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Day 2 (3/25) Contemp. Media UnitPg. 1

Secondary Education SAS Lesson Plan FormatName: Jessica PringleText/Writer/Theorist: Jeffrey Smith and Jeffrey D. Wilhelm Going with the Flow: How to Engage Boys (and Girls) In Their Literacy Learning Relationship to the lesson plan:

● The 5 conditions of flow ○ Sense of competence and control

■ Learning a lot about the 3 ways of persuasion■ They get to control the visual in how to create it ■ Control in their partner and small group share

○ Appropriate challenge■ Challenge to create a visual and be creative in depicting their

understanding of the rhetorical triangle ■ Challenge to watch different commercials and analyze how each

commercial has elements of the rhetorical triangle○ Clear goals

■ Article → read and highlight 3 things per area (ethos, logos, pathos)■ Creating visual → assigned a certain way of persuasion to create using

1 of 2 websites to make it on■ Watching commercials → watch commercials together and take notes

on the specific note sheet○ Focus on the immediate

■ We go through each step/part of the lesson together so they can focus clearly on one thing at a time

○ Relation to the social■ Partner sharing ■ Watching commercials for products they have been exposed to before

Subject Logos, Ethos, Pathos

Grade Level/Course

● 12th grade English

Title and Essential Question

● What is the rhetorical triangle? ● What is logos? What is ethos? What is pathos? ● How does the rhetorical triangle impact us as either readers or

consumers of products?

Standards Pennsylvania Common Core

● Standard - CC.1.2.11-12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s


Standards (and/or Learned SocietyStandards):

implicit and explicit assumptions and beliefs.● Standard - CC.1.2.11-12.C Analyze the interaction and development

of a complex set of ideas, sequence of events, or specific individuals over the course of the text.

● Standard - CC.1.2.11-12.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

● Standard - CC.1.3.11-12.A Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.

● Standard - CC.1.3.11-12.C Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.

● Standard - CC.1.3.11-12.K Read and comprehend literary fiction on grade level, reading independently and proficiently.

● Standard - CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

● Standard - CC.1.5.11-12.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Objective(s)(Use Bloom’s Verbs) The student will be able to:

● Students will be able to define rhetoric. ● Students will be able to define logos, ethos, and pathos.● Students will be able to read and analyze an article describing the

rhetorical triangle. ● Students will be able to view commercials and discuss the aspect of

the rhetorical triangle that are present in the advertisements.

Duration ● 80 min

Vocabulary ● Rhetoric ● Logos● Ethos● Pathos ● Rhetorical triangle


● Impact ● Advertisement

Materials & Resources

● Rhetoric video ○ https://study.com/academy/lesson/what-is-rhetoric-definition-

devices-examples.html (7:30) ● Rhetorical triangle article

○ https://docs.google.com/document/d/ 1QeX7UpQS917Ydali0MFKLf8WEnwAv0Ym20EC7VDt1E8/edit?usp=sharing

● Whole-class review on article ○ https://docs.google.com/document/d/

1gN7YZi34BfDlE9ezeJhkypRNhOuV6kgsjzt2pTPjgMk/edit?usp=sharing

● Commercials to watch ○ https://www.youtube.com/watch?

v=SfAxUpeVhCg&list=PLUt_PBZQzj_D7wPfnSX-m9Ho1pfcq_CgG&index=2 (playlist to watch)

● Commercials notes sheet ○ https://docs.google.com/document/d/16pXpgoatc-

iXuYnc43J64sV2QCR8p3NEMO_PWfSYheM/edit?usp=sharing

Instructional Strategies andProcedures

● Go over/read the agenda (1-2 min)○ We will be learning about rhetoric through a video○ We will be reading an article about the rhetorical triangle

(ethos, logos, pathos) ○ Create visuals in small groups about the ethos, logos, and

pathos ○ Look at commercials and take notes about how the rhetorical

triangle is shown ○ Partner share notes sheet and whole class review ○ If time-- look at creating our own commercials○ HW none

● Rhetoric (7:30 min-- 8 min)○ Watch video about what rhetoric is

■ https://study.com/academy/lesson/what-is-rhetoric- definition-devices-examples.html

○ What stood out to you about the video in terms of rhetoric? ■ Give them a sticky note


● Read the article about rhetorical triangle (10-15 min)○ Students will work on reading the article independently ○ While they read, they should be highlighting or taking notes

on 3 points made in each of the 3 components of rhetoric. (9 total things highlighted)

■ https://docs.google.com/document/d/ 1QeX7UpQS917Ydali0MFKLf8WEnwAv0Ym20EC7VDt1E8/edit?usp=sharing

● Partner share (5-7 min)○ Share 1 of the facts you highlighted in each of the

components with a partner. (Sharing 3 total facts) ○ Pick 1 thing to report out to the whole class.

● Whole class review (10-15 min)○ I will go over each part of the article (ethos, logos, pathos)

and ask for volunteers to share their highlighted facts for each section.

○ I will type up their comments in a blank google doc■ https://docs.google.com/document/d/

1gN7YZi34BfDlE9ezeJhkypRNhOuV6kgsjzt2pTPjgMk/edit?usp=sharing

● Create visuals for ethos, logos, pathos (10 min)○ Students will be put into groups of 3.○ Each student should create a visual poster (canva, google

draw) for 1 of the ways of persuasion. ○ I will be walking around and checking in as they create. ○ Ask a student to reiterate the instruction and the requirements

for the visual.● Small group share (5-10 min)

○ After the 3 members are done creating their visuals, they will then share their created visual with their group.

○ I will be walking around as they share. ○ Submit on Schoology.

● Discussion board-- reflection (3-5 min)○ Students will complete the discussion board about reflecting

on their visual.■ What is something you really liked about your visual? ■ What is something you could have added or made

more clear? ● Watch commercials and take notes (20-25 min)

○ Watch the commercials one at a time (8 min total of watching


time-- watch commercials twice) ■ https://www.youtube.com/watch?

v=SfAxUpeVhCg&list=PLUt_PBZQzj_D7wPfnSX-m9Ho1pfcq_CgG&index=2

○ While we watch each commercial, the students should be taking notes on the sheet.

■ https://docs.google.com/document/d/16pXpgoatc- iXuYnc43J64sV2QCR8p3NEMO_PWfSYheM/edit?usp=sharing

● Partner share (10 min)○ After all the videos are watched, students will then have time

to talk to a partner about what they wrote for each commercial.

○ Assign each row a specific commercial to share about. They should pick 1 person to share to the whole class.

● If time-- Whole class review (10-15 min)○ I will then go over each commercial and ask for volunteers to

share their answers. ■ https://docs.google.com/document/d/16pXpgoatc-

iXuYnc43J64sV2QCR8p3NEMO_PWfSYheM/edit?usp=sharing

● If time-- look at creating commercials assignment (rest of class) ○ There is a file on Schoology that I will go over with the

students that explains the assignment. ○ They are creating a commercial in a small group or

independently for a real or imagined product using rhetoric. It should be at least 20 seconds long and they need their script checked by me first.

● Wrap up (1-2 min)○ We got to watch and read about rhetoric and the rhetorical

triangle○ We then got to create a visual representation in small groups

about of the 3 ways to persuade○ We watched commercials and took notes about how these ads

utilize the ways of persuasion. ○ HW none

Differentiation ● If students are hard of hearing, I can put the subtitles on when showing the videos of advertisements.

● I will be assigning partners and small groups to share with so then


students don’t have the anxiety of trying to find someone to work with if they are a shy student.

AssessmentFormative and/or Summative

● Formative ○ While the students are sharing in small groups and as a whole

class on the article about the rhetorical triangle, it will show me how well the students understand the concept

○ When the students are independently creating a visual and sharing in their group of 3 about the rhetorical triangle, I will be able to see and hear their application of learning about this concept from watching the video and reading the article

○ While we are watching the commercials, I will be watching that students are taking notes in the google doc sheet. By completing the notes sheet, it shows me how well the students are at analyzing videos in terms of those 3 ways of persuasion we learned about throughout class.

● Summative ○ The students will be selecting a book (nonfiction or fiction)

based on a specific social issue. They will be reading the book and completing journal entries while reading. They will then be completing a research styled essay. They will need to have 3 sources (the book sounds as 1 source) that highlight their select social issue topic. After completing the essay, they will then present to the class what they wrote their essay about.

○ Independent reading journal guidelines and examples ■ https://docs.google.com/document/d/

1aHM_t7W6N6Ec5IKS9hRaH_DCIYF7Wyi3H3UApV0FJPw/edit

○ Research paper guidelines ■ https://docs.google.com/document/d/1IbFbKKnWD-

6Q7NYN_EDC40aIf65pQWnaNBY_K8Ccbrc/edit?usp=sharing

○ Rubric for informational writing ■ https://docs.google.com/document/d/

1Ejekww0OmWjOWTatVIh_PKuQ7ugUB9jcPSen-uNhAxs/edit?usp=sharing

○ Presentation of research paper ■ https://docs.google.com/document/d/1IbFbKKnWD-

6Q7NYN_EDC40aIf65pQWnaNBY_K8Ccbrc/edit?


usp=sharing

Assignments ● Watch rhetoric video ● Read ethos, logos, and pathos article ● Share thoughts about the article with a partner to then review with as

a whole class● Create a visual of either ethos, logos, or pathos and share in small

group of 3● Watch commercials and take notes ● Partner share notes sheet about the commercial (if time)

Rationale ● I wanted to have the students both watch a video about rhetoric and then read an article about the rhetorical triangle and then share their thoughts about the article because I wanted them to be exposed to different mediums and ways to learn about the materials.

● I had the students create a visual of either ethos, logos, or pathos and then share that in a small group because being able to create a visual is fun and engaging, but it also shows their understanding of rhetoric.

● I had us watch commercials with these different ways of persuasion and they took notes about how they saw it present because commercials are such great examples of rhetoric in trying to convince consumers. The notes sheet was added so then students had a place to put down their thoughts about the commercials and stay engaged while watching youtube commercials.

Self-Reflection ● Things I think I did well○ I think the sticky note activity was really good to do with the

video. I like asking the ‘what stood out to you’ question, but sometimes I don’t get a lot of responses. So, by giving them a place to write it down, it encouraged more people to volunteer.

○ For the reading of the article, I liked having them share with a partner and selecting one thing to share with the whole class because then I got a lot of volunteers.

○ Showing the commercials twice was smart (Mr. Moyer’s idea) because the commercials are so quick so I wanted to give them enough time to view and really analyze them in terms of taking notes on their sheets.

○ I liked assigning each row a specific commercial to share about because it would have taken forever for them to share their answers for each commercial. Also, giving each row a


commercial to focus on helped when we reviewed them as a whole class.

● Things I could have done differently○ I could have assigned pairs a specific part of the rhetorical

triangle to share about because the review kind of favored more sections than others.

○ I wish I timed it a little better that we could have watched our last commercial in class.

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