Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 44329
Rhetoric From a Birmingham Jail
In this lesson, students will learn how to define and identify examples of ethical appeals, pathetic appeals and logical appeals using an excerpt from
Martin Luther King Jr.'s "Letter from a Birmingham Jail" during the lesson and then through Patrick Henry's "Give Me Liberty or Give Me death"
speech for a summative assessment. Students will determine the author/writer's purpose in these works, how they use rhetoric to develop their
purpose, how the author/speaker's claims are developed in specific sentences, paragraphs, and larger portions, while citing textual evidence.
Subject(s): English Language Arts
Grade Level(s): 9, 10
Intended Audience: Educators
Suggested Technology: Computer for Presenter, LCD
Projector, Microsoft Office
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Rhetoric, Analysis, Argument, Ethos, Pathos, Logos, Letter from a Birmingham Jail, MLK, Martin Luther
King Jr., Give Me Liberty or Give Me Death, Patrick Henry
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Rhetoric Intro.pptx
TeachersGuideEthosLogosPathosNotes.docx
EthosLogosPathos_Notes for Students.docx
EthosPathos Logos Scale.docx
EntranceTicket_EthosLogosPathos.docx
Exit Slip_EthosLogosPathos.docx
SummativeAssessmentPatrickHenrysGiveMeLibertyorGiveMeDeath Answers.docx
Rubric_SummativeAssessment.docx
Summative Assessment Patrick Henrys Give Me Liberty or Give Me Death.docx
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?
Using an excerpt from Martin Luther King Jr.'s Letter from a Birmingham Jail, students will identify the author's purpose and how King establishes his credibility, and
they will identify the appeals to logic and emotions in this piece and what effect this has on King's audience.
In their summative assessment, students will use Patrick Henry's "Give Me Liberty or Give Me Death" to identify the author's purpose, how the author establishes his
credibility, appeals to logic and emotions and what effect this has on his audience.
Using an excerpt from Martin Luther King Jr.'s Letter from a Birmingham Jail, students will cite specific elements in the text to refer to King's use of ethos, pathos
and logos.
For their summative assessment, students will cite specific elements in "Give Me Liberty" to refer to Patrick Henry's use of ethos, pathos and logos.
Using an excerpt from Martin Luther King Jr.'s Letter from a Birmingham Jail, students will analyze how particular sentences, paragraphs, and sections develop the
author's ideas. In the summative assessment, students will do the same in Patrick Henry's "Give Me Liberty."
Prior Knowledge: What prior knowledge should students have for this lesson?
page 1 of 5 Students should know what a concession is in writing. Concession= when a writer acknowledges a counterpoint or question that their audience has in order to
address that counterpoint or question.
Students should know what a counterpoint is. Counterpoint= a point that refutes or challenges what someone is trying to argue.
Students should know what an anecdote is. Anecdote= a story from personal experience.
Students will need to know a bit of the background story behind A Letter from a Birmingham Jail. This will be provided on the attached Power Point: "Martin Luther
King writes this letter from inside of a jail after being arrested for protesting segregation laws. Local clergymen, or Christian ministers, have challenged King, calling
him an 'outside agitator' who came in from out of town to cause trouble."
Note: All of the definitions and information above will be on the Power Point.
Guiding Questions: What are the guiding questions for this lesson?
1. How can an author use rhetoric to shape and strengthen their argument?
Guided Practice Questions:
1. How does Martin Luther King Jr. establish his ethos and draw on his audience's ethos in Letter from a Birmingham Jail?
2.How does Martin Luther King Jr. draw on pathos in Letter from a Birmingham Jail?
3. How does Martin Luther King Jr. draw on logos in Letter from a Birmingham Jail?
4. How does Martin Luther King Jr. develop his ideas and/or claims throughout his text?
Teaching Phase: How will the teacher present the concept or skill to students?
The "Hook" and Activation of Prior Knowledge
1. The teacher can use the entrance ticket questions to get the conversation going (see formative assessment section above). After students answer the questions
(and they have been reviewed by the teacher), take a minute to ask students to share aloud what they would ask their parents to do. If students are shy, share with
them highlights that you remember from reading the entrance tickets. Then you can pose the big guiding question: "How can an author use rhetoric to shape and
strengthen their argument?" Tell your students that what we learn today can not only help them analyze how an author or speaker establishes his or her argument,
but also how they can use these modes of persuasion to establish their persuasive arguments, too.
Introducing/Modeling the Concept or Skill Part One:
1. You can follow the Power Point to guide this phase. I would begin by passing out the student notes handout. You should have a copy of the teacher's guide handout
at the ready.
2. Begin by addressing what rhetoric is, giving students the definition on the Power Point: "The art of using language to persuade." (There is a spot on the notes for
students to write down this definition.)
3. Then acknowledge, as the Power Point directs, that Aristotle is to "blame" for establishing Rhetoric as we know it, as well as the three modes of persuasion-ethos,
logos, and pathos. (Students have a spot on their notes to write down Aristotle's name.)
4. From here, have students write down the definition of 'ethos' on their notes. This definition is written on the Power Point as "someone's character, credibility, or
identity."
5. Then have students write down how they already use ethos. The Power Point gives the following examples:
Applying to NHS, running for student government: "I am an honors student..." "I have experience in student government..."
Defending yourself to a teacher: "Please help me, you know that I don't normally try to turn things in late."
The way you dress, present, identify yourself. Think: How would you dress for an interview?
6. Tell students to write down, perhaps in short hand, examples of how they establish their ethos.
7. After this, talk to students about how a writer or speaker establishes their ethos, which is, as the Power Point lists: A writer/speaker is establishing their Ethos
when they...
List their credentials...When a professor includes 'Ph.D' by their name, or when a businessperson includes their MBA title on their card.
Talk about their experiences: "If anyone knows about this field of study, it's me!"
Talk about their behavior: "I've been working with this charity for 10 years."
8. Again, tell students to write down, perhaps in short hand, examples of how a writer/speaker establishes their ethos.
9. Then address the notion of explicit/implicit ethos, have students write these definitions down as they are defined on the Power Point:
Explicit= Ethos that the writer or speaker verbally tells you of. (Credentials listed, experiences mentioned)
Implicit= Ethos that the writer or speaker does not directly talk about. (If a doctor wears a white coat, they don't say: "Let me clarify, this white coat means I'm a
doctor!"
10. Then have students address the fact that writers/speakers can also address the ethos of their audience. Have them write down the following notes from the Power
Point: "Writers/Speakers can also appeal to the ethos of their audience."
They can appeal to their sense of identity: "Americans do not tolerate injustice" or "Don't be the type of person who allows this to happen..."
They can assert a shared ethos: "We're all in this together as Americans."
11. From here, tell students that you are about to look at an example of a piece of writing by Martin Luther King Jr. to see how he establishes his ethos and appeals to
his audience's ethos.
page 2 of 5 12. Go over the background information on the Power Point. It reads: Martin Luther King writes this letter from inside of a jail after being arrested for protesting
segregation laws. Local clergymen, or Christian ministers, have challenged King, calling him an 'outside agitator' who comes in from out of town to cause trouble.
While it's hard for most Americans today to imagine that reasonable people would not appreciate Martin Luther King Jr.'s involvement in the Civil Rights movement,
keep in mind that nobody knew who he was at first. He had not established his identity as a moral leader. He introduces himself to America through this letter.
13. Tell students to write down a brief sentence explaining the background in their own words on their notes. Have students read through the beginning of the text.
The teacher will read the first two paragraphs of the text and pause every couple of sentences to have students highlight where MLK establishes his ethos and appeals
to his audience's ethos. (Please see the teacher guide where I have highlighted and commented on King's use of ethos.) Have students highlight along with you and jot
down brief notes on how these appeals affect his audience and shape his audience. Pose the question on the handout which reads: "How does King establish his
response to the claim that he was an 'outside agitator'?" Have students raise their hands to answer. Then show students the answer on the teacher guide and have
them make revisions on their handout if needed.
14. Here you can go to 'Guided Practice' Step #1, in which you'll have students get in pairs to read the rest of part one and practice highlighting King's efforts to
establish his own ethos and draw on his audience's ethos, and writing out what the effect would be on his audience and his argument.
Part Two:
1. After ethos, the teacher will establish what logos is by having students write down in their notes the definition from the Power Point, "appealing to logic."
2. The teacher will then address how students are familiar with 'logos', discussing what is on the Power Point and having students write it down: *If... then...
statements are attempts to make a logical argument:
"If John can get a car, then I should get one, too!"
If you've ever used statistics in your writing: "Studies show that America now has more obese citizens than ever."
Using anecdotes to back up your points: "Not all students can handle balancing school and a job, take my friend Bill"
3. Then the teacher will address how a writer/speaker uses logos, having the students write down: "A writer/speaker is drawing on logos, or logic, when they..."
Use examples from history, current events, or personal anecdotes: "History shows that America has never been able to deport all of its undocumented workers..."
Posit logical, hard-to-refute statements: "If we haven't been able to do that in the past, how could we be able to now?"
Use concessions to address questions and counter points. "While you may be thinking that things have changed since this study, according to my research, the
surprising truth is that..."
Cite learned people, authoritative studies, or proven statistics: "Harvard Law professor Sean Dumbledore agrees that it is impossible to deport all undocumented
workers."
4. Next, the teacher will read the first four paragraphs of Part 2, pausing to ask students how King draws on logos, highlighting those points and making notes as a
whole group. The teacher can use the 'teacher guide' to show students notes. The teacher will pause after the first paragraph to pause the question: "What are King's
ideas about why these demonstrations are happening at all?" The teacher will take students' responses and then have students write down the answer on their
handout.
5. Now, go to Step 3 of 'Student Actions' in 'Guided Practice.'
Part Three:
1. From here, the teacher will address the definition of 'Pathos', and have the students write down the definition from the Power Point: "an appealing to emotions."
2. The teacher will share with students how they already use pathos, having them write down examples from the Power Point:
Depict consequences: "Fine, mom, don't let me go out. I'm just going to miss out on the best years of my life." "Come on, go to the fair with us, you'll have a blast!"
Puppy-Dog face
Guilt
3. The teacher will share with students how a writer/speaker uses pathos, writing down examples from the Power Point: A writer/speaker is drawing on pathos when
they...
Paint an emotionally charged image: "Think of all the sad animals at the pound, waiting to get adopted."
Use 'emotive' words: "I was thrilled to see the fair was in town!"
Imply that you should feel a certain way: "You should be outraged!"
4. The teacher will then clarify for students how the phrase 'pathetic appeal' does not rely on the definition of the word 'pathetic' as they use it. The teacher can
explain that 'pathetic' comes from the Greek word 'Pathos' which means appealing to emotions- not just emotions of pity or sadness like you may think of when you
hear 'pathetic', but any emotions. The teacher should have students write in their notes this helpful definition of pathetic- "More generally, the word 'pathetic', as in a
'pathetic appeal' means to appeal to emotions- be they sad, happy, angry, etc."
5. From here, the teacher will read the first part of section three, up to "Daddy, why do white people treat colored people so mean?" pausing to ask students for
examples of King's appeal to emotions, highlighting those examples, writing notes about what effect those examples have on his audience. (Again, teachers can show
the 'Teacher Guide' for further notes to share with students.)
6. Now go to Step 5 of 'Student Actions' in 'Guided Practice.'
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. The teacher will read the next two paragraphs of Part 1 and have students get into pairs--chosen either by the teacher or students- to read the rest of Part 1 and
practice highlighting King's efforts to establish his own ethos and draw on his audience's ethos, and writing out what the effect would be on his audience and his
argument. The teacher will circulate, ask students to show their work, and give feedback.
page 3 of 5 2. After the students write down King's use of ethos in the rest of Part 1, the teacher shows examples of ethos and asks the students to add these examples to their
notes. The teacher will then pose the question: "What is King's response to the notion of 'outside agitator[s]' anywhere?", wait for an answer (have students write
their ideas down on their handout first), have students discuss, and then provide the answer given in the teacher's notes. have students make modifications to the
answer on their handout as needed.
3. The teacher will read the next three paragraphs of Part 2 and have students return to pairs to re-read the section, highlight and make notes of King's use of logos in
the rest of this section.
4. After the students write down King's use of logos in the rest of Part 2, the teacher shows their examples of logos and asks the students to add these examples to
their notes.
5. The teacher will read the rest of Part 3 and then have students get in pairs to re-read the section and highlight examples of King's use of pathos.
6. After the students write down King's use of pathos in the rest of Part 2, the teacher shows their examples of pathos and asks the students to add these examples to
their notes. The teacher will also pose the question at the end of the section: "How does King use an emotional appeal to develop his justification for direct action?"
Have students write down their response, then discuss and listen to student responses as a class, and share the answer on the teacher's guide if needed. Students
can make modifications to the answer on their handout if needed.
As students work in pairs in the above steps, the teacher will circulate, ask students to show their work, and give feedback when needed.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. Teacher will pass out Exit Slips and Scale.
2. Students will display their knowledge (as well as any misunderstandings) about how King uses ethos, logos and pathos and King's purpose via the Exit Slip and by
circling on the scale their level of mastery with the material.
3. Teacher will give observe the scales for areas of mastery and struggle, and will provide students with written feedback on Exit Slips, review specific common
problems to the whole group, and show the answer key for the Exit Slip (on the same file) as a model before the Summative Assessment.
4. Students can learn from their problems via written feedback and by looking at the answer key before taking their summative assessment.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
For closure, students can review their summative assessments.
Students may engage in a quick discussion. You could ask them:
"How does Patrick Henry establish his credibility in this piece?"
"How does Patrick Henry draw on his audience's sense of identity in this piece?"
"How does Patrick draw on logic in this piece?"
Summative Assessment
Patrick Henry Speech Summative Assessment- students will use the skills developed in this lesson and apply them to Patrick Henry's speech "Give Me Liberty or Give
Me Death."
Formative Assessment
1. Teacher will use the attached entrance ticket with the following questions. Pass out the entrance ticket the day before the lesson to see what your students know.
Collect them and review them to see what your students already know and what elements you can therefore spend less time on. Students' answers will also help the
teacher identify what elements they will need to go over very thoroughly, as well as what common misconceptions, if any, they will need to clarify.
Here are the questions (they are also attached):
A. Pick something that you want to convince your parents to do for you- it could be anything from "I want my parents to buy me a car" to "I want my parents to let me
borrow their car, or let me get my license or permit" to "I want my parents to revoke a particular punishment"- and write down what you want in the form of: "I want
my parents to..."(As always, keep it school appropriate.)
B. Write down one thing that you would say to try to persuade your parents to do that thing. (As always, keep it school appropriate.)
C. Tell me what you know about the word "ethos" or how a writer or speaker can make an "ethical appeal". If you've never heard of the word ethos, write down
simply:[Insert teacher name], I have no idea what "ethos" means.
D. Tell me what you know about the word "logos" or how a writer or speaker can make a "logical appeal". If you've never heard of the word logos, write down
simply:[Insert teacher name], I have no idea what "logos" means.
E. Tell me what you know about the word "pathos" or an "emotional appeal". If you've never heard of the word pathos, write down simply:[Insert teacher name], I
have no idea what "pathos" means.
2. The day of the lesson, the teacher will call on students to read aloud what they want to persuade their parents to do and what they'd say to persuade them. Then
tell the students that you have read their entrance tickets and are aware of what they know about the subject and what they have yet to learn. If there were any
common misconceptions, tell them that you will clarify them as the subjects arise.
3. After the last element of independent practice, the teacher will have students fill out exit slips prior to leaving. The slips will give students three quotes from Letter
page 4 of 5 from a Birmingham Jail-each of which represents one of the three rhetorical modes- and asks students to identify (a) which mode the quote represents (b) how they
know that the quote represents that particular mode and (c) how that quote affects King's audience and his purpose.
4. The teacher can write notes on exit slips to affirm students' correct answers or clarify misconceptions and return before the summative assessment.
Feedback to Students
Again, before the lesson, the teacher will have read the entrance ticket to see what students know and what misconceptions need to be addressed to the class as
they go through the lesson.
During independent practice, students will look at examples of rhetoric that King uses and explain which appeal he uses, as well as what effect it has on his
argument. The teacher will call on students to share examples of how King establishes his ethos, appeals to emotions and appeals to his audience's sense of logic.
After the independent practice, students can take the scale provided and circle which numbers best represent their level of understanding. This will let the teacher
know what areas students feel they understand better than others. They will also fill out an exit slip which the teacher can use to write notes affirming students'
correct answers or clarifying misconceptions and return before the summative assessment.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Struggling students would be best served by being paired with students who excel for the 'guided practice'.
English Language Learners and students who have visual processing problems could be given a copy of the teacher guide for "Letter From a Birmingham Jail" in
which the teacher could delete or cut off the comments and the student will be led to use the highlighted materials to infer as to whether the author is making an
ethical, logical or pathetic appeal in the highlighted lines.
Students who demonstrate mastery can be paired with struggling students to help them make connections.
Extensions:
Students who demonstrate mastery can search for another piece of writing or speech that is rife with ethos, logos, pathos appeals, or they could be given one- for
example FDR's Declaration of War- and asked to identify the appeals and write about their effects on the audience.
After this lesson, teachers could have students look through an unedited version of King's text for two more examples each of Ethos, Pathos and Logos, cite the
examples and write about a sentence explaining how those quotes exemplify King's use of Ethos, Pathos, or Logos.
Suggested Technology: Computer for Presenter, LCD Projector, Microsoft Office
Further Recommendations:
Be judicious in your pairing of students.
Be prepared to switch between direct-teaching to guided practice when covering ethos, then when covering logos, then when covering pathos.
Additional Information/Instructions
By Author/Submitter
Currently, there is a dispute over the copyright status for Martin Luther King Jr.'s "Letter from a Birmingham Jail." Due to this issue, the teacher handout and student
handout uploaded with this lesson only display a small portion of the overall excerpt being used in the lesson (rather than complete paragraphs) in order to comply with fair
use. For example, in the student handout, the first and last lines of a paragraph that students are supposed to read prior to answering a question is provided rather than
showcasing the entire paragraph. In order to access a complete copy of the letter, please go to a website like this one:
http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html
SOURCE AND ACCESS INFORMATION
Contributed by: Kent Kersten
Name of Author/Source: Kent Kersten
District/Organization of Contributor(s): Seminole
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.910.RI.1.1:
LAFS.910.RI.2.5:
LAFS.910.RI.2.6:
Description
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or
larger portions of a text (e.g., a section or chapter).
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.
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