CCSS.ELA-Literacy.L.11.3 knowledge of language to understand how Instructional tips/strategies/suggestions: language functions in different contexts, to make effective choices for The advertisements and the Rhetorical Triangle may seem simplistic, meaning or style, and to comprehend more fully when reading or listening. but this practice will give students sufficient grounding to proceed to more Instructional complex texts in the next lesson. Less experienced students may need to Advertisements to examine as a (available in large size for whole move at a slower pace than indicated. Students with extensive experience class annotation on Smartboard, via document camera or overhead in argument may be able to move more quickly through this lesson. projector) Pre-assessment: Markers for class annotation of the advertisement You may wish to list the terms ethos, pathos and logos on the board at the Additional advertisements to analyze in groups start of lesson to get a sense of how many students have worked with the Rhetorical Triangle charts (two for each student), with definitions of terms in the past and adjust this introductory lesson accordingly. ethos, pathos, and logos, and space for student examples Journal materials for each student What students need to know and are able to do coming into this lesson (including language Anticipated student preconceptions/misconceptions: Awareness of persuasion Students may not appreciate the subtleties of techniques used in Familiar with journal writing everyday life and advertising. Effectively work in large and small groups Students may have learned ethos, pathos, and logos in other grades but may not be able to differentiate among rhetorical appeals (students Information for teacher: often confuse ethos and pathos). The definitions of ethos, pathos, and logos are from Everyday Use: Rhetoric Students may not realize that there are shades of gray in interpreting at Work in Reading and Writing by H. Roskelly (Pearson Education 2005). these techniques. Students may not understand the extent to which the target audience Lesson sequence: Explain to students that they are starting a unit on persuasion. influences the techniques a speaker or advertiser uses. Introduce the first Essential Question (above) and have them reflect on Instructional model: the question by answering the following prompt: Think of a time when Discussion and guided practice you were trying to persuade your parents to let you do something new or risky—a request to which they were inclined to say initially. How ‘no’
CCSS.ELA-Literacy.L.11.3 knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Instructional Advertisements to examine as a (available in large size for whole class annotation on Smartboard, via document camera or overhead projector) Markers for class annotation of the advertisement Additional advertisements to analyze in groups Rhetorical Triangle charts (two for each student), with definitions of ethos, pathos, and logos, and space for student examples Journal materials for each student Anticipated student preconceptions/misconceptions: Students may not appreciate the subtleties of techniques used in everyday life and advertising. Students may have learned ethos, pathos, and logos in other grades but may not be able to differentiate among rhetorical appeals (students often confuse ethos and pathos). Students may not realize that there are shades of gray in interpreting these techniques. Students may not understand the extent to which the target audience influences the techniques a speaker or advertiser uses. Instructional model: Discussion and guided practice Instructional tips/strategies/suggestions: The advertisements and the Rhetorical Triangle may seem simplistic, but this practice will give students sufficient grounding to proceed to more complex texts in the next lesson. Less experienced students may need to move at a slower pace than indicated. Students with extensive experience in argument may be able to move more quickly through this lesson. Pre-assessment: You may wish to list the terms ethos, pathos and logos on the board at the start of lesson to get a sense of how many students have worked with the terms in the past and adjust this introductory lesson accordingly. What students need to know and are able to do coming into this lesson (including language Awareness of persuasion Familiar with journal writing Effectively work in large and small groups Information for teacher: The definitions of ethos, pathos, and logos are from Everyday Use: Rhetoric at Work in Reading and Writing by H. Roskelly (Pearson Education 2005). Lesson sequence: Explain to students that they are starting a unit on persuasion. Introduce the first Essential Question (above) and have them reflect on the question by answering the following prompt: Think of a time when you were trying to persuade your parents to let you do something new or risky—a request to which they were inclined to say ‘no’ initially. How
ELAg11-PersuasionArgument_0.docx