Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Kayla LeVieux

Position Teacher

School/District Warner Robins Middle School/ Houston County

E-mail Kayla.levieux@hcbe.net

Phone 478-973-9100

Grade Level(s) 8th Grade

Content Area English Language Arts

Time line 1-2 weeks

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

Content Standards:
 ELAGSE8RL4: Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.
 ELAGSE8RL5: Compare and contrast the structure of two or more texts and analyze how the
differing structure of each text contributes to its meaning and style.
 ELAGSE8W1c. Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
 ELAGSE8SL2: Analyze the purpose of information presented in diverse media and formats
(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political)
behind its presentation.
NETSS Standards:
 3. Technology Productivity Tools Students:
o a. use technology tools to enhance learning, increase productivity, and promote creativity.
b. use productivity tools to collaborate in constructing technology-enhanced models,
preparing publications, and producing other creative works.
 ISTE Standards:
 3.c: Students curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.
 3.d: Students build knowledge by actively exploring real-world issues and problems, developing
ideas and theories and pursuing answers and solutions.

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  6.b: Students create original works or responsibly repurpose or remix digital resources into new
creations.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

 Ethos, Pathos, and Logos Lesson:

1. The Ethos, Pathos, and Logo’s (EPL) lesson is the first introduction into argument
writing our students see. They begin by taking detailed notes on what Ethos, Pathos, and
Logos are. These notes are taken from a Prezi presentation, which I’ve hyperlinked here,
are then adapted into Google Slide notes. This step is essential for our students because
all Google Chromebooks at Warner Robins Middle School (WRMS) are equipped with
the “Read & Write” Google Chrome extension. This extension allows all students to have
access to translations, image word search, talk to text, and the read-aloud feature all
without my help. Students will be asked to complete a graphic organizer as they take
notes and answer guiding questions. After notes, students will watch a Google Slide with
ten commercials who all use a different combination of EPLs. Students will be asked to
identify those elements in the commercials. Lastly, students will be asked to create a
product to sell to the class. This portion of the assignment will be completed in groups.
After creating the product, students will work together to create a commercial using EPL
to sell their classmates their product. Each group will upload their commercial to our
classroom YouTube, where it will then be watched by all four class periods. At this point,
students will identify the rhetorical elements they find in their peer’s work by completing
a Google Form, poste din our Google Classroom.
Day One-

o Students will start by taking notes on Ethos, Pathos, ands Logos using Google Slides and
completing the worksheet that goes along with it. As students move through the Google
Slide presentation, Nearpod will be used to assess a base level understanding of the new
terms students are learning.
1. EPL Prezi
o After taking notes, students are asked to identify PL in a variety texts by answering the
following questions:
1. "My three decades of experience in public service, my tireless commitment to the
people of this community, and my willingness to reach across the aisle and
cooperate with the opposition, make me the ideal candidate for your mayor."
2. "They’ve worked against everything we’ve worked so hard to build, and they
don’t care who gets hurt in the process. Make no mistake, they’re the enemy, and
they won’t stop until we’re all destroyed."
3. "More than one hundred peer-reviewed studies have been conducted over the past
decade, and none of them suggests that this is an effective treatment for hair loss."
4. "Don’t be the last person on the block to have their lawn treated – you don’t want
to be the laughingstock of your community!"
o Finally, students will be asked to use the knowledge they’ve gained to answer the
following prompt by using EPL.
1. Using ethos, pathos, and logos, write a small paragraph convincing your parents
to take away your curfew.
Day Two- 
o Students will respond to thought-provoking questions such as:

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 1. Think of an ad on TV, Commercial Ad, or billboard that you enjoy or that you
remember. What made this ad appealing to you?
2. What are the most effective ways to persuade students your age?
3. What appeals to you as a consumer?
4. Which rhetorical argument strategy do you find more compelling? Why?
o Students will watch a series of commercials and identify which strategy they see in each
advertisement. They will also be asked to identify the following:
1. Product Name
2. Slogan
3. Name the appeal
4. Which of the following were used? EPL?
5. Why do you believe this particular rhetorical strategy (s) was used?
 Day Three-Five
o In groups, students will create a product to sell to the class, using ETHOS, PATHOS, and
LOGOS.
 Day Three-Five: (Continued)
o Your product must include the following:
1. Name 
2. Purpose/ USE 
3. Logo
4. Slogan 
5. Price
6. Clear Target Audience  
7. Drawing of your product
 Day Six-Ten:
o After they created products in their groups, students will then iMovie trailer selling their
class their products. I decided to leave it pretty open because my students did a good job
of creating movies in the past. The one restriction I’ll give them was that it couldn't be a
trailer full of just images they’ve found online. One or two were okay, but I wanted the
rest to be acted out and recorded. I will take a few days, but I’ll let them go around the
school to film in groups. When they are done, they’ll upload them to my YouTube. Then,
they will spend a class period watching everyone's trailers and identifying the elements
rhetorical strategies in everyone’s work by filling out the EPL Google Form, which is
posted on our Google Classroom.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

 Essential Questions:
1. How does an individual create an effective argument?
2. What are Ethos, Pathos, and Logos? And how can we use them to form a more powerful
argument?
3. How does the media shape our opinion using argumentative techniques?

 Guiding Questions:
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 1. In what ways do companies use argumentative techniques to persuade an audience into
buying their products?
2. Do companies use argumentative techniques irresponsibility? Do they cross the line into
manipulating their audiences?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

 Nearpod Notes:
o Throughout this unit, there are several ways to assess students understanding as they’re
working through each lesson. As students move through taking notes, Nearpod will be
used to ask students a surface level comprehension questions. Nearpod integrates into
lessons easily. It locks out the remaining slides until the question is answered correctly.
This prevents students from rushing through their work while also providing me with a
quick formative assessment before students move on to more in-depth comprehension
questions.
o Hyperlink to Graphic organizer
 Comprehension Questions:
o Built in comprehension questions are provided throughout the assessment. These
comprehension questions range from surface level, recall questions to higher order
thinking questions. *See overview day two and essential/ guiding questions for examples.
o Hyperlink to Google Form Quiz
 Advertising Commercial Worksheet:
o After completing their notes, students will be asked to watch a series of commercials and
identify a series of aspects for each commercial. *See day two plans for the specific
aspects of the commercial worksheet.
o Hyperlink to Advertising notes/examples
o Hyperlink to Advertising Worksheet
 Creating a Product:
o After students have practiced and identified how advertising companies use EPL to
persuade potential customers into buying their products, students will be asked to work in
a group to create and sell their product to their class. Students will be asked to create a
name, logo, slogan, price, target audience, and an image of their product. Once that is
complete, students will be asked to design a commercial, using EPL, to see their
products.
o Hyperlink to Google Slide for Product Creation
 Script:
o Students will be asked to create a written script for their commercial. This just conforms
they have a plan in place before they begin filming their commercials. Students will need
to incorporate at least TWO rhetorical elements into their commercial. Once this brief
assessment is cleared by the teacher, students may begin filming.
 iMovie EPL Commercial:
o Student’s final assessment, their summative assessment, comes from their commercial.
Students will be asked to film a commercial using iMovie to sell their product. They will
have to incorporate two rhetorical strategies of their choosing into their commercial. All
elements of the iMovie, theme, color, music, should also reflect the rhetorical strategies
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 they chose. Students will film their commercials and upload them to our YouTube page.
From here, students will spend one class period looking through their peer’s work and
evaluating identifying the EPL elements as they go. This peer assessment will be given
through a Google Form and posted via our Google Classroom Page.
o Hyperlink to Google Peer Review Form

Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

 In this lesson, technology is being used in a variety of ways throughout the entire unit. Because
the notes for EPL are given through Google Slide, students are able to move through their notes
at their own pace. This eliminates the problem of students getting behind or a teacher holding up
whole class instruction for one or two students. As students move though the notes, they will be
asked a series of surface level comprehension questions. This allows students to check for
understanding on their own. Since these questions are given through Nearpod, students cannot
continue with their notes until they have answered the question correctly. As the teacher, I can
see student responses, which also eliminates students guessing until they get the answers correct.
I can also assess their understanding before students move on to group work. If students continue
to get Nearpod answers wrong, I can set in and provide assistance and help students develop
their foundation for EPL understanding.
 All notes, work sheets, and graphic organizers are posted on our Google Classroom. Providing
students with a central location for all of their information, helps students become more
confident in their ability to complete their work independently. Students know where to go to
review work when they feel its needed.
 Read and Write is a Google Chrome Extension that This extension allows students to translate
unfamiliar words by paring them with like pictures and synonyms. It allows them to highlight
text they need to remember or find important. It also translates text into a variety of languages
and allows texts to be read out loud to students.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

 Background/ Prior Knowledge:

1. Although this lesson is designed as an introduction to argumentative writing, there are
somethings students need to be able to do in order to complete this lesson. For example:
 Students need an understanding of the technology aspects before diving into the
lesson. Before this lesson begins, my students have worked extensively with the
following technology applications and programs:
 Google Classroom
 Google Slides
 Google Forms
 YouTube
 iMovie
 Nearpod
 Read and Write Google Chrome Extension

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  Other academic skills students need, pervious to the lesson, are:
 Media Influence
 Bias
 Ability to analyze certain aspects from texts/ visual aids and draw
conclusions based on their analysis.
 Persuasive writing

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

 Classroom Management:
o Google Suite Applications allow teachers to look onto student work in real time. This means
that, as students create their work, I can pull up their progress as they complete it. This
allows me to monitor students as they work.
o Nearpod allows me to continuously assess students as they move through their work. As they
complete their notes/ graphic organizer, I can monitor their progress in real time. This allows
me to step in an provide assistance when needed. It also helps to make sure students do not
rush through their work.
o Students also have the ability to work independently and as part of a group. Groupwork help
to get kids engaged in the lesson. Students are also good about holding their group members
accountable.
o All work will be completed in class and during school hours. WRMS provides students with
the devices, applications, and high-speed internet necessary to complete this project. As an
effort to achieve equitable access, all the work for this project is to be done during school
hours. This is because WRMS is a title one school, and the majority of our students do not
have access to the devices or internet needed to complete this assignment at home.
 For this reason, WRMS will provide the following:
 iPads
 Chromebooks
 Access to Google Suite Applications
 iMovie application
 Access to high-speed internet via Wi-Fi
 Student YouTube accounts

 Trouble Shooting:
o Possible errors that could occur during project implementation:
 Wi-Fi going out
 WRMS has mobile hotspots available in case of internet outages. These will
be checked out ahead of time, in case of Wi-Fi issues.
 WRMS is also a BYOD school for those students who have them and have
access to their own service outside of the school’s internet.

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  In case of no internet access, this entire project can be taken off line. Graphic
organizers can be printed and completed, quizzes can also be printed and
completed offline, and the iMovie commercial can be turned into a live skit
performance.
 Students forgetting necessary login information
 WRMS teachers have access to a roster of student login information. Printing
this out beforehand will ensure all students have access to the needed
information.
 Trouble Uploading to YouTube
 If students are unable to upload to YouTube, the iMovie can be stored on the
iPad and set up on student desks. Students can walk around and view their
peer’s iMovie’s and complete the peer evaluation as they go.
 iPad storage over capacity
 clearing out the iPad’s history, cashes, and photos will help to illuminate
storage issues. If the problem continues iMovie’s can be uploaded to
classroom YouTube account. This eliminates the need for storage all together.
 Google Suite applications locking students out of necessary digital graphic organizers
 Before assigning anything to students, via Google Classroom, check the
privacy setting of each document. Verify the privacy settings are set to public
and check all links before students begin the assignment.
 Verify that you selected “assign copy to each student” in order to monitor
student work in real-time.
Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

 Researched Based Instruction:

o Scaffolded Instruction
o Opportunities for self-assessment
o Constant-low threat assessment
o Provided a range of choices for student to practice what they are learning.
o Flexible grouping.
o Used hands-on activities
o Set up classrooms with learning centers: Read and Write Google Extension, Headphone
Center, read aloud(s) offered.
o Provide materials in different languages through translation applications.
o Offered a range of choices to express understanding: skit, commercial, online notes, graphic
organizer, commercial premade or create on their own.
o Students were permitted the option to work independently or in a group to complete the
assignment.
o Teacher acted as a facilitator of information

 Bloom’s Taxonomy:
o Remembering:
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  Copying notes
 Completing graphic organizer
 Identifying elements
o Understanding:
 Categorizing EPL elements
 Relating EPL strategies to commercials
 Interpreting commercials and text to real world experiences
o Applying:
 Choosing which EPL strategies to implementing in their commercials
 Displaying their evidence of learning through a variety of products
 Preparing work prior to filming commercial
o Analyzing:
 Advertising their products
 Dividing work to various group members
 Illustrating their product design
 Explaining how their product works/ why you should buy it
o Evaluating:
 Arguing why students should pick their product to buy over previously existing
products
 Scoring/Assessing their work using student rubric
 Commenting on peer’s work during peer evaluation
 Grading self/ peer’s work
o Creating:
 Animating their product into a working commercial
 Collaborating with their peers
 Writing their scripts
 Filming their scenes for their iMovie commercial
 Evaluation/Technology Used:
o Nearpod assessment
o Comprehension questions
o Google Form assessment
o Peer review
o iMovie Rubric
 Collaboration/ communication
o Students will work in groups to create a product and sell it by filming a commercial. Their
peers will evaluate their own work and others by watching each other’s commercials and
evaluating the EPL elements used in their commercials.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

 Differentiated Instruction:
o Information is presented in a variety of ways: Notes, visual aids, graphic organizers, and
video examples. All students have access to this information as they move through this
lesson.
o Students are able to show their understanding through a variety of assessments. Notes,
Quizzes, comprehension questions, video creation.
o Unit is designed to be hands-on.
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 o All Chromebook are equipped with the Read and Write extension. This extension allows
students to translate unfamiliar words by paring them with like pictures and synonyms. It
allows them to highlight text they need to remember or find important. It also translates
text into a variety of languages.
o Students have the ability to work alone and in groups throughout the projects.
o A variety of assessments are used throughout the lesson to check for thorough
understanding. Students will complete graphic organizers, notes, scripts, and a video
presentation.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
 Did students find the lesson meaningful and worth completing?
o Being able to complete their work in a variety of ways allows students to showcase their
understanding in a way that beneficial to the individual student. Students are also able to
learn at their own pace, discover which time management skills work best for them, and
self-assess as they move through the lesson. This level of guided independence is
important for my 8th graders to get accustom, before they move to high school. Students
found the freedom in the lesson to be challenging yet beneficial in the way they approach
schoolwork.
 In what ways was this lesson effective?
o Students enjoyed the level of creativity they were allowed to exhibit and found that
creating examples of EPL was more effective than simply writing or identifying them.
Students who struggle with reading comprehension and writing, were able to shine in this
assignment. They clearly had an in depth understanding of the content and were no
longer restricted but their inability to write out their answers. It was extremely refreshing
to see these students shine.
 What went well and why?
o Overall, I was impressed by the student’s level of creativity and attention to detail.
Students took the time to create an entire product and found creative ways to sell it. They
incorporated “celebrity” appearances, sales prices, bundles for their products, and all of
which were targeted for the appropriate audience. They incorporated appropriate tone and
mood into their work, and even went as far as to establish a color scheme into their
selected commercial background/ images.
o I had students use a rubric to assess their own work before assessing their peers’ work.
This helped to eliminate the fear of having peer’s review personal work. This chance of
self-assessment was all beneficial to the students, who could see what they needed to do
before their work was submitted. It also helped to identify areas students struggled with
and needed guidance on before submitting their work. Students also liked having
feedback from their peers before submitting their work for a final, major, grade.
 What did not go well and why? / How would you teach this lesson differently?
o The level of guided independence was challenging for some students. No matter how
detailed the directions were or how frequently I offered assistance, some students were
not able to stay on task or failed to complete the assignment in the required about of time.
o We ran into a YouTube error. Our county blocked our student’s ability to upload to
YouTube. This means students were no longer able to upload their iMovie creations to
YouTube. Instead, we had students save their work onto their iPads and student’s moved
as groups from table to tables, assess their peer’s work as they went.
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 o I also had a few students who felt confident enough to choose not to use the premade
iMovie templates, and film their own movie entirely. This threw off my schedule slightly,
but after seeing the level creativity and how much more time they invested, I wish I
would have challenged all of my students to go this route; leaving the premade templates
to those who truly struggle with technology.
Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.

 Overall, I think my biggest take away is how frequently I underestimate my students’ ability.
Going into this lesson, I felt as though it was on the more complicated side. Granted, my students
have been working with these programs all year, but I still felt as though I needed more direct,
whole class, instruction. I thought my students would struggle with the level of work they needed
to complete or with the technology aspects of the assignment. However, after watching my
students complete this assignment, I saw how far they’ve come since the beginning of the year.
We have clearly established a strong foundation for technology usage and self-guided work.
Before giving this lesson, I would say try be as hands off as possible. This lesson seems to be
engaging enough and have enough room for interpretation, that students get to really show off
their knowledge in a way that benefit their specific type of learning. Also, my classroom runs on
timers and students having constant access to their notes and instructions. They’re used to this
going into the lesson. I found this to be helpful because students were able to reflect on their
work and current level of knowledge and go back and review when needed. In conclusion, I’m
blown away by my student’s work and look forward to doing it again in the future.

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