SPD 200 Step-by-Step Teaching and Learning Essays

One student is very private and shy about participating in the classroom; she is on anxiety medication to help her relax in the school environment. Students are in their last quarter before they become sophomores in high school.

Students will work in pairs, participate in whole group instruction, and complete independent tasks.

Another factor to consider is to provide appropriate models for all my students to analyze rhetorical devices. When picking such models for students to do their argumentative unit I picked a topic that would be interesting to them, food!

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 anticipates the audience’s knowledge level and concerns.

Pathos: Appealing to one’s emotions (heart)

Logos: Logic and/or data use (brain)

Pens/ pencils/ highlighters

Notebook paper

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-at-school/tools-to-determine-a-books-complexity/the-lexile-analyzer/

Lesson will begin with some 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

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.

10 mins.

·       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 2-3 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.

15 mins.

·       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 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. Give 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.

15 mins.

·       Teacher will ask students to open their notebook and brainstorm 3 different topics of their choosing that they would like to argue to persuade a reader.

·       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 and come put with enough ethos, pathos, and logos information to argue the topic to persuade their reader and circle their final choice.

·       Teacher will have students open their notebook and divide into 3 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.

·       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 2-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 1-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.

·       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).

·       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 5 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).

15 mins with completion of activity for homework

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

15-20 mins.