Activity: SB 3.

11-Facts and Feelings: Rhetorical

Appeals in Argumentative Writing
Date: Monday 03/09/2015
Teacher: Rodriguez
NVACS Standard(s):
Collaborating Teachers: ELA 6 Teachers
RI.6.5- analyze how a particular sentence,
Subject(s): ELA
paragraph, chapter, or section fits into the
Essential Questions:
overall structure of a text and contributes
1. Why do we have controversy in
to the development of the ideas
society?
RI.6.6-Determine an authors point of view
2. How do we communicate in order to
or purpose in a text and explain how it is
convince others?
conveyed in the text
Additional standards: RI.6.2; RI.6.2; RI.6.3;
RI.6.4; RI.6.8; RI.6.10; L.6.6
Objective: I will identify logos and pathos
used in an argument; explain how evidence
is relevant and sufficient to support a
claim.
Warm-Up/Introduction:
Look at the following cartoon. What appeal is the boy using in order to avoid a bath?

He is appealing to the mothers logic by telling her that if he only takes a

bath once a month, they can conserve water and save money.
NEPF IS 1.1: Teacher activates all students initial understanding of new concepts and
skills. The cartoon will attract student attention in order to spark an understanding of
appeals, both logical and emotional.
Daily Review (identify instructional standard/indicator):
Essential questions, debate, controversy, perspective, argumentation, reasons, evidence,
citation, credibility, visual displays
Concept/Skill Development (including 3+ high level questions) & (identify
instructional standard/indicator):
Discuss warm-up and daily review
Ask students what appeal means to them. Read Rhetoric and Rhetorical Appeals.
Discuss logos and pathos.
Add rhetorical appeals, logos, and pathos to vocab section and word wall.
Discuss: How do you think people choose issues to support? (DOK 2)
Read the background info on Grand Council Fire to familiarize students with the
issue.
Shared reading of About the Author
Examine Academic Vocabulary box: relevant and sufficient, students will add words
to vocab section.
Key Ideas and Details Questions:
1. What is the speakers tone? Give examples to support your answer. (DOK 2)

2. What is the purpose of this speech? Who is the audience? Provide textual evidence
to support your answer. (DOK 3)

Practice & Application (Guided/Independent/Group Practice) (identify

instructional standard/indicator):
1. Shared reading of The First Americans. Half the class will highlight examples of
logos and the other half will highlight examples of pathos.
2. Students will answer the Key Ideas and Details questions.
3. In small groups, students will be assigned two paragraphs of the text. They will
reread their section, mark the reasons used in their section and discuss if they are
appeals to pathos or logos.
NEPF IS 2.2 Tasks place appropriate demands on each student. Students are asked to
identify only one rhetorical appeal in the most difficult text. We discuss both rhetorical
appeals as a class. For the simpler text, students are asked to identify both logos and
pathos by themselves. The tasks place appropriate demands on each student because
they are working independently, but the task is not too challenging.
4. Groups will share their findings with the class as the class records the examples in
the appropriate graphic organizer.
5. Independently, students will choose one piece of evidence and discuss how it is
both relevant and sufficient to support the claim of the letter. (DOK 3)
6. Students will revisit the childrens book I Wanna Iguana. They will classify the
evidence the boy provides under Appeals to Reason or Appeals to Feelings
NEPF IS 3.2 Teacher provides opportunities for all students to create and interpret
multiple representations. Students are evaluating appeals to logic and emotion in a
complex text, as well as a childrens picture book.
7. Check Your Understanding: Which text do you find the most convincing? Explain
how that author incorporated rhetorical appeals to create the argument. Did the
argument of that text use one kind of appeal logos or pathos more than the
other? (DOK 3)
*Rigorous Curriculum (identify instructional standard/indicator):
Identify specific activities that the students will complete and the Depth of
Knowledge level they will be exhibiting.
Answer discussion questions (DOK 2-3)
Evaluate evidence (DOK 3)
Check your Understanding question (DOK 3)
Assessment (Formative - include Homework - & Summative) (identify
instructional standard/indicator):
Homework: 2 double entry journals due on Friday. Study for vocabulary quiz on
Wednesday.
Assessments: Assess students ability to identify examples of logos and pathos. Check
that they can differentiate between the two. Pay attention to their ability to complete the
graphic organizer collaboratively and independently.
NEPF IS 5.3 teacher structures opportunities to generate evidence of learning during

the lesson of all students. The graphic organizers will show if students understood how to
differentiate between logos and pathos. Since the books will be checked, it will generate
evidence of learning for all students. A review of the material can be conducted for
students that did not complete the organizers or were unable to differentiate between
pathos and logos.
Long-Term Review & Closure (identify instructional standard/indicator):
Review vocabulary words in the activity. Emphasize logos and pathos in upcoming
activities.
Closure: Refer back to the objective. Ask students to identify the skills they worked on
during this activity. Survey students on where to place the skills in the stoplight.
NEPF IS 4.1 Teacher and all students understand what students are learning, why they
are learning it, and how they will know that they have learned it. The stoplight activity
asks students what they learned, how it ties in to the embedded assessment, and what
specific activities they completed to learn each skill.
Supplementary Materials:
Potential Modifications to Lesson:
I Wanna Iguana video
To extend for students who are prepared,
Highlighters
turn the Check Your Understanding
question into a formal letter where they
convince their audience to agree with the
text they selected. To support students,
have them work in groups to answer the
Check Your Understanding question.