Ethos Pathos Logos

Ronald Donn Neville High School 2016-2017 English II Pre-AP & Gifted
Unit 1 Lesson 4: The beginning of American Identity (or, White Guys in

Wigs). Patrick Henry's "Give Me Liberty" speech & Thomas Paine’s Common
Sense
Text(s): Excerpt, Address to Virginia Convention by Patrick Henry
1. Lesson 4 Summary: Students close read excerpts for rhetorical structure,

observing rhetorical strategies (facts, history, analogy, and parallel
structure) and applying them to writing argument compositions.
2. Lesson Exemplar:
Unit Assessment Connection
Students will learn/learn to :
 Rhetorical devices (students will need to know at

least 5 by heart)
 Consider how the author’s choices to present claims
(e.g., medium, perspective) impact the overall
effectiveness of their arguments. (RI.9-10.8, RI.9-
10.9)
 Pay special attention to the logos, ethos, and
pathos as it is balanced in the text.
The text uses rhetorical strategies to put forth an

argument, thus students examine the impact of occasion
and audience upon the use of rhetorical appeals in a
variety of media
Materials Key: Accommodations: 504's Present 1st Period English II Pre-AP, 7th Period English II GT
DL: Differentiated Learning
LDOE: Louisiana Department of Education materials
TECH: Use of Technology
TMAT: Teacher Made Materials
SA: Student Artifact and Evidence
Lesson Content
Learning Target: Students will identify conventions of writing and provide
feedback to other students concerning style elements and appeals to ETHOS and
PATHOS.
Preparation:
● Students refer back to their LOGOS, ETHOS, PATHOS charts or notes.
● Students should be choosing a topic and drafting a claim to serve as the
THESIS of their argumentative speech. See Extension Task for Unit 1.
● Review Exemplar, “A Hollow Shell” or other exemplars that are models of
excellent work AS WELL as models that need to be workshopped for
rhetoric, parallel structure, evidence, and other conventions of English.
CCSS Standards: See below
Time Frame: Two Weeks
Learning Target: Students will engage in a whole-group reading and discussion

of Patrick Henry’s address focusing on overall structure and rhetoric.
Students will take notes, sharing notes within their talk teams.
Preparation: SA: Have students review and prepare to add to their LOGOS,
ETHOS, PATHOS Cornell notes, focusing on LOGOS and highlighting use of LOGOS in
blue in the text of Henry’s address.
CCSS Standards: see below

Type of
Lesson Steps
Instruction
TT Materials:
LDOE Texts
SA: Student Notebooks
TMAT: Presentation/Modeling
I. Introduction
Whole class
1. Intro to Paine: Take notes in notebook on 7 Arguments:
https://www.youtube.com/watch?v=-1bt6bNmtg8
2. Explanation by Walking Dead Actor:

https://www.youtube.com/watch?v=0iHwndOn-4A
3. Reading of Henry’s Speech:

https://www.youtube.com/watch?v=Cjwonvar-3g
4. Acted and delivered:

https://www.youtube.com/watch?v=DbghWFMLyiA
TT
II. Understanding the Text
5. Annotate Text: Annotate Patrick Henry or Thomas Paine

(teacher will select excerpt). CLEARLY provide notes
that Provide an outline of his points. (RI.9-10.1, RI.9-
10.2, RI.9-10.3, RI.9-10.5)
6. Share examples of annotation, and review both texts.

SOAPSTone review of texts. Students should be able to
provide accurate paraphrase of the texts.
III. Close Reading for Figurative Language and Rhetoric
WC 7. Read selection out loud. Stop-and-write in-class

annotations. Ask students to focus on finding ALLUSION,
ANALOGY, LOGOS, ETHOS, PATHOS, METAPHOR, PARALLELISM,
RHETORICAL QUESTION, IMAGERY, REPETITION. Student aid
should help record notes on Smartboard.
8. Explore Figurative Language (will present with groups,

Jigsaw, use slates or text). (RI.9-10.1, RI.9-10.4,
RI.9-10.6. Students should compare figurative language,
using Cornell notes. Students should identify
figurative language, but should also find examples of
how Paine and Henry use figurative language for
contrasting purposes. Students should be able to
answer; What are some SIGNIFICANT differences between
each author? What can we tell from these differences
about their beliefs?
IV. Think Critically and Make Inferences.
9. Present findings. Choose & present THREE claims by each

writer and explain how the writer uses figurative
language to support that claim. Discuss which you
believe is more convincing, and why. Discuss power of
rhetoric, L/E/P. Be sure to clarify exactly what claim
(reason) the figurative language is being used to
support, and how the figure presents an illustration of
the writers’ PURPOSE by supporting that claim.
a. State position clearly

b. Exposition 1
c. Exposition 2
d. Exposition 3 (If needed)
e. Conclude/Reconnect with position
(RI.9-10.4, RI.9-10.6)
V. Show What You Know
10. Introduction to Logical Fallacies (In-Class):

“Argument, Logical Fallacies, and Patrick Henry” team
worksheet
VI. Knowledge Check
11. Students should review and take Actively Learn

quiz. Should use Quizlet to study:
Thomas Paine’s “Common Sense” notes:

https://quizlet.com/_2jshit
Examples of Literary Devices in Henry:

https://quizlet.com/_2jsj3w
Individual Students should be preparing for Extension Task.
As a result of Henry’s effective use of rhetoric and persuasive appeals, the

decision was made by the Convention to side with the rebels. Immediately
following this speech, the vote was called for and Patrick Henry’s side held by
two votes. Had it not been for this speech, we would have probably lost the
war, as members of his audience included George Washington, Thomas Jefferson,
and John Adams.
Argument, Logical Fallacies, and Patrick Henry
About Patrick Henry’s “Speech the Second Virginia Convention”:

It's important to note that most delegates at the Second Virginia
Convention were in favor of diplomatic resolution. They were wary of the toll
that military action against the powerful British army would bring.
OVERVIEW & INSTRUCTIONS: After completing part I. Logical Fallacies, use page
2 to write a ONE-PARAGRAPH rebuttal to Henry’s speech (7-10 sentences). Your
paragraph must use the following rhetorical tactics we have covered:
 Balanced appeals to LOGOS, ETHOS, and PATHOS

 Parallel Structure
 Repetition of key words (to enforce main idea)
 Classification OR Cause-Effect reasoning
 Use analogy to illustrate your point.
Also, intentionally include a logical fallacy (see below).
When you are finished, follow the directions provided.
I. LOGICAL FALLACIES and the Speech to the Second Virginia Convention
There are dozens of logical fallacies in the world of argumentation,

but for the sake of this task, we will focus on a few of the most
prevalent. Review the “Logical Fallacies” below, and provide an
example of each from Patrick Henry’s “Speech to the Second Virginia
Convention.” Be sure to CITE the page or paragraph number from which
your example is taken.
1. Hasty generalization — a conclusion based on insufficient evidence

or biased reasoning
Example:
______________________________________________________________________
_________
2. Post hoc ergo propter hoc — assuming that if 'B' occurred after 'A'
then 'A' must have caused 'B' (also known as false cause)
Example:
______________________________________________________________________
_________
3. Begging the claim — assuming in the claim something that needs to
be proven in the body of the argument

Example:
______________________________________________________________________
_________
4. False dichotomy — reducing an argument to a choice between 'A'

and 'B', when a 'C' (or more) exists
Example:
______________________________________________________________________
_________
5. Ad hominem — Attacking an opponent's character without addressing

the argument at hand.
Example:
______________________________________________________________________
_________
II. REBUTTAL: ARGUE WITH PATRICK HENRY!
A rebuttal is a reasoned argument against an opposing argument or

claim. Below, write a ONE-PARAGRAPH rebuttal to Henry’s claims,
pointing out flaws in his argument (7-10 sentences).
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Once you have finished, answer the following by quoting your own
paragraph above.
1. Write your appeal to

PATHOS:_________________________________________________
2. Write your appeal to LOGOS:

_________________________________________________
3. Write your appeal to ETHOS:

_________________________________________________
4. Write your use of PARALLEL STRUCTURE:

_____________________________________________
5. Identify your REPETITION & the MAIN IDEA it enforces:

__________________________________
6. Summarize your CAUSE-EFFECT

REASONING:___________________________________________
7. Identify your use of ANALOGY:

_________________________________________________
ARGUMENT ESSAY: OUTLINE MODEL USING HIT/SEEC/BED

METHOD
Thesis:
I. Introduction
A. Hook
B. Introduction of Author/Topic and Primary Source, If Literary Analysis
C. Thesis Statement that provides summary of points to be covered, IN
ORDER OF APPEARANCE
II. Body Paragraph 1

A. Topic Sentence (If argument, then Reason 1)
i. Statement that asserts part of Thesis
ii. Explanation of statement
iii. Evidence from Text
iv. Connection of evidence to Thesis.
III. Body Paragraph 2

B. Topic Sentence (If argument, then Reason 1)
IV. Body Paragraph 3

C. Topic Sentence (If argument, then Reason 1)
V. Body Paragraph 4 (Complication/Counterargument)

D. Topic Sentence (If argument, then Reason 1)
iv. Connection of evidence to larger purpose of argument.
VI. Conclusion:
A. Bookend (return to Hook)
B. Elaborate & explain larger purpose: What’s at stake?
C. Do not end on clichés or REPEAT THESIS WORD FOR WORD. Leave us thinking.
Check for the the following common errors:
-Titles punctuated correctly

-"You" and other informal devices
-“People, many, things” statements
-“Says, talks,shows” verbs
-“There are” “This” beginnings of sentences
-MLA citations
-Improperly integrated quotes (quotes as subjects, freestanding quotes)
-Misplaced modifiers
-Parallel structure problems
-Fragments, fused sentences, comma splices (use ChompChomp worksheets)
Exemplar: Patrick Henry’s Rhetoric
In his historically famous speech to the Virginia Convention, Patrick

Henry applies the elements of rhetoric and persuasive appeals. His purpose is
to convince the colonists of Virginia to join the rebellion against British
tyranny. His use of allusions, charged words, and rhetorical questions,
combined with strong logos, pathos, and ethos swayed the vote to fight with
those colonial rebels.
The rhetorical devices he uses, such as rhetorical questions, allusions,

and charged words, speak to the persuasive appeals of logos, pathos, and ethos.
For example, he explains that it is “natural to man to indulge in hope” (par.
2). However, to hope in vain is irrational which he suggests in the question,
“Is this the part of wise man, engaged in the great and arduous struggle for
liberty?” (par. 2). Here Henry is attempting to demonstrate by contrast what
the logical action should be. Another example of his use of rhetorical
questions occurs in paragraph 3 when he states, “Are fleets and armies
necessary to a work of love and reconciliation?” This statement continues to
build upon logic through showing a counter balance between what is being done
and what is wanted.
The patriot includes several examples of pathos through both charged

words and allusions. In paragraph 3, Henry refers to the fleets and armies as
“implements of war and subjugation; the last arguments to which kings resort.”
Words such as implements of war, subjugation, and arguments convey a
connotation of hostility and irreconcilability. These emotions fly in the face
of previous speakers who claimed the best choice would be to back England.
Pathos is also exemplified in the allusions that Henry uses. In paragraph 4,
Henry alludes to the allure of the songs of Sirens, mythical creatures whose
beautiful songs drew sailors to their death and destruction. Another allusion
in paragraph 3 refers to betrayal. Henry states, “Suffer not yourselves to be
betrayed with a kiss.” This is a reference to the betrayal of Christ by Judas
who kissed his cheek as a signal to the Roman soldiers. Both of these
allusions are intended to create a feeling of fear and suspicion in considering
remaining loyal to England.
While Henry was a passionate speaker, his demeanor or ethos contributed

greatly to his achieving his purpose. At the beginning of his speech, he
praises the patriotism and abilities of those who held ideas different from
his. This demonstrates humility and respect to those “worthy gentlemen.” By
showing deference he establishes rapport with his audience. He continues to
build his case by stating, “Should I keep back my opinions at such a time,
through fear of giving offense, I should consider myself as guilty of treason
to my country, and of an act of disloyalty toward the majesty of heaven, which
I revere above all earthly kings” (par. 1). With this statement Patrick Henry
moves from lowly humility towards the impassioned patriot, dedicated to
following a higher calling.

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Ronald Donn Neville High School 2016-2017 English II Pre-AP & Gifted

Unit 1 Lesson 4: The beginning of American Identity (or, White Guys in

Text(s): Excerpt, Address to Virginia Convention by Patrick Henry

1. Lesson 4 Summary: Students close read excerpts for rhetorical structure,

Students will learn/learn to :

 Rhetorical devices (students will need to know at

The text uses rhetorical strategies to put forth an

Time Frame: Two Weeks

Learning Target: Students will engage in a whole-group reading and discussion

CCSS Standards: see below

2. Explanation by Walking Dead Actor:

3. Reading of Henry’s Speech:

4. Acted and delivered:

5. Annotate Text: Annotate Patrick Henry or Thomas Paine

6. Share examples of annotation, and review both texts.

III. Close Reading for Figurative Language and Rhetoric

WC 7. Read selection out loud. Stop-and-write in-class

8. Explore Figurative Language (will present with groups,

IV. Think Critically and Make Inferences.

9. Present findings. Choose & present THREE claims by each

a. State position clearly

V. Show What You Know

10. Introduction to Logical Fallacies (In-Class):

VI. Knowledge Check

11. Students should review and take Actively Learn

Thomas Paine’s “Common Sense” notes:

Examples of Literary Devices in Henry:

Individual Students should be preparing for Extension Task.

As a result of Henry’s effective use of rhetoric and persuasive appeals, the

Argument, Logical Fallacies, and Patrick Henry

About Patrick Henry’s “Speech the Second Virginia Convention”:

 Balanced appeals to LOGOS, ETHOS, and PATHOS

Also, intentionally include a logical fallacy (see below).

When you are finished, follow the directions provided.

I. LOGICAL FALLACIES and the Speech to the Second Virginia Convention

There are dozens of logical fallacies in the world of argumentation,

1. Hasty generalization — a conclusion based on insufficient evidence

3. Begging the claim — assuming in the claim something that needs to

be proven in the body of the argument

4. False dichotomy — reducing an argument to a choice between 'A'

5. Ad hominem — Attacking an opponent's character without addressing

II. REBUTTAL: ARGUE WITH PATRICK HENRY!

A rebuttal is a reasoned argument against an opposing argument or

1. Write your appeal to

2. Write your appeal to LOGOS:

3. Write your appeal to ETHOS:

4. Write your use of PARALLEL STRUCTURE:

5. Identify your REPETITION & the MAIN IDEA it enforces:

6. Summarize your CAUSE-EFFECT

7. Identify your use of ANALOGY:

ARGUMENT ESSAY: OUTLINE MODEL USING HIT/SEEC/BED

II. Body Paragraph 1

III. Body Paragraph 2

IV. Body Paragraph 3

V. Body Paragraph 4 (Complication/Counterargument)

-Titles punctuated correctly

Exemplar: Patrick Henry’s Rhetoric

In his historically famous speech to the Virginia Convention, Patrick

The rhetorical devices he uses, such as rhetorical questions, allusions,

The patriot includes several examples of pathos through both charged

While Henry was a passionate speaker, his demeanor or ethos contributed

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