Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 48567
Ethos, Pathos, and Logos (Part 1): Rhetorical Appeals
used in Commercials
This lesson is one of three included in a unit that addresses rhetorical appeals. In lesson one, students will examine ethos, pathos and logos used in
advertisements.
Subject(s): English Language Arts
Grade Level(s): 9, 10
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection, LCD
Projector, Computer Media Player
Instructional Time: 1 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Ethos, pathos, logos, rhetorical appeals
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Lesson 1_Ethos Pathos Logos Commercial Table.xls
Lesson 1_Ethos Pathos Logos Work Packet_Schedule.doc
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 be able to determine the type of rhetorical appeals (ethos, logos, or pathos) used in selected commercials.
Students will be able to determine if the rhetorical appeal used is the most effective for that advertisement.
Students will be able to discuss, debate, and defend their identification of the rhetorical appeals used, and why each appeal is or is not effective, citing evidence
from the commercial to support their assertion.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should understand that persuasion is a part of advertising.
Students should understand that commercials exist to persuade people to like or buy a product.
Students should know how to work both within groups and individually.
Guiding Questions: What are the guiding questions for this lesson?
Pose the following questions, pausing in-between for verbal responses from the students.
Did you know there is a "formula" for advertising products and services?
Is anyone mad that there is a "formula?" What might be aggravating about this?
Can anyone share with the class your own definition of ethos? Pathos? Logos?
Teaching Phase: How will the teacher present the concept or skill to students?
Pre-Work Activity:
page 1 of 4 An activity familiarizing students with rhetorical appeals can be assigned prior to day of the intended lesson. Assignments can be scheduled in advance via a website
or an education focused online network.
Students should be provided a copy of the Ethos, Pathos and Logos Work Packet/Schedule prior to beginning the lesson. It can be attached to a website or passed
out in class. Students will use this work packet for notes and activities throughout the unit.
Students should also be provided with a copy of the Ethos, Pathos, and Logos Commercial Table
Students should access the link: https://www.youtube.com/watch?v=BpTb2RjbMn4 for definitions and how these elements appear in advertising. The video length
is 5:54 minutes. Answer the comprehension questions on the "Ethos, Pathos and Logos Work Packet/Schedule."
Students should take notes on the video using the "Pre-Work: Ethos, Pathos and Logos in Advertising" from the work packet .
In-Class Activity:
Students will watch two (2) commercials and ascertain the appeal used in each commercial.
Process:
The "I" phase Play the first commercial from the list on the Commercial Table.
Model the thinking process required in order for someone to determine the appeal used (complete the "appeal" box)
Model the process by which evidence would be used to support that determination (complete the "evidence" box).
Invite questions, comments, and concerns from the class during the modeled process.
Repeat process with the second commercial listed. This will allow for each appeal to be modeled by the teacher.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
The next two commercials should be completed in a small group.
Play a commercial and allow 3-4 minutes for students to complete the boxes and discuss and defend their input. The teacher should circulate to make sure groups
are on task, answers are accurate, and discussion is relevant .
Bring students back together to share their responses.
Solicit questions, comments, concerns from the class on the process taken.
Repeat process. Continue circulating around the classroom and addressing student concerns as needed.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
The last two commercials should be completed in class individually.
Play the last commercial and allow 3-4 minutes for students to complete the boxes.
The teacher should circulate around the classroom to check for students' understanding.
Address individual concerns relayed through student responses.
Bring class back together to address any questions, comments and concerns.
Homework (Summative Assessment)
Students should research at least 2 different commercials (one must be print) on their own and complete the last two rows of the "Commercial Table" in the
worksheet.
A suggestedrubricforthesummative assessment:
5 - commercials are listed (not necessarily URL); correct rhetorical appeal is identified; evidence is relevant in support
4 - commercials are listed (not necessarily URL); correct rhetorical appeal is identified; evidence is relevant, but not supportive
3 - commercials are listed (not necessarily URL); correct rhetorical appeal is identified; evidence is not relevant
2 - commercials are listed (not necessarily URL); incorrect rhetorical appeal is identified; evidence is not listed or is not supportive of identified appeal.
1 - commercials are listed (not necessarily URL); no appeal listed; evidence is not listed
0 - assignment is not completed
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Review the class definitions for each term.
Were the definitions adequate for the work completed?
Should anything be deleted or added from the "class definitions?"
Preview the homework assignment (summative assessment).
Summative Assessment
After students have completed the "Ethos, Pathos and Logos Commercial Table" during the Teaching Phase, the Guided Practice and the Independent Practice, the
summative aspect of the lesson is the expectation that students will, on their own, research two additional commercials and include the information required on the
"Ethos, Pathos and Logos Commercial Table."
A suggested rubricforthesummative assessment: 5 points
5 - commercials are listed (not necessarily URL); correct rhetorical appeal is identified; evidence is relevant in support
4 - commercials are listed (not necessarily URL); correct rhetorical appeal is identified; evidence is relevant, but not supportive
3 - commercials are listed (not necessarily URL); correct rhetorical appeal is identified; evidence is not relevant
2 - commercials are listed (not necessarily URL); incorrect rhetorical appeal is identified; evidence is not listed or is not supportive of identified appeal.
1 - commercials are listed (not necessarily URL); no appeal listed; evidence is not listed
0 - assignment is not completed
Formative Assessment
(Note: In the Further Recommendations section of the lesson is a description of an assignment that should be completed
before beginning this lesson. This assignment can be either completed for homework by students or completed in class.
This is left to the discretion of the teacher.)
1. The following question activity will serve as bellwork and a formative assessment for the pre-work
activity.
Ask the following question by using www.polleverywhere.com. (This assessment can also be used as a journal assignment
if the technology is not available.)
page 2 of 4 "Based on what you learned in the online activities assigned, which rhetorical device seems like it would be the most commonly used in advertising?"
Ethos
Pathos
Logos
Students can use their smart phones to answer the question anonymously to determine where the class stands in their responses.
2. During the Guided Teaching phase, the teacher should circulate around the classroom assessing the accuracy of students' work both in groups
and individually.
During group work, assess each groups' level of understanding of the three (3) rhetorical devices introduced.
During individual work, assess individual student's level of understanding of the three (3) rhetorical devices introduced.
Feedback to Students
Results from the survey will prompt a discussion about understanding rhetorical devices (ethos, pathos, logos) used in advertising; responses from the students will
indicate their level of understanding, in addition to the application of these concepts. At this time, the teacher can use the student responses to determine how to
guide students in order for them to provide appropriate answers.
During the group and individual work, the teacher should circulate around the room, guiding the students to appropriate and accurate answers.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Individual assistance can be provided during classroom activities.
Students who require extra time (504/IEP) and students with visual impairment can replay commercials if needed to revisit the material.
The homework assignment can be modified to suit the student's needs.
Partially completed worksheets can be provided to students.
Extensions:
Students, working in groups or individually could create scripts for advertisements for school related items (pen, pencils, paper, notebooks) using one of the three
rhetorical appeals. Students could then present these scripts in a presentation.
Students could create a movie in Movie Maker on a particular topic or theme and include the rhetorical appeals of ethos, pathos, and logos.
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector, Computer Media Player
Special Materials Needed:
An LCD projector that hooks up to a computer
A computer
Access to the internet
"Ethos, Pathos, and Logos Work Packet/Schedule"
"Ethos, Pathos, and Logos Commercial Table"
Further Recommendations:
This lesson was created with the "Flipped" model in mind. It has been modified to provide for a more traditional implementation. Access the following link for more
information on the "Flipped" model of teaching: http://www.knewton.com/flipped-classroom/
Prior to the class, confirm ability to access the internet and the images/videos addressed.
Copies of the "Ethos, Pathos, and Logos Commercial Table" may be needed for those who have not completed that task.
Be prepared to address students' responses who do not have smart phones. These students cannot respond to the survey posed at the beginning of class. Survey
question may be used as a journal entry in the case where the class does not have widespread smart phone access.
Additional Information/Instructions
By Author/Submitter
This lesson is technology intensive. It is suggested that students have access to the Internet outside of the classroom via a computer, tablet, and/or smart phone.
This lesson is part one of a three-lesson unit. The other two lessons have been attached as related resources.
ID 48869 - Ethos, Pathos, and Logos (Part 2): Statement Analysis
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
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
page 3 of 4 Related Standards
Name
LAFS.910.SL.1.1:
LAFS.910.SL.1.2:
LAFS.910.SL.1.3:
Description
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.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.
page 4 of 4