Date: March 12, 2015

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

Subject: Language Arts

Curriculum Standards:
Reading: Informational Text 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: 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.
Reading: Informational Text Standard 9 Analyze seminal U.S. documents of historical
and literary significance (e.g., Washingtons Farewell Address, the Gettysburg Address,
Roosevelts Four Freedoms speech, Kings Letter from Birmingham Jail), including
how they address related themes and concepts.
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: Creons Speech/I Have a Dream/Antigone unit- Day 4
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.
Students will be able to explain key elements to being an effective speaker.
Learning Objectives for the Lesson:
Students will be able to annotate Martin Luther King Jr.s I Have a Dream speech 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 whether they find Martin Luther
King Jr. an effective speaker.
Students will be able to discuss in groups and as a class whether they find Martin Luther
King Jr.s I Have a Dream speech effective.
Starter: We will review what we discussed during the previous class by doing a Happy
Hour review.
Ethos, Pathos, Logos in Super Bowl commercials
Creons speech for Ethos, Pathos, Logos
Anaphora
Class Procedures/ Class Work: Ethos, Pathos, Logos analysis
1) Finish Creons speech activity.
Students will be given the first 10 minutes of class to finish annotating Creons
speech.
-Students need to annotate in the three colors and explain their annotations.
2) Effective Speaker Station Teaching
Start by telling students that we are going to annotate MLKs I Have a Dream
speech just like we did with Creons speech, but we are going to add another level
to it.
-Tell students there are six key elements show whether a speech is effective or
not. We will use these elements to evaluate whether MLK is an effective speaker
when he presents his I Have a Dream Speech.
-Place the six paper sheets on effective speaking at six different places in the
room.
-Students will be broken up into six groups. Each group will start at a certain
paper sheet.
-Students will take notes from the six different slides. Tell students to pay
attention to the key element and the bolded words it says about the key
element.
-Groups will have 4 timed minutes at each station to take notes. After the
timer goes off, they will move on to the next station.

When students are done at each station, they will return to their desks with their
notes.
I will ask 6 volunteers to come up to the white board and write their definition of
the 6 key elements.

3) Pass out a copy of I Have a Dream to students.

We will listen to the speech first. Ask students to make notes on their copy of the
speech when they notice these key elements happen.
Students will be given 5 minutes to discuss their findings with their table.
We will have a class discussion on the key elements students found and if they
think MLK is an effective speaker.
4) Students will be given the remainder of class to work in groups to annotate the I Have
a Dream speech.
Students will annotate this speech just like they did Creons speech with 3
different colors representing Ethos, Pathos, and Logos.
After annotating the speech, students will answer the question: Based on
Aristotles three ways of Persuasion, Martin Luther Kings I Have a Dream is/is
not effective because
-Students will be asked to find one example of Ethos, Pathos, and Logos
to reference in their answer.
If students dont finish, they will be required to finish it as homework.
Plans for Assessment: Students will turn in notes for points. They will also turn in their
group annotations for points to see if they understand Ethos, Pathos, and Logos.
Homework: If students dont finish their annotations on the speech, they will be required
to finish it as homework. They also need to read Scenes 3-5 in Antigone for Wednesday
3/18.
Plans for Enrichment:
Plans for Remediation:
Plans for ELLs: Group discussion will help with any comprehension understanding.
Reflection: