SPD-200-RS-Grade-9-Rhetorical-Devices-Lesson-Plan PDF

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Lesson Plan for 9th grade...

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GCU College of Education

LESSON PLAN TEMPLATE Grade 9: Rhetorical Devices Lesson Plan Section 1: Lesson Preparation Teacher Candidate Name:

Grade Level:

9th

Date:

November 15, 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:

Anthony- has a low socioeconomic status, English at home, has an IEP plan for Dyslexia, low reading level in the 970-1030 range and is easily distracted by electronics. Has internet at home. Andres- has low socioeconomic status, Spanish at home, has a 504 plan for executive functioning and has difficulty organizing tasks, materials and thoughts. He has a high reading level in the 1250-1400 range. Does not have internet at home. Jose- has a low socioeconomic status, English at home, has a 504 plan for ADHD with difficulty on focusing and motivation and not completing tasks because he loses motivation. He has a high reading level in the 1350-1400 level. Needs help with motivation and has internet at home.

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

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GCU College of Education

LESSON PLAN TEMPLATE 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

Technology:

Teacher will need: YouTube video: https://www.youtube.com/watch?v=oKtQEnERhSY TED Talk video: https://www.ted.com/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-atschool/tools-to-determine-a-books-complexity/the-lexile-analyzer/ Dell Latitudes are provided to the students for instruction. Anthony will have the extension Chromevox enabled on his device to read the lesson and all research information read to him. The teacher will give the above sites in Google Chrome and use Lanschool to lock the students into just those sites to minimize distractions and the students visiting other sites. Students will not need to take devices home at night.

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

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Time Needed 10 mins.

GCU College of Education

LESSON PLAN TEMPLATE 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. 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 23 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. 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 

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Time Needed 15 mins.

Time Needed 15 mins.

GCU College of Education

LESSON PLAN TEMPLATE 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 finishes early and needs additional support, the teacher can work one-on-one by looking at a correct example the student highlighted and ask him or her to justify it, praise effort. Then, the teacher can look for an incorrect example and ask the student to justify. Often, when a student justifies an answer, he or she will find the mistake. If not, guide the student by reviewing the notes and the symbols (heart for pathos, mind for ethos, and brain for logic). Ask student which one they are using when they read that example in the transcript. Multiple Means of Expression



Teacher will ask students to open their notebook and brainstorm three topics of their choosing that they would like to argue to persuade a reader.

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Teacher will ask students to then brainstorm some ethos, pathos, and logos they may already know without researching, about each of their brainstorm topics.



Teacher will then begin a short round of ball tag. Teacher throws a soft ball to a student to share their topic and one rhetorical device that could be used to argue it. That student then gently tosses the ball to another student for them to share. This promotes engagement and allows for students to hear other students’ ideas if they are having difficulty coming up with an idea. When the ball is tossed to a student, they may say, “pass for now,” knowing that the ball may come back to them to share later.



Teacher will ask students to pick one topic, while considering if they feel they can find enough ethos, pathos, and logos information to argue the topic to persuade their reader and circle their final choice.

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Time Needed 15 mins with completio n of activity for homework

GCU College of Education

LESSON PLAN TEMPLATE 

Teacher will have students open their notebook and divide into three vertical columns titled: ethos, pathos, and logos.



If time allows in class, students will begin to research their topic and putting information they find using any of the three rhetorical devices in their notes (remembering to keep a record of all the sources they used for their works cited page). This will be completed for homework and due the following day.

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Next lesson will instruct students on organizing information and developing a convincing argument using the rhetorical devices in a sequential and relevant manner to write a two paragraph essay.

Explain if you will differentiate assessments for each of the following groups: 

English language learners (ELL): Have student verbalize their brainstorming with the teacher first. Based on student need, modify assignment to a one paragraph essay having student focus on only one rhetoric device of their choice. Purpose is to develop writing skills, while strengthening language skills, not to overwhelm student. Guide student with finding research resources for information. Use translate options online as needed.

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Students with special needs: This is a special education instructional ELA class. To differentiate further, length of writing can be reduced on need focusing on quality over quantity and reducing the amount of research a student will need to complete. Another strategy is to tell students how many examples of each rhetorical device students are to include in their writing, thus reducing the possibility of overwhelming a student. Remind students of the symbols when the vocabulary gets difficult (heart for pathos, mind for ethos, and brain for logic).

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Students with gifted abilities: Not applicable to this class. If research is completed, student may begin a thinking map to plan their essay. To enrich the upcoming activity, lengthen the paper to five paragraphs, requiring students to have an introduction, three body paragraphs as three details for argument, and a closing.



Early finishers (those students who finish early and may need additional resources/support): If a student finishes their research and still needs support, have student read their research aloud to the wall. Reading aloud assists students with “hearing” their grammatical mistakes as well as justification of argument. Ask student if they feel convinced by the argument in their research and if they could add more detail to be more persuasive. Help student by reminding of visuals (heart for pathos, mind for ethos, and brain for logic).

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GCU College of Education

LESSON PLAN TEMPLATE Dyslexia Instructional Strategy and Justification Strategy: Instructions and all reading materials will be read to the student by the coteacher or the computer. Justification: Since students with dyslexia have trouble processing written words and sentences the materials will be read to the student. They can follow along to learn what the words and sentences sound like in the verbal way.

Differentiation Strategies and Justification Strategy 1: Differentiating the learning environment by modifying the lesson to meet the needs of all students with disabilities. Students seats will be placed with the least amount of distraction. Justification: By moving the students to the front of the class they can have less distractions because of students in front of them. Their attention will be on the teacher and the board. Strategy 2: Differentiating the instructional materials by using the board or overhead to break down what pathos, ethos, and logos as rhetorical devices are and how to write the argumentative essay. A visual format can be a vocabulary guide with the words, definition and examples are written on the board. Justification: By giving a visual aspect every student can look at the board to see if the work they are completing matches what the teacher is asking. Strategy 3: Differentiating the instructional methods by having the students work together in small groups of 2-3 students to work together in writing the essay. The students will work together on the introduction and conclusion while each will have a body paragraph to write. Justification: By grouping the students together they can have task cards, everyone will participate in the introduction and conclusion, but each student will have a paragraph to complete. Students will work together to put each task card in order to have their writing presented to the class. Assessment Differentiation Differentiating for Dyslexia: Students will have the assignment and all written material read to them by me or the computer. Justification: Students with dyslexia have a hard time reading and writing words, by me or the computer reading to them they can hear and see the words and the context they are used in. Strategy 2: Splitting the lesson into different smaller tasks. Justification: By splitting the lesson into different smaller tasks the student will have a smaller lesson to work on, when they master that lesson, I can give them the next task or level to work on. Students can feel a sense of accomplishment when each is finished. Extension Activity and/or Homework

Today’s homework is to have students continue working on their argumentative research. Students should have at least three of each rhetorical device in their notes to support their

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Time Needed

GCU College of Education

LESSON PLAN TEMPLATE 15-20 mins.

argument.

Rationale/Reflection After writing your complete lesson plan, explain three instructional strategies you included in your lesson and why. How do these strategies promote collaboration, communication, critical thinking, and creativity? Bold the name of the strategy. For example: .  Pair-Share: Students have opportunities to work with several different partners throughout the lesson to share thoughts (collaboration & communication).

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Modified Rally Coach: Students first work with a partner to complete an analysis of rhetorical devices, then choose another partner to “teach” them and justify their answers (critical thinking & communication).

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Ball Tag: A ball is gently tossed between students as an engaging brainstorm activity. There are no right or wrong answers which takes pressure off of students, but students may say “pass for now” knowing that the ball may come back to them later to share (engagement).

Reflection: In 250 words, discuss how the lesson plan could be adjusted when co-teaching and collaborating with another teacher. The lesson plan could be adjusted with the help of a co-teacher or another teacher by having both work together. One teacher could work with the lower level students on reading the vocabulary and the research to write the paper, while one teacher works with the rest of the class. When the students begin to lose attention on the task, they could switch groups so both have the same instruction. Since this is a low-level ELA class the co-teacher could walk around and assist the students during the writing process, they could help with the brainstorming and the organizing the paper. The teacher and the co-teacher should have the same roles in the classroom and meet during planning to come up with the lessons to meet the needs of all students in the class. The teacher and co-teacher can use the whole class instruction and small group instruction to collect data for IEP’s and notes if other accommodations or adjustments needs to be made for the students. Having a teacher and a co-teacher in the class can give the students accessibility to more one on one help if needed, and another adult in the room to look out for behaviors or trouble before they become a problem in the classroom. One teacher can take the group that finishes early outside or to another classroom to play ball tag to increase student engagement and help students to learn more about their classmates and teachers. General education and special

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GCU College of Education

LESSON PLAN TEMPLATE education co-teachers should always work together to have lessons and assessments that are in the best interest of all students in the class.

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