EDIS 5882

Lesson Plan Template

Unit Title: Julius Caesar
Class: 10th grade Honors, 25 students; about of the class qualifies as Gifted
Plan type: Full-Detail
Critical Learning Objectives being taught in this lesson:
SWBAT:
Cognitive (know/understand):
1. Students will understand that artistry enhances persuasion.
2. Students will know the rhetorical strategies and figurative language that one uses to
create an argument.
Performance (do):
3. Students will be able to identify the rhetorical strategies and figurative language within a
media advertisement.
4. Students will be able to explain the intended purpose of these strategies.
5. Students will be able to analyze the ways that Cassius portrays Caesar in Act I compare
this portrayal to the advertisements. [Another lesson]
SOLs: [List with numbers portrayed in the SOL document]
10.2 The student will analyze, produce, and examine similarities and differences between
visual and verbal media messages.
d) Identify the tools and techniques used to achieve the intended focus.
CCSs: [List with numbers portrayed in the CCS document]
CCSS.ELA-LITERACY.RI.9-10.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false statements and
fallacious reasoning.

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement:
[Changes in this arrangement that become necessary later will be noted in the plan]
1. [10 mins.] Bridge/Hook/Opening to lesson:
Hello class! The bell has rung; please sit down in your seats. How is everyone
doing today? Students: Okay, tired, pretty good. Hope you all had a good

weekend. Just as a reminder, you guys have a quiz on Act II and Act III tomorrow,
so please review over your study guides in order to prepare.
Today, we are going to look at advertisements and media messages so that we can
apply some of the knowledge that we learned about rhetorical strategies in Julius
Caesar to contemporary media messages. It is important to be aware of the ways
that people convey messages in the media so that they can persuade you to buy
their product.
So before we start looking at advertisements, lets review over some of the
rhetorical strategies we talked about last week. What are some of these
strategies? [I write strategies on the board as students raise their hands/call them
out]
Student responses:
Ethos, pathos, logos
Parallelism: anaphora, chiasmus, antithesis
Rhetorical question, counterargument
Great! So those are the rhetorical strategies we learned while reading Julius
Caesar. Today, we are going to think mainly about ethos, pathos and logos. We
are also going to think about some of the poetic terms that we learned last
semester and how they also work to enhance someones argument. What are some
of the poetry terms we learned last semester, particularly in terms of figurative
language?
Student responses:
Metaphor, simile, hyperbole, paradox, personification, idiom, tone, mood,
imagery, symbolism
Okay, good. So today we are going to examine advertisements and identify ways
that they use these devices to persuade us to buy their product. You are going to
identify any of these devices and then place them under one of the three appeals
by Aristotle.
2. [7 mins.] Step 1: Guided Practice Identifying Strategies of Persuasion
[I pass out a handout] So as you can see, I have different advertisements placed
around the room. Im going to place you into groups and you will rotate to
identify the different rhetorical strategies or poetic device that the advertisement
uses to convey its message. We will also think about the intended audience of the
advertisement.

Lets practice doing one together. [I project an advertisement on the screen and
we practice identifying rhetorical strategies and the intended audience as a class.]
3. [18 mins.] Step 2: Groupwork Identifying Strategies of Persuasion
So now I will place you into groups. Lets count off from 1-6. [Students count off
from 1-6 and I assign the groups to the advertisements they will start out with.
The students spend about 3 minutes per advertisement. I move the advertisements
between the different groups during the transition moments]
4. [9 mins.] Step 3: Class Discussion about Advertisements
The class discusses their findings after analyzing the advertisements and they come to
generalizations about the use of poetic devices in rhetoric.
Possible generalizations: Advertisements use hyperbole to emphasize the transcendental
effects of their products. Athletic advertisements compare humans to other creatures in
order to persuade them how powerful their product will make their customers.
5. [1 mins] Closure:
The teacher relates the material back to Julius Caesar and tells the students they will look at
a passage from Julius Caesar more carefully in the future.

Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.
Formative Assessment
Handout (KUD 1-4)
Class discussion (KUD 3-5)
Summative Assessment
Julius Caesar Test (KUD 1-2) on a later date
Differentiated Instruction to accommodate one or more of my students:
On the student surveys, the students said that they felt that a small group SOL Brainstorm
activity in which they rotated between five brainstorms was helpful to their learning.
In an alternative lesson, I might decide to have students choose which advertisement they would
like to do based on their interests. I would have them rotate only twice, completing the handout
for just two advertisements before moving to a large group discussion.
Materials Needed:
Handout
Powerpoint

Advertisements
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc
Rhetorical Strategies and Poetic Devices
Advertisement #1
1. What is the name of the company that is advertising?

2. What poetic devices or rhetorical strategies do you notice in this advertisement?

What are the connotations of this image? Explain or cite specific evidence to
support your claim.

3. Which of the three Aristotelian appeals do these strategies support? Explain why.

4. Based upon your answers to questions 2-3, what message is the advertising company
trying to send through its images and words?

5. Who do you think is the intended audience of the advertisement?