Date: March 10, 2015

Grade and Period: 10th Grade Honors 1st and 2nd period

Subject: Language Arts

Curriculum Standards:
Reading: Literature Standard 1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Reading: Literature Standard 3 Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
Reading: Literature Standard 4 Determine the meaning of words and phrases as they
are used in the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or informal tone).
Reading: Informational Text Standard 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).
Reading: Informational Text Standard 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.
Reading: Informational Text Standard 7 Analyze various accounts of a subject told in
different mediums (e.g., a persons life story in both print and multimedia), determining
which details are emphasized in each account.
Writing Standard 9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Speaking and Listening Standard 1 Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 910 topics, texts, and issues, building on others ideas and expressing their
own clearly and persuasively.
Speaking and Listening Standard 3 Evaluate a speakers point of view, reasoning, and
use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or
distorted evidence.
Speaking and Listening Standard 5 Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.

Lesson Topic: Ethos, Pathos, Logos/Superbowl Commercials/Antigone unit- Day 3

Homework (if any) from previous day: none
Content Objectives for the Lesson:
Students will be able to identify ethos, pathos, and logos in a text and argue its
effectiveness.
Learning Objectives for the Lesson:
Students will be able to annotate Creons speech from the play Antigone for ethos, pathos,
and logos.
Students will be able to explain their annotations and how they relate to Aritstotles three
ways to persuade.
Language Objectives for the Lesson:
Students will be able to discuss in groups and as a class their annotations for Creons
speech.
Starter: We will review what we discussed during the previous class by doing a Happy
Hour review.
Oedipus story review
Ethos, Pathos, Logos
Read Antigone Scene 1
-Antigone and Ismene talk about burying their brother
-Creon declares no one shall bury the brother
-Sentry reports finding the body buried
Read Antigone Scene 2
-Antigone is brought to trial and sentenced to death.
-Ismene tries to take some of the blame but Antigone wont let her
Class Procedures/ Class Work: Ethos, Pathos, Logos analysis
1) Students will take out a piece of paper to take notes.
Students will draw four columns on their paper.
-First column- Title of commercial
-Second- Logos
-Third- Ethos
-Fourth- Pathos
2) We will start with showing eight commercials from this years Superbowl.
Students will be shown each commercial twice.
-The first time will be to watch and observe-no notes.
After viewing the commercial for the second time, students will be given one
minute to mark on their paper whether it uses Ethos, Pathos, Logos, or a
combination of them, and how it uses them.

Students will be given 3 minutes in table groups to discuss what they came up
with.
-check for similarities and differences
We will then discuss the commercials as a class to see what the different
responses are to the task.
Students will be given points for in class notes.

3) Students will be given a copy of Creons speech in Antigone to annotate for Ethos,
Pathos, and Logos.
As a class we will do a brief review/summary of what Creons speech is about.
As a class, we will re-read the speech together. I will ask a student to read the
speech or read it myself.
One table copy can be written on. Students will get out 3 different writing utensils
to use for the 3 different persuasions.
Students will work together at their tables and evaluate Creons speech for Ethos,
Pathos, and Logos.
Plans for Assessment: Students will be given points on their Ethos, Pathos, Logos
commercial assignment. This will evaluate whether they understand this. Class discussion
will be used for comprehension. Also the group paper on Creons speech will further
evaluate comprehension of Ethos, Pathos, Logos.
Homework: none, students completed Scene 2 in class.
Plans for Enrichment:
Plans for Remediation:
Plans for ELLs: Group discussion will help with any comprehension understanding. We
will go over each of the Ethos, Pathos, Logos definitions and write them on the board.
Students can use their notes for help.
Reflection: