, clear,
taking students to next level of
learning, allowing students to
demonstrate independent
mastery of the concept)
In Persuasive groups, students will…
• Complete analysis of reasoning by station (3 stations, 4 min each)
o Select example(s) of reasoning to analyze
o Determine traits and characteristics through use of text details
• Analyze the impact of assigned reasoning (3 min)
• Develop Discussion question (2 min)

Students will be asked to share their findings through an ambassador share. Groups will
rate the work of their peers using the criteria assessment checklist on the back of the
worksheet. Groups will swap ambassadors heterogeneously so that groups can be exposed
to different analysis of ideas and methods of thinking regarding the activity.
Grouping and Content will vary based upon…
Differentiation • Student selection of texts
(How does task differ in o There are 3 examples of each fro students to choose from
approach/outcomes)
o Reference sheet for Ethos, Pathos, Logos
Process varies based on…
• Order in which groups receive and assess examples
• Use of NF reading strategies to understand examples and provide relevant details
Product will vary based upon…
• Traits Identified and details used to explain reasoning type
• Analysis of type
o Low groups: Ethos (The use of evidence and credibility was covered in Unit
2 and will be a concept familiar to them)
o Mid groups: Pathos (The use of emotion is a bit more complex, but since we
covered mood/tone, they should be able to make the analysis)
o High groups: Logos (The use of logic is much more complex and will
require more abstract thinking to make the connections and analysis)
o Discussion question posed
Groups are homogenously grouped according to I-Ready NF performance
Assessment, 1. Gauge student general understanding of reasoning and types during Teach/AE.
Evaluation, 2. Assess understanding of the task by having students repeat task directions
Observation 3. Take “pulse” of other groups to make sure they are focused and using info relevant
to task
4. Meet with Mid groups to determine understanding of reasoning types. Explain link
between Paths and POV/Mood/Tone to help clarify analysis
Share/Reflect: In ambassador share, students present their findings to the group. The groups, in turn,
(Have students demonstrate assess the work according to clarity, relevancy, accuracy, and amount of details, using the
mastery of what was taught
and/or summarize what was scoring chart on the back of the worksheet.
learned)
In class share, students share their findings. Their observations will be charted on a paper
to serve as a reference through the unit. (4 min)
Students will also pose questions regarding the ideas of Ethos, Pathos, and Logos, allowing
for a thoughtful, student-driven discussion to take place that is focused on lesson concepts.
(4 min)
Students reflect upon Essential Questions in NJ
Extensions/Follow- Read new text
Up • Take Notes (THIEVES)
(Homework activity) Reading Response NF project
• due 3/7/16
Choice Writing project
• due 3/21/16
 Class___________ Date__________

Identifying and Investigating ETHOS, PATHOS, and LOGOS

In your groups, identify, briefly describe, and analyze the 3 persuasive techniques used to support an argument.

Type of What traits and evidence do you see? What impact would this reasoning have on readers?
TECHNIQUE (Use bullet points)
ETHOS

Circle which text

you used

Barack Obama

Queen Elizabeth

John F. Kennedy

PATHOS

Circle which text

you used

Martin Luther
King Jr.

Patrick Henry

Frederick
Douglass

LOGOS

Circle which text

you used

Bret Arrends

Al Gore

Franklin D.
Roosevelt

Bonus QUESTION BOX (complete if you finish early)

What is a question you
would like to pose to
the class regarding
Ethos, Pathos, and
Logos? Make sure it is
an open ended question
fit for discussion!
Competed successfully by…
 Criteria? Score? Comment/Reason?
(4 is the highest)
Clarity of Ideas?

4 3 2 1

Accuracy of
Information?
4 3 2 1

Sufficient Use of
Details?
4 3 2 1

Relevancy of
information?
4 3 2 1
Example of Ethos:

"I will end this war in Iraq responsibly, and finish the fight against al Qaeda and the
Taliban in Afghanistan. I will rebuild our military to meet future conflicts. But I will also
renew the tough, direct diplomacy that can prevent Iran from obtaining nuclear weapons
and curb Russian aggression. I will build new partnerships to defeat the threats of the
21st century: terrorism and nuclear proliferation; poverty and genocide; climate change
and disease. And I will restore our moral standing, so that America is once again that
last, best hope for all who are called to the cause of freedom, who long for lives of
peace, and who yearn for a better future."

Democratic Presidential Candidate Acceptance Speech by Barack Obama. August

28th, 2008.

“Let tyrants fear. I have always so behaved myself that, under God, I have placed my
chiefest strength and safeguard in the loyal hearts and good-will of my subjects. And
therefore I am come amongst you, as you see, at this time, not for my recreation or
disport, but being resolved, in the midst and heat of the battle, to live and die amongst
you all. “

- Queen Elizabeth I (1588) from a speech meant to encourage her troops to fight
against an invasion by the Spanish Armada

"I have pledged myself and my colleagues in the cabinet to a continuous

encouragement of initiative, responsibility and energy in serving the public interest. Let
every public servant know, whether his post is high or low, that a man's rank and
reputation in this Administration will be determined by the size of the job he does, and
not by the size of his staff, his office or his budget. Let it be clear that this Administration
recognizes the value of dissent and daring -- that we greet healthy controversy as the
hallmark of healthy change. Let the public service be a proud and lively career. And let
every man and woman who works in any area of our national government, in any
branch, at any level, be able to say with pride and with honor in future years: 'I served
the United States Government in that hour of our nation's need.'"

John F. Kennedy State of the Union Message, January 30, 1961

Examples of Pathos:

"I am not unmindful that some of you have come here out of great trials and tribulations.
Some of you have come fresh from narrow jail cells. And some of you have come from
areas where your quest -- quest for freedom left you battered by the storms of
persecution and staggered by the winds of police brutality. You have been the veterans
of creative suffering. Continue to work with the faith that unearned suffering is
redemptive. Go back to Mississippi, go back to Alabama, go back to South Carolina, go
back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern
cities, knowing that somehow this situation can and will be changed."
I Have a Dream by Martin Luther King Jr. August 28th, 1963.

“Gentlemen may cry, Peace, Peace-- but there is no peace. The war is actually begun!
The next gale that sweeps from the north will bring to our ears the clash of resounding
arms! Our brethren are already in the field! Why stand we here idle? What is it that
gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be
purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what
course others may take; but as for me, give me liberty or give me death!”
- Patrick Henry (1775) from speech delivered to Second Virginia Convention

Kimberly N. had a senior position at a charitable organization when her son was born.
She planned for a six-week maternity leave, but her son was born with a life-threatening
condition, and she ended up taking 12 weeks with partial pay. Kimberly’s supervisor
was unhappy that she took such a long leave and refused to let her work part-time or
from home. After going back to work, Kimberly had a terrible performance evaluation
that contrasted sharply with her previous positive evaluations. She soon left her job,
which significantly impacted family finances. Savings quickly dwindled, debts grew, and
Kimberly filed for bankruptcy. A few months later, she found a part-time job at a lower
level with no benefits but was laid off when the recession hit. She worries that future
employers will question her period of unemployment.
An Argument for Parental Leave in the United States, written by:
Walsch , Janet. Failing It's Families New York City, NY:Human Rights Watch, 2011
Online
Examples of Logos:

Apple has come down from $363 in February to $316 Monday. Furthermore, that masks
the fact that the company is sitting on a ton of net cash. At the end of the last quarter,
cash, securities and other liquid assets exceeded liabilities by $51 billion, or around $55
a share. This may top $60 by the end of this quarter.
So the cash-free stock price — the enterprise value of the business — may only be
around $260.
That’s barely 10 times forecast earnings of $25 for the fiscal year ending in September.
It’s just nine times next year’s forecast earnings. And it’s only around 2.3 times this
year’s sales.
Brett Arrends Is Apple Becoming a Value Stock? on Marketwatch.com June 21st
2011

Two major studies from military intelligence experts have warned our leaders about the
dangerous national security implications of the climate crisis, including the possibility of
hundreds of millions of climate refugees destabilizing nations around the world. Just two
days ago, 27 senior statesmen and retired military leaders warned of the national
security threat from an “energy tsunami” that would be triggered by a loss of our access
to foreign oil. Meanwhile, the war in Iraq continues, and now the war in Afghanistan
appears to be getting worse.
Al Gore "A Generational Challenge to Repower America" July 17th 2008

“Yesterday, December 7th, 1941 -- a date which will live in infamy -- the United States
of America was suddenly and deliberately attacked by naval and air forces of the
Empire of Japan. The United States was at peace with that nation and, at the solicitation
of Japan, was still in conversation with its government and its emperor looking toward
the maintenance of peace in the Pacific...Japan has, therefore, undertaken a surprise
offensive extending throughout the Pacific area. The facts of yesterday and today speak
for themselves.”
Franklin Delano Roosevelt (1941) from “Pearl Harbor Address to the Nation”