Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 48869
Ethos, Pathos, and Logos (Part 2): Statement Analysis
This is the second lesson of a three-lesson unit on rhetoric and persuasion techniques. It is technology intensive.
Subject(s): English Language Arts
Grade Level(s): 9, 10
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Internet Connection, LCD
Projector, Overhead Projector, Speakers/Headphones,
Adobe Acrobat Reader, Microsoft Office, Computer
Media Player
Instructional Time: 1 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: logos, ethos, pathos, rhetoric, rhetorical analysis, persuasive, argumentation, persuasion, argument
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
LessonPart2_LogosEthosPathos Handout.xls
LessonPart2_LogosEthosPathosHandout KEY.xls
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will determine which rhetorical appeal is used in a statement.
Students will determine the text that supports the identification of a particular rhetorical appeal.
Students will determine which rhetorical appeal would be most effective in a specific situation.
Students will determine why a particular rhetorical appeal would be most effective in a specific situation.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students will understand use of logos, ethos, and pathos in advertising (from lesson 1 in this series of 3).
Students will be able to identify logos, ethos, and pathos in advertising (from lesson 1 in this series of 3).
Students will be able to explain how examples of logos, ethos, and pathos operate in advertising (from lesson 1 in this series of 3).
Guiding Questions: What are the guiding questions for this lesson?
What are the definitions of logos, ethos, and pathos?
Do you find it surprising that speakers intentionally use particular rhetorical strategies to persuade you to believe them?
Do you understand how speakers use logos, ethos, and pathos to persuade you?
Do you think these strategies are effective? If yes, why? If no, why?
Do certain persuasive strategies (logos, ethos, pathos) work better in particular situations? If yes, explain why.
How might you use these strategies to effectively persuade others?
Teaching Phase: How will the teacher present the concept or skill to students?
STEP 1
page 1 of 4 Teacher will explain that students will be learning how logos, ethos, and pathos are used in argumentation outside of the realm of advertising and applying them
now to oral and written argumentation.
Teacher will have students view the 5:45 minute video link at http://www.youtube.com/watch?v=tAsxyffBqm0 and take notes. *Prepare with a sound enabled
computer/projector.
Students will take notes by paraphrasing important information into their own words. Teacher will model paraphrasing by writing one example on the board
from crucial information at the very beginning of the video.
Teacher will access http://courses.durhamtech.edu/perkins/aris.html and ask students to fill in any additional notes as teacher reads and points out the most
important (determined by the teacher) information from the website to elaborate on the simple notes taken from the video. *Prepare by reviewing this site in
advance of class.
STEP 2
Teacher will pass out LogosEthosPathosHandout to students.
On the projector, teacher will reveal the first statement from Teacher Led/Section A of the handout, and ask students whether the statement is an example of
logos, ethos, and/or pathos. Allow students to share their ideas but require supporting evidence for their answers.
Teacher will then talk through the answer and evidence provided on the LogosEthosPathosHandoutKEY for the Teacher Led/Section A statement and ask students to
fill in the answer on their handouts. *Do not show students the whole answer key as it provides all of the answers.
Teacher will immediate proceed down the handout to the Teacher Led/Section B of the Logos-Ethos-Pathos-Handout, and review the directions and sample answer
for Teacher Led/Section B provided on the KEY. *Do not shows students the whole answer key as it provides all of the answers.
Proceed to the Guided Practice box, then return to next step here to review Group Work answers.
After students have completed Guided Practice, teacher will reconvene class to review the Group Work = GW answers together. Use the answers for Group
Work/Sections A and B provided on the KEY. However, consider other answers as long as students have supported them sufficiently using the definitions of logos,
ethos, and pathos, and textual evidence. Students will be permitted to make corrections on handout. *Do not show students the whole answer key as it provides all
of the answers.
Proceed to the Independent Practice box afterward.
IMPORTANT NOTE: The "STEP 1" activities above can alternatively be assigned as homework with students using the Internet sites on their own to prepare in
advance of class. See the Flipped Classroom at at http://www.knewton.com/flipped-classroom/.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Teacher will place students in pairs or groups 2-4 based on ability or seating location--teacher preference.
Circulate while students work in teams first completing the Group Work = GW/Section A and then the Group Work= GW Secton B of the Logos-Ethos-PathosHandout.
Teacher will listen as teams collaborate and encourage them to use relevant support for all answers. Teacher will direct them to their notes from STEP 1 of the
Teaching Phase in box above. Clarify misunderstandings and/or misconceptions on-the-spot. Keep a record of problems students have, and before reviewing
answers as a group (see Teaching Phase), provide a mini-lesson to be sure all students understand the expectations.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Students will complete the Individual Work = IW on Section A and Section B of the Logos-Ethos-Pathos-Handout independently. Students will be permitted to use
notes and samples completed with teacher and in groups as support for independent work.
Reveal in advance the rubric below explaining that students responses will be graded using this scale.
Teacher will collect Logos-Ethos-Pathos-Handout and grade Section B using a 3-point rubric.
Proficient = 3
3 - appeal is correctly identified; all reasoning is relevant
2 - appeal is correctly identified; some reasoning is irrelevant
1 - appeal is correctly identified; no reasoning present or is irrelevant
0 - appeal is incorrectly identified (reasoning cannot be relevant)
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Teacher will grade Individual Work=IW using scale and return to students.
Teacher will go over the correct answers to the Individual Work = IW and clarify incorrect answers in a mini-lesson before moving on to lesson 3, the final one in
this series of 3 lessons on rhetorical strategies.
Teacher will explain to students how this lesson prepares them for the final lesson in this series.
Summative Assessment
The Independent Practice (IW) questions on the Logos-Ethos-Pathos-Handout is the summative assessment tool.
Proficient/A = 3
3 - appeal is correctly identified; all reasoning is relevant
2 - appeal is correctly identified; some reasoning is irrelevant
1 - appeal is correctly identified; no reasoning present or is irrelevant
0 - appeal is incorrectly identified (reasoning cannot be relevant)
Formative Assessment
Prior Knowledge Assessment
Project on overhead www.polleverywhere.com with the following question:
"What would be the best emotional appeal to use against your parents when attempting to attend an "R" rated movie?"
Ethos
Pathos
Logos
page 2 of 4 Students use their phones to text their responses which will show up on the screen via a bar graph. The screen will look like the above picture and will update as
students' answers are entered.
Formative Assessment
The Guided Practice (GW) questions on the Logos-Ethos-Pathos-Handout is the formative assessment tool.
Feedback to Students
Online survey responses will be discussed and teacher will gather information on student understanding of logos, ethos, and pathos. Teacher will clarify an respond
to student misconceptions.
Teacher will circulate during Guided Practice confirming correct answers and evidence and asking probing questions when answers are incorrect.
Students will be able to correct and/or revise answers based on peer and teacher feedback.
Teacher will lead discussion during Teaching Phase while students share answers to Guided Practice questions.
A mini-lesson will be provided based on teacher observations of incorrect responses during Guided Practice work before moving to Independent Practice
(summative assessment).
Students will be able to correct and/or revise answers based on peer and teacher feedback.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Special needs students will benefit from individualized teacher assistance during Guided Practice and Independent Practice phases.
ESOL students may use an online or hand-held English translation dictionary.
Extended-time students may be allotted extra time before or after school to complete work with teacher support and/or may access all websites and documents in
this lesson from home.
Extensions:
Improv Activity - 1
Pick a food
Identify a famous person.
How would that famous person provide credibility for that food item.
Improv Activity - 2
Pick a sport.
Use pathos to persuade increased participation in that sport.
Improv Activity - 3
Identify a chore.
Use logos to avoid doing the chore.
Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, LCD Projector, Overhead Projector, Speakers/Headphones, Adobe Acrobat
Reader, Microsoft Office, Computer Media Player
Special Materials Needed:
A computer/LCD projector with sound
Access to the Internet
Read lesson to find additional specific notations for teacher preparations with respect to content.
Further Recommendations:
This lesson has been written to be done in class using a computer/LCD projector with sound.
An alternative version using the Flipped Classroom model can be devised: Flipped Classroom site.
If students do not have smart phones for the prior knowledge quiz, a paper copy may be provided.
Documents may be attached to a website or online educational network (Edmodo.com) so students may print from home.
Make student copies of Logos-Ethos-Pathos-Handout if students do not have Internet access.
Print out a teacher copy of Logos-Ethos-Pathos-Handout KEY.
Additional Information/Instructions
By Author/Submitter
This lesson may be easily adapted to the Flipped Classroom model explained at http://www.knewton.com/flipped-classroom/.
This is the second lesson in a series of three on advertising and rhetorical strategies of persuasion. The other two lessons have been attached as related resources.
ID 48567 - Ethos, Pathos, and Logos (Part 1): Rhetorical Appeals used in Commercials
ID 49102 - Ethos, Pathos, and Logos (Part 3): Writing Persuasively
SOURCE AND ACCESS INFORMATION
Contributed by: Kelli Knowles
Name of Author/Source: Kelli Knowles
District/Organization of Contributor(s): St. Johns
Is this Resource freely Available? Yes
page 3 of 4 Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.910.RI.1.1:
LAFS.910.RI.2.4:
LAFS.910.RI.2.6:
LAFS.910.SL.1.1:
Description
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a newspaper).
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that
point of view or purpose.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation
by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on
key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when
warranted, qualify or justify their own views and understanding and make new connections in light of the evidence
and reasoning presented.
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