Rhetorical Devices Lesson Plan
Lesson plans guide instructional delivery of required curricular content. A good lesson plan is aligned to academic state or national standards and the district adopted curriculum, if available. Strong lesson plans include required components and define what the students are learning to do, how the teacher will teach those skills, and how the students and teacher will know if they have mastered the content. An examination of lesson plans can improve understanding of instructional planning to meet all student needs in a diverse classroom.
For this assignment, you will select the grade level “Class Profile” that most closely matches your program of study. Students who select the Kindergarten grade level will reference the “Kindergarten: Sight Words Guided Reading Lesson Plan” when completing the assignment. Students who select the Grade 9 level will reference the “Grade 9: Rhetorical Devices Lesson Plan” when completing the assignment.
For the assignment, complete the following steps and sections on the lesson plan:
1. Review the appropriate grade level “Class Profile” document to learn about the students in the class.
2. Review the lesson plan associated with your grade level to become familiar with the lesson.
3. Using what you learned about the students on the “Class Profile,” complete the “Classroom and Student Factors/Grouping” section of the lesson plan. Identify a small group (3-5 students) who could benefit from specific differentiation/UDL strategies. At least one student in the group should be dyslexic or struggling with reading.
4.Complete the “Technology” section of the lesson plan by selecting and describing specific technology that could be used to increase student engagement in the lesson. Justify your selection
5.Complete the “Dyslexia Instructional Strategy and Justification” section of the lesson plan by selecting a specific strategy that could be used to improve reading, decoding, and comprehension skills for the student with dyslexia/struggling with reading and justify your selection.
6.Complete the “Differentiation Strategies and Justification” section of the lesson plan by identifying three additional differentiation/UDL strategies you could implement with the group when teaching the lesson. Justify each of the strategies by explaining how it could improve lesson understanding and achievement of lesson objectives for students in the group.
7.Complete the “Assessment Differentiation” section of the lesson plan by identifying two strategies for differentiating assessment for students in the group. One of the strategies should be specifically for the student with dyslexia. Justify your selections and how each assessment aligns to the standards and learning objectives.
8.Complete the “Reflection” section at the end of the lesson plan.
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
9th
Date:
April 14, 2020
Unit/Subject:
Instructional ELA (Special Education/Resource)
Instructional Plan Title:
Argumentative Writing using Pathos, Ethos, and Logos; Analyzing Rhetorical Devices
Lesson Summary and Focus:
Today students will start the unit by analyzing arguments for effective rhetorical devices such as ethos, pathos, and logos. The unit concludes in students writing a 2-paragraph essay demonstrating at least one rhetorical device with a topic of their choosing.
Classroom and Student Factors/Grouping:
Groups will be made up of students with the same skill level. This is the perfect grouping strategy for differentiation. It allows for tasks to be assigned based on the ability of each group. Each group will consist of five students. The group with the lowest ability will have at least one student with dyslexia, reading problems, problems with organization, or writing.
National/State Learning Standards:
9-10.W.1
Text Type and Purposes
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claims, distinguish the claims from alternate or opposing claims, and create an organization that establishes clear relationships among claims, counterclaims, reasons, and evidence.b. Develop claims and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
Specific Learning Target(s)/Objectives:
Students will learn to identify pathos, ethos, and logos as rhetorical devices and then apply one with 80% accuracy into their own argumentative essay.
Academic Language:
Ethos: Ethics and credibility (mind)
Pathos: Appealing to one’s emotions (heart)
Logos: Logic and/or data use (brain)
Resources, Materials, Equipment:
Students will need:
Pens/ pencils/ highlighters
Notebook paper
Teacher will need:
YouTube video: /watch?v=oKtQEnERhSY
TED Talk video: /talks/graham_hill_weekday_vegetarian
Transcript of TED Talk video (available to print from website)
Lexile Analyzer: https://lexile.com/educators/tools-to-support-reading-at-school/tools-to-determine-a-books-complexity/the-lexile-analyzer/
Technology:
The technology to be used in the lesson is record and playback of readings. This is a useful technology that helps students know how they sound like. As the students learn to use rhetorical devices, they also need to know how their voice can be enhanced to make their ethos, pathos, and logos convincing.
Section 2: Instructional Planning
Anticipatory Set
Lesson will begin with blanket statements written on the board such as:
* Video games are bad for your brain
* Less stuff means more happiness
* Texting is ruining writing skills
Students will discuss these statements with a partner and choose one to defend or argue. Teacher will call on students to share. Teacher will write responses of argument for or against under each statement, using one of three whiteboard markers (Green: pathos statements, Blue: ethos statement, or Black: logos statement) without letting students know why.
After responses are shared, teacher will ask the students why they think the statements are written in one of three different colors. Students will think about this independently. What do they notice as similarities between the same color statements? Once students have had a few moments to observe and think of the connections independently, students with then pair-share with a partner. Teacher will then lead into the three vocabulary words of rhetoric: ethos, pathos, and logos.
Time Needed
10 mins.
Multiple Means of Representation
* Teacher will guide students in writing the definitions of ethos, pathos, and logos in their notebook.
* Teacher will show the YouTube video “Introduction to Ethos, Pathos, and Logos.”
* Students will work with a partner to choose one rhetorical device and write a 2-3 sentence statement using either ethos, pathos, or logos about any topic/commercial/advertisement of their choosing.
Explain how you will differentiate materials for each of the following groups:
* English language learners (ELL): ELL students may struggle with the vocabulary. The use of a heart to demonstrate pathos, a thought bubble to represent the mind to demonstrate credibility and ethics, and a brain to demonstrate logic will help students differentiate the meaning of the vocabulary.
* Students with special needs: This is a special education instructional ELA class. The use of different colors to distinguish differences in ideas/topics, thinking with a partner, and use of visuals (video) assist students with processing information.
* Students with gifted abilities: Not applicable to this class, but could be enriched by having students create a short 1-3 minute video advertisement, speech, or a poster using one of the rhetorical devices. Students could also include all three rhetorical devices in their argument.
* Early finishers (those students who finish early and may need additional resources/support): If a student finishes early and needs additional support, work with student and his or her partner. Remind students of visual of heart for pathos, mind for ethos, and brain for logic) Ask students if their example uses the symbol that the rhetorical device they chose uses. Ask the students to justify if their example fits the rhetorical device they chose.
Time Needed
15 mins.
Multiple Means of Engagement
* Teacher will show the TED Talk video “Why I’m a weekday vegetarian” to students.
* Teacher will ask students to raise their hand if they heard any of the rhetorical devices.
* Teacher will pass out the transcript copy to students then instruct students to work with a partner to identify one example of each: ethos, pathos, and logos in the video. Students may highlight examples of each rhetorical device in a different color or underline in different colors.
* Students will swap partners and do a modified rally coach to share their responses with a new partner.
Explain how you will differentiate activities for each of the following groups:
* English language learners (ELL): Pairing a student will help with the reading and evaluating of the transcript. Provide guidance that often numbers can demonstrate “logic” to help with finding rhetoric. If student greatly struggles with the language, if possible, provide the transcript in their native language (TED Talk offers transcripts in many languages) to help with translation of ideas.
* Students with special needs: This is a special education instructional ELA class. The lexile level of the transcript has been adjusted using a lexile analyzer and converted to meet student needs (free for educators).
* Students with gifted abilities: Not applicable to this class. This activity can be enriched for gifted students by challenging them to find all examples of rhetoric in the transcript.
* Early finishers (those students who finish early and may need additional resources/support): If a student ...