Lesson Two

Standards:
• RL.9-10.10 By the end of grade 9-10, read and understand literature within the 9-10 text
complexity band proficiently and independently for sustained periods of time. Connect prior
knowledge and experiences to text.
• RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
• RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author
uses rhetoric to advance that point of view or purpose.
• RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media
or formats, including visually and quantitatively, as well as in words in order to address a
question or solve a problem.
• SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric
• W.9-19.1 a. Organize information and ideas around a topic to plan and prepare to write.

Objectives:
• Pick out forms of rhetoric used in advertisements
• Cite rhetoric used in writing
• How authors use rhetoric to show their point of view

Materials:
• Print speeches and articles

Daybook 5 min.
Show the class an image. For the image, write down:
— How you are affected by the image: your emotional and or intellectual
response and what it is about the image that you think drove that
response.
— Do you see the use of Ethos, Pathos, or Logos in this image?
* one or two students can share their ideas*

Discussion 10-15 min.

— Advertisers attempt to persuade consumers each day by using a
variety of methods.
* Ask students if they know of any they could share with the
class
—Show advertisements, commercial etc.…. ask students to write in their daybooks which
appeals are most used/seen in the advertisements.
Lesson 40min. (20 min each)
— Discuss the importance of having these in our writings …bring up an article that someone has
written to try an persuade their audience. Students should highlight/find the uses of P,E,L.

Article Options:
(1). https://parenting.blogs.nytimes.com/2014/02/13/students-who-lose-recess-are-the-ones-
who-need-it-most/
(2). https://www.bostonglobe.com/magazine/2014/12/21/school-suspensions-don-work-time-
for-something-better kXQMRlfBWccB8hPduwoHTK/story.html

Ticket out the door:

Show me in your daybook where you have answered these questions.

—What is something that can be persuasive/argumentative that you are passionate about
that you want everyone to know? What rhetorical appeal can you use the most to get your point
across? How will you incorporate the other two?