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Teacher Education Lesson Plan Template

Teacher: Grady Date:3/26 & 3/27

Title of Lesson: Aristotle Appeals Cooperating Teacher: Devlin

Core Components
Subject, Content Area, or Topic
English 12 Honors

Student Population
81 students

IEP

504

Learning Objectives
I can learn and understand the Aristotelian appeals of Pathos, Logos and Ethos and put
them into practice by beginning to formulate my argument in my research paper.

Virginia Essential Knowledge and Skills (SOL)


12.6 b) Produce arguments in writing that develop a thesis to demonstrate knowledgeable
judgments, address counterclaims, and provide effective conclusions.
12.6 e) Use a variety of rhetorical strategies to accomplish a specific purpose.

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources:
Promethean Board, Laptop, Youtube, Research paper rubric and assignment, Wikispaces Slides
on Logic
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return


X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Cooperative Learning 23%
X Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Strategy Return
Used
X Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
X Discussion 50%
Demonstration 30%
X Audio Visual 20%
Reading 10%
Lecture 05%

Safety ​(if applicable)

Time
(min.)
Process Components
5-10 *Anticipatory Set
Display Quote and discuss: “​One man's life or death were but a small price to pay for 
the acquirement of the knowledge which I sought, for the dominion I should 
acquire and transmit over the elemental foes of our race. “​ Letter 4.21
1-2 *State the Objectives (grade-level terms)
I can learn and understand the Aristotelian appeals of Pathos, Logos and Ethos
and put them into practice by beginning to formulate my argument in my research
paper.

10-15 *Instructional Input or Procedure


TTW introduce research paper and pass out hard copies to those that want it
TTW answer any questions about the paper
TTW emphasize that at the end of April and beginning of May there will be three
culminating assignments
1. Socratic Circle
2. Research Paper
3. Book Cover Project - they will get more information after spring break

However, the Socratic will be worked on gradually as you read through the novel, there
are in class periods to work on Research paper and in class periods to work on the book
cover project- utilize the time given to you so you don’t get overwhelmed when it comes to
the end of April!
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
15-20 *Modeling
Watch ad for cat food
Name appeals

Watch ad for cat food


https://www.ispot.tv/ad/wKVZ/blue-buffalo-cat-food-blue-for-cats​ 15 sec.

Ask students what the argument of this ad was.


To buy the cat food
Ask students who the target audience was for this ad.
Cat lovers / cat owners
Ask students how the target audience probably felt after watching this ad (pathos)
Ask students what information was shared in the ad (logos).
Name of the cat food.
What’s in it.
Ask students why the target audience might buy this food over another (ethos).

Ask students about a recent time they asked someone for something – maybe
they asked Mom for $ or Dad if they could stay out after curfew. Maybe they asked
a friend to go the movies or out to lunch. Explain that all of these are arguments.
To “win” an argument, much should be considered:
Consider who the target audience is.
Think about the best words to use when talking to that person.
Think about how and when to say these words to win the argument.
Think about how to make yourself credible so the person will believe you or
want to listen to you.

Have students share their ​prior knowledge​.


Explain that pathos is how one makes another feel when making an argument.
Logos is the facts used when making the argument.
Ethos is establishing the speaker’s credibility.

Show:
Ethos
https://www.youtube.com/watch?v=ano2hBbiaiI&list=PLsTTEf8PvbCBnQ2L_7PT6
yr5YfumEiMBo

Ethos example
https://www.youtube.com/watch?v=qj19l4Irdfw
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Logos
https://www.youtube.com/watch?v=WuXkp3R-RTU&list=PLsTTEf8PvbCBnQ2L_7
PT6yr5YfumEiMBo&index=3

Pathos
https://www.youtube.com/watch?v=f5k5Fkn8eAw

Logos, ethos and pathos example


https://www.youtube.com/watch?v=C1194saQTa8&list=PLLqNdVARNEgKaXLdW
6QVaLRlJ3yTc1d4O

10-15 *Check for Understanding


Students will discuss why is it important to understand the appeals. Students should
understand that they “argue” with themselves all the time and use the appeals. When
they’re trying to decide whether to go to Chick fil A or Taco Bell for lunch or whether to go
to the gym or go home and relax after school, they are making an argument and using the
appeals.

Ask students if they think about who they’re going to ask if they can stay out late – Mom,
Dad, Grandma, who ever they “report to.” In making this decision – who to ask – students
are using the appeals.

Ask a student to share a recent “argument” they had and break down how they used the
appeals w/o even knowing it
10-15 *Guided Practice
https://mjodon.wikispaces.com/file/view/EthosPathosLogos+Ad+Activity.pdf
go through the first few slides and about five of the ads.
Explain to students that sometimes a point made or an observation made can be more
than one appeal. For example if someone was arguing that Oprah should be their school’s
guest speaker, Oprah is logos (information) and Oprah is pathos (just hearing her name
makes people “feel” something AND Oprah is ethos (some view her as a credible person
while others do not). Students should understand that not everyone’s use of appeals will
be the same and that not all appeals are used in every argument.
*Independent Practice
N/A

Assessment
N/A

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
*Closure
Have students name the appeals and describe in their own words

Review chapter 2-3 of Frankenstein:


Chapter 2
● Unlike Walton, Victor has friends. Two of them. Or at least, he did during his 
childhood. First, there's Elizabeth. Victor also has a friend named Henry 
Clerval. 
● Victor describes his idyllic childhood 
● Victor develops an interest in science. Especially interesting to him is the 
old, not to mention discredited, ​field of alchemy​. He's especially into some 
guy named ​Albertus Magnus​. 

Chapter 3  

● Elizabeth catches s ​ carlet fever​. She recovers, but Victor's mother catches 
the illness while nursing her back to health and dies herself.  
● On her deathbed, she tells Victor and Elizabeth she wants them to get 
married.  
● A few weeks later, Victor goes away to study at a university called 
Ingolstadt​. He's only seventeen. 
● Luckily, Victor meets a nice chemistry professor named Waldman and 
decides to study science.  

What is our impression of Victor at this point? 


TSW begin to think about their topic and how they can use the appeals in their research
paper
Read chapters 4-11 this week or by the beginning of the week after spring break  

Differentiation Strategies ​(enrichment, accommodations, remediation, or by learning style).


Students are allowed to choose their topic for their research paper

Different learning styles such as auditory, and visual are addressed through discussion and videos
to illustrate the appeals
Classroom Management Issues ​(optional)

Lesson Critique. ​To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

Next time I teach this lesson I would create an activity that would show student understanding of
Aristotle’s appeals
*​Denotes Madeline Hunter lesson plan elements.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

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