Blended Learning and Online Learning Lesson Plan

Title of the Lesson:

“Sustainability Statements”

Subject(s):

ELA
Grade Level(s):

7th Grade

Standards Assessed:

Georgia State Standards:

ELAGSE6SL2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and
explain how it contributes to a topic, text, or issue under study.

ELAGSE6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and
evidence from claims that are not.

Students will understand and effectively analyze a speaker’s use of rhetorical strategies.

ISTE Standards:

1.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating
competency in their learning goals, informed by the learning sciences.
1.2 Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an
interconnected digital world, and they act and model in ways that are safe, legal and ethical.
1.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge,
produce creative artifacts and make meaningful learning experiences for themselves and others.
1.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that
leverage the power of technological methods to develop and test solutions.
1.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes
using the platforms, tools, styles, formats and digital media appropriate to their goals.1.7 Global Collaborator: Students use
digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in
teams locally and globally

Assessment:

The assessment for this lesson will be the creation of a student-led podcast. For this podcast, students will get into groups of 2
to 3 students. In the podcast, students will be analyzing how aspects of Rhetorical Strategies can promote Sustainability in
society. To make work meaningful to students, they will be able to choose their own real-world example. Students will use
the platform Anchor by Spotify to create their podcasts. Students will be able to share their podcast on Spotify and Anchor,
which allows their peers and other individuals within their community to access their final product. This project allows
students to promote change within their community and inspire others to want to make a change as well. The teacher will
assess students by using the following checklist:
The definition of Sustainability
What their topic of choice is and how it pertains to sustainability
The definition of Rhetorical Strategies
What each Rhetorical Strategy (Ethos, Logos, and Pathos) pertains to…
At least 3 pieces of evidence that support EACH strategy (Ethos, Logos, and Pathos),
A brief analysis on EACH piece of evidence that demonstrates how the evidence builds the speaker’s argument.
Informational Videos on how to navigate Anchor can be found within the lesson’s Nearpod.

ITEC 3200, Kennesaw State University

 Blended Learning and Online Learning Lesson Plan
Learner Objectives:

Students will be able to identify rhetorical strategies in videos relating to sustainability and fashion on a graphic
organizer.

Students will be able to analyze rhetorical strategies in videos relating to sustainability and fashion on a graphic
organizer.

Time Frame: (Based on 45 Minute Class Periods)

Day 1: (Online Leaning)

- Anticipatory Set (10 Minutes)
- Instructional Learning (35 Minutes)
Day 2: (Online Learning)
- Short Overview of Class and Activity (5 Minutes)
- “Sustainability Statements” Activity (35 Minutes)
- Closing Activity (5 Minutes)
Day 3: (Online Learning)
- Introduction (5-10 Mins)
- Student Podcast Challenge (30-40 Mins, or The Rest of Class)

The “hook” or Introduction:

a. Students will walk into class and consider the question “What elements of our writing allow us to
persuade our audience?”

b. Teacher will say “Today we will be introducing the topic of Rhetorical Strategies. Rhetorical Strategies
are used to persuade a listener. Before we dive into this topic, I want to start off with a short introductory
activity”

c. The teacher will ask the students to think of an item to advertise. The teacher will prompt students by
stating, “An advertisement company has asked you to market a specific product for them. Within this
advertisement, you will need to market why others should invest in or purchase that specific product.”

d. Students will be asked to write about that specific product with 50 words. Students will have 5 minutes to
write about the specific product.

e. When students finish, the teacher will ask the students to share with their neighbors. Students will take 2
to 3 minutes to share with their neighbors.

f. The students will see if they effectively advertised their product by seeing if their neighbor would invest
in/purchase the item that they described.

g. Next, the teacher will ask the students to trim down their writing to exactly six words. The students will
be asked to think more critically of their word choice. The teacher will prompt the students by stating “If
you were asked to only use six words to persuade your audience, which words would you select?”

h. The teacher will end the set by asking students the following (5 minutes):

a. “Why do you think it was more difficult to consolidate your writing into six words?”

b. “What was your mental process when you had to shorten your advertisement to six words?”

c. “Did you consider logic, emotion, or credibility when you consolidated your writing?”

ITEC 3200, Kennesaw State University

 Blended Learning and Online Learning Lesson Plan

i. Now that we have touched on how specific words can creates different senses of persuasion, we will
move on to the topic of today’s lesson. Rhetorical Strategies.

This Anticipatory Set introduces the topic of Rhetorical Strategies. The anticipatory set focuses on the element of
persuasion. With the writing, students will be introduced to how certain words fall into specific rhetorical
strategies (Ethos, Logos, and Pathos). The anticipatory set also introduces the use how logic, emotion, and
credibility can be used to persuade others.

Process:

Green Day, Day1 (Online Learning, Synchronous):

Class will be based on Zoom. Day 1 will be all slides with green backgrounds. Students will enter zoom and
consider the question “What elements of our writing allow us to persuade others?” This will be projected on the
board from the lesson’s Nearpod:

- https://app.nearpod.com/?pin=F72FEE912256AB295921D32A6F7ADC85-1

Step: Time: What is Happening:

1 10
The teacher will introduce The Anticipatory Set. The Anticipatory Set
instructions will be located within the lesson’s Nearpod The
anticipatory set will have the students analyze how specific words fall
into Rhetorical Strategies by creating their own advertisements.
Students will participate in a collaboration board where they will write
50 words about a specific product and be asked to share their writing
with a neighbor to see if they effectively advertised their product. This
will be determined if their neighbor believes that they would buy their
product. After they share, the students will be asked to trim down their
writing to six words on another collaboration board, no more no less.
The teacher will end the activity by prompting students with a set of
question that transitions them into the lesson.

The teacher will introduce the topic of Rhetorical Strategies using the
lesson’s Nearpod.
This section of The Nearpod will include the following:
2 15 - Informational slides on Rhetorical Strategies
- A video on Rhetorical Strategies used in modern culture
https://www.youtube.com/watch?v=TuFmFkj3Ofw
Interactive mode within videos is provided for online learners or
students who want to review.
From this, the teacher will transition into the topic of Sustainability.
The teacher will introduce the topic of sustainability by using the
lesson’s Nearpod.
This section of The Nearpod will include the following:
- An informational slide on Sustainability
- An informational video that details what sustainability is
3 10 https://www.youtube.com/watch?v=ez3KMZ9cp30
Interactive mode within videos is provided for online learners or
students who want to review.
From this, the teacher will transition into the next aspect of the lesson
which creates a connection between Rhetorical Strategies,
ITEC 3200, Kennesaw State University
 Blended Learning and Online Learning Lesson Plan
Sustainability, and Fast Fashion.
The teacher will introduce the topic of fast fashion by using the lesson’s
Nearpod.
This section of The Nearpod will include the following:
4 10 - An information slide on Fast Fashion that creates a connection
with Sustainability
- An informational video that details what fast fashion is and the
problems that it creates https://www.youtube.com/watch?v=iq0--
DfC2Xk
Interactive mode within videos is provided for online learners or
students who want to review.
This will conclude all the materials needed for Day 1 of the two-day
lesson.

Blue Day, Day 2 (Online Learning, Synchronous):

Day 2 will be on zoom as well. Students will access class materials through the Nearpod. Day 2 on NearPod will
contain all the blue background slides. They will be asked to begin to construct their own “Sustainability
Statements” Graphic Organizer. These steps will include:
The students will take a manilla folder and fold each side inward.
Students will write “Sustainability Statements” on the front of their foldable
Next, Within the inside of the folder students will create three sections. Each section pertains to a type of
Rhetorical Strategy: Ethos, Logos, and Patho
This graphic organizer will serve as a study guide for students in the future. The beginning instructions and
example will be located on the lesson’s Nearpod and displayed on the board.

- https://app.nearpod.com/?pin=F72FEE912256AB295921D32A6F7ADC85-1

Step: Time: What is Happening:

Once class has started, The Nearpod will show students how to create
the shell of their graphic organizer. This will include:
- The definition of sustainability
- The definition of Fast Fashion
1 5 - The definition of Rhetorical Strategies
- What Ethos, Logos, and Pathos pertains to
- A section where they will record their video evidence for
each strategy
The directions on how to construct the shell of their graphic organizer
will be located on the lesson’s Nearpod.
Students will watch a series of videos on the lesson’s Nearpod that
correlate to Fast Fashion on Sustainability. The Nearpod will contain
the following videos:
- https://www.youtube.com/watch?v=kaqv9YwbQek
- https://www.youtube.com/watch?v=ECkLgq2W9RU
- https://www.youtube.com/watch?v=s4xnyr2mCuI
- https://www.youtube.com/watch?v=M7ZBIcUz-lE
- https://www.youtube.com/watch?v=CdioaZTRuUg
2 35 - https://www.youtube.com/watch?v=t2j4hsQdMs0
After watching each video, students will write down evidence of
rhetorical strategies that they found within the video followed by a
short analysis on how that strategy was effective on their graphic
organizer. Students are required to have at least 3 examples followed
by an analysis for EACH strategy. For online learners or review, the
ITEC 3200, Kennesaw State University
 Blended Learning and Online Learning Lesson Plan
3 5
teacher will provide students an opportunity to participate in a
collaboration board. The collaboration board will ask students if the
speaker/speakers use of Rhetorical Strategies were effective? They
must provide an example of a Rhetorical Strategy used within the
video followed by their brief analysis. From this activity, the teacher
will transition into the end of the two-day lesson.
Lastly, the lesson will close the lesson by asking students to
participate in one last collaboration board. This will ask students
“How does our understanding of Rhetorical Strategies help us
understand a speaker’s argument?”

Purple Day, Day 3 (Online Learning, Synchronous)

For Day 3, the lesson will be on Zoom. Day 3 will be all slides with a purple background. Students will enter
Zoom and choose 2-3 students who they want to work with. Students will wait for further instruction. The
teacher will continue the lesson using the class Nearpod:

https://app.nearpod.com/?pin=F72FEE912256AB295921D32A6F7ADC85-1

Step: Time: What is Happening:

1 5- 10
2 30-35
3 5
The teacher will introduce the assessment to the class over zoom, The
Student Podcast Challenge. The teacher will detail what is expected
of the students by showing them the assessment’s checklist. Within
student’s groups, they will pick a topic that they want to integrate
within their Podcast.
Students will have the remainder of class to begin creating their
Student Podcast Challenge. Students will be able to find information
videos on how to navigate Anchor on the lesson’s Nearpod.
The teacher will end class by telling students that they should finish
their Podcast for homework. The teacher will also reiterate what is
expected of students in terms of creating and publishing their final
product.

Materials and Technology Use:

Nearpod will be used to organize this 3-day lesson plan. Within the lesson, I have included many different aspects that
allow student to learn inside and outside of the classroom. For students outside of the classroom, the Nearpod
includes open-ended questions, discussion boards, and even interactive videos for learning at home.
Anchor will be used for The Student Podcast Challenge. This service provides an easy-to-use platform where students
can share their work. By creating a shared log in, students can easily access their podcasts. Screencastify was used to
show students how to navigate Anchor for this specific project.
Students will need…
- A Manilla Folder
- Writing Paper
- Writing Utensils (Penicil, Pens, Markers, Colored Pencils, etc.)
- Computer or cellular device (To Access Anchor, The Lesson’s Nearpod, and The Internet)
The Teacher will need…
- A computer
- Projector
- The lesson’s Nearpod

ITEC 3200, Kennesaw State University

 Blended Learning and Online Learning Lesson Plan
References and Supporting Material:

Knowledge to Know (For the Teacher):

https://owl.purdue.edu/owl/general_writing/academic_writing/establishing_arguments/rhetorical_strategies.html
 RHETORICAL STRATEGIES ARE USED IN ARGUMENTS TO SUPPORT CLAIMS AND
RESPOND TO OPPOSING ARGUMENTS
 Ethos- Credibility and Ethics 
 Pathos- Emotions and Feelings 
 Logos- Logic and Reason

Connection
https://www.youtube.com/watch?v=ez3KMZ9cp30 (1:53)
 This video will serve as an introduction to what sustainability is.
https://www.youtube.com/watch?v=iq0--DfC2Xk (5:23)
 This video creates the connection of how sustainability relates to fast fashion.

Knowledge to Know (For the Student)

 https://www.youtube.com/watch?v=TuFmFkj3Ofw (3:42)
 Shows examples in Ethos, Pathos, and Logos in everyday culture. From Sprite Commercials with Lebron
James (Ethos), to Legally Blonde (Logos), and 
https://www.youtube.com/watch?v=kaqv9YwbQek (2:56)
 This video addressed what fast fashion is. There are many statistics that are thrown out in this video that
can help students find Logos Statements to put in their “Sustainability Statements” folder.
https://www.youtube.com/watch?v=ECkLgq2W9RU (3:39)
 This video details the impact that fashion can have on the environment. Aspects of Logos and Pathos can
be seen here. 
https://www.youtube.com/watch?v=s4xnyr2mCuI (1:30)
 This commercial for H&M shows how brands are moving towards sustainable fashion. Aspects of Ethos,
Pathos, and Logos may be seen here. 
https://www.youtube.com/watch?v=M7ZBIcUz-lE (1:00)
 This is a commercial for Levi Jeans. With popular figures like Jayden Smith and Emma Chamberlain,
students can see aspects of Ethos, Logos, and Pathos in everyday life. 
https://www.youtube.com/watch?v=CdioaZTRuUg (2:15)
 This video shows the horrors that fashion can have on the environment. Students will see the use of
Pathos within this advertisement. 
https://www.youtube.com/watch?v=t2j4hsQdMs0 (2:07)
 Emma Watson is a huge proponent of sustainable fashion. In this video, students will analyze aspects of
Ethos. 

Anticipatory Set
https://resilienteducator.com/classroom-resources/word-choice-matters/
This is a resource for The Anticipatory Set. Within this website, we are given the overall directions for
the students and an overview of the activity. This activity will highlight how word choice alludes to persuasion. It
does this by highlighting the impact of specific synonyms, using mood to dictate mood choice, and displaying the
power of word economy.

Class Material: Nearpod

https://app.nearpod.com/?pin=F72FEE912256AB295921D32A6F7ADC85-1
This is the resource that will be used within the classroom as well as outside of the classroom. This
presentation contains facts about the lesson, videos, directions for class materials, polls, discussion board
questions, open-ended questions, and examples. The questions can be used for differentiation of students who
want to review later or are at home. This will serve as form of blended online learning.

Rubric/ Checklist for Podcast:

ITEC 3200, Kennesaw State University
 Blended Learning and Online Learning Lesson Plan
Student’s Podcast Should Include:
The definition of Sustainability
What their topic of choice is and how it pertains to sustainability
The definition of Rhetorical Strategies
What each Rhetorical Strategy (Ethos, Logos, and Pathos) pertains to…
At least 3 pieces of evidence that support EACH strategy (Ethos, Logos, and Pathos),
A brief analysis on EACH piece of evidence that demonstrates how the evidence builds the speaker’s argument.

ITEC 3200, Kennesaw State University