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English Language Arts Unit/Lesson: Rhetoric/Ethos, Logos, Pathos Terminal Objective: Students will be able to synthesize an effectively persuasive

argument using logos, pathos, and ethos. Language Objective: Students will be able to evaluate and re-furbishin written forman example of rhetoric from their own lives. Standards: (9-10.RI.4), (9-10.RI.6), (9-10.W.1) Time: 56 minutes Sub-objectives 1. Analyze Mr. Keatings speech from Dead Poets Society for emotion, logic, and credibility Blooms: Analysis Teaching Strategies 1. Bell work: Teacher will show Mr. Keatings poetry speech from Dead Poets Society Questions/guidance Think of emotion, logic, and credibility in this scene. Is Mr. Keating trying to convince you of something? Is his attempt persuasive? How does he tailor the speech to a small classroom? 2. Lecture/Guided Practice: Teacher will define ethos, pathos, and logos. Give a brief history on the terms and provide students with examples of each. Model analysis of rhetoric/rhetorical examples PowerPoint presentation Active Student Participation 1. Students will annotate a handout of the speech Circle for emotion Underline for logic Box for credibility Time 8 minutes

2. List and describe the qualities of Ethos, Logos, and Pathos Blooms: Knowledge and Comprehension

2. Students will take notes, participate in discussions, and answer questions - Int. Closure: List three ways Mr. Holland used rhetoric in his presentation

28 minutes

English Language Arts 3. Improve upon a recent use of logos, pathos, and ethos in your own life Blooms: Synthesis 3. Independent Practice: Teacher will model the think/pair/share activity and present an example of when he/she used rhetoric in his own life and discuss how the persuasive appeals could have been better utilized. Questions/guidance Was your argument effective? Why or why not? Did you originally incorporate all three rhetorical appeals? 4. Evaluate Mr. Keatings use 3. Closure: Teacher will revisit the concepts of the of logos, pathos, and ethos in PowerPoint, tie them to the unit learning goal and the Dead Poets Society speech research paper project, and then introduce the RAFT writing assignment. Blooms: Evaluate Materials Needed: Student Pens, pencils, highlighters Lined notebook paper Teacher Lesson Plan Overhead display 3. a.) Students will think about 15 minutes a time they used rhetoric to get something they wanted, b.) Pair with a partner and consider how they could have improved their argument, and c.) Share their findings with the class and present an updated version of their argument. 3. Students will have a chance to revise their original analyses of Mr. Keatings speech and will turn their sheets in on their way out the door. 5 minutes

Created Dead Poets Society handout Persuasive appeals PowerPoint RAFT persuasive piece handout Borrowed (if needed) Braveheart freedom speech http://www.youtube.com/watch?v=lEOOZDbMrgE

English Language Arts Homework: 1.) RAFT Persuasive Piece (due next week) In-class Assessment: 1.) Dead Poets Society Handout [10 points, homework] Remedial: If students need more practice Analyze ethos, logos, and Guided activity: Teacher will help the students analyze pathos in Mel Gibsons Braveheart speech speech from Braveheart Questions/guidance Blooms: Analysis What rhetorical strategies do you see in this speech? How does William Wallace utilize logos, pathos and ethos to engage and persuade his audience? How is this similar or different to Mr. Keatings speech?

Students will participate in discussion and mark up a copy of the text from the speech. - Int. Closure: Write a short segment comparing this speech to Mr. Keatings

10 minutes

Extensions: If students finish early, they will be given time in class to work on their RAFTs

English Language Arts Standards This lesson uses the 9th-10th grade Arizona Common Core ELA State Standards: http://www.azed.gov/azcommoncore/elastandards/hsela/

Standards Addressed: Informational Text- Reading (9-10.RI.4) 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). (9-10.RI.6) Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Writing (9-10.W.1) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.