MIT Guided Teach Lesson Plan Template

Name: Ashton Anderson

Title: Rhetoric-ulous: Rhetoric in Advertising
Grade Level(s): 9-10 Subject(s): English
Essential Questions (overarching questions):
How do we examine the information we are given?
Standards: (CCSS, etc. with citation)
RI. 9-10.7 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.
SL. 9-10.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 9-10 topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively.

Learning Goals/Objectives:
Learning goal (student-friendly language):
I can demonstrate an understanding of three persuasive techniques
(pathos, logos, and ethos) in advertising
I can analyze advertisements according to their employment of these
techniques
Learning objective (academic/content-area language):
Students will begin to understand rhetorical analysis and its uses for claim and
persuasion across many forms of media and will begin to think critically about its
uses in texts and literature.

Social justice objective:

This lesson sets up the scaffolding for future lessons on advertisements targeting
certain demographics of people and how to be critical consumers of media. It
also lays down the foundation to show bias in media and advertisements and
begins students to think critically about the information they are given. This
lesson begins to show how masses of people can be manipulated purely by the
products that are targeted for them.

Learning Activities
Materials and Resources:
Computer and projector
Internet access
QR Code scanner
Smart phone
Copies of the rhetorical analysis worksheet
Students each have access to internet, via Chromebooks, cell phones,
 iPads, computer lab, etc. (Whatever is available)

Hook: Discussion Questions:

i. Where do you encounter advertising? (They will likely
mention television, billboards, radio, Websites, school
hallways, and so on.)
ii. Which specific advertisements "stick in your head?"
iii. What makes these advertisements memorable? (They might
mention music, catchy slogans, celebrity appearance, the
appeal of the product itself, and so forth.)
iv. Do you think advertisements have an effect on your personal
interests?

Directions/Procedures (including transitions and scaffolding):

Teacher Does Anticipated student Time
actions Frames
Facilitates Warm up discussion Students participate in 5 mins
discussion

Go over learning targets for the day Write learning targets down 3 mins
in notebook

Introduce Rhetorical strategies and Take notes and ask 2 mins

what they are using PowerPoint questions

Explain Pathos and what it looks Take notes and ask 3 mins
like in advertising using PowerPoint questions

Show Pathos example video Watch video 1 min

Ask what students saw in the Respond to Discussion 3 mins

commercial. How did they feel? Questions
What did they hear?

Explain Ethos and what it looks like Take notes and ask 3 mins
in advertising using PowerPoint questions

Show Ethos Video 1 Watch video 30 seconds

Show Ethos Video 2 Watch video and look for 1 min

comparisons between the
two videos

Ask what made those commercials Give examples from videos 3 mins
credible? and engage in discussion
Explain Logos and what is looks like Take notes and ask 3 mins
in advertising using PowerPoint questions

Show Logos video Watch video 30 seconds

Ask students if they saw any facts Give examples from video
or if the commercial felt straight and engage in discussion 3 mins
forward and fact based
Take notes and ask
Briefly discuss that multiple questions 2 mins
strategies will be used in one
commercial
Be sorted into pairs and
Have students partner up and give prepare for activity 3 mins
instructions for group activity
Watch video and take notes
Show first video about observations 1 min 30
secs
Discuss in partners what
Have students discuss the they noticed and come to a 5 mins
commercial and decide which conclusion about what the
strategies they see at work in the predominate rhetorical
commercial strategy is

Share what their group

Ask students to share with class decided on and support with 5 mins
what strategy the pairs decided on evidence
and why
Watch video and take notes
about observations 1 min 30
Show second video secs
Discuss in partners what
they noticed and come to a 5 mins
Have students discuss the conclusion about what the
commercial and decide which predominate rhetorical
strategies they see at work in the strategy is
commercial
Share what their group
Ask students to share with class decided on and support with 5 mins
what strategy the pairs decided on evidence
and why

Watch video and take notes

Show third video about observations 1 min 30
seconds

Have students discuss the
commercial and decide which
strategies they see at work in the
commercial
Discuss in partners what
they noticed and come to a 5 mins
conclusion about what the
predominate rhetorical
strategy is

Share what their group

Ask students to share with class decided on and support with 5 mins
what strategy the pairs decided on evidence
and why

Give Instructions for Individual Listen to instructions 3 mins

Practice (hopefully)

Hand out 5 worksheets per student Take worksheet and 2 mins

prepare for activity

Walk around the room and see how Begin scanning QR codes 45 mins
students are doing and look at to watch videos and filling
progress on work sheet out worksheets for each

FOR EVERYDAY: For the last five FOR EVERYDAY: For the 5 mins
minutes of class, last five minutes of class,

Collect exit slips and check for Complete exit slips and turn
final questions in worksheets that are
complete

Closure:
On an index card, the students will write
1. Their favorite commercial from the ones you watched on your own
2. One thing they learned
3. Their color on the feedback scale (ie, green- I understand the lesson
completely and the learning objectives are true, yellow- I am getting it but I
need to go over it again to be green, red- I do not get this, can we start
over)
This gives me feedback on how well the students understood the lesson to see
how much information I need to restate in the next lesson because this is a
singular lesson in a series of lessons about bias and advertising.