STEPP Lesson Plan Form

Teacher: Shinkle & Soto-Vazquez

Date: April 21st, 2015
School: Lincoln Middle School

Grade Level: 8th

Title: Argumentation & Debate

Content Area: English

Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson: (Write Content Standards directly

from the standard)
Standard: 4. Research and Reasoning
Prepared Graduates:
Gather information from a variety of sources; analyze and evaluate the quality and
relevance of the source; and use it to answer complex questions
Understandings: (Big Ideas)
Students can:
a. Take a position on an issue and support it using quality reasoning
b. Analyze own or others appeal for purpose, question at issue, information, points of
view, implications and consequences, assumptions, and concepts
c. Evaluate own or others appeal for relevance, clarity, accuracy, fairness,
significance, depth, breadth, logic, and precision
d. Use appropriate media to demonstrate reasoning and explain decisions in the
creative process
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
1. How does someone determine the logic, emotion, and credibility of a position on

an issue and support it with quality reasoning and assessment?

6. What is an example of a time when you looked at two sides of an issue?

Evidence Outcomes: (Learning Targets)
I can: Identify and use Ethos, Pathos, Logos in an image, video, or written text.
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This means: I can look at a text (image/video) and know what rhetorical appeal it is
using. I can determine if it is ethos, pathos, and logos and explain how I know in
speech or writing. From here, I can transfer these skills to my debate.
List of Assessments: (Write the number of the learning target associated with each
assessment)
Our assessment would be formative and informal, based on their conversations in
class during the activity, as well as the written components that they will turn into us
at the end of the lesson. Those worksheets are their tickets to leave class, but their
oral reports while we walk around and question them should be just as valid as their
writing. This will allow us to see who knows what, and which kids are more
comfortable talking than writing.

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Planned Lesson Activities
Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity. Think
of the purpose as the mini-rationale for what
you are trying to accomplish through this
lesson.
Approx. Time and Materials
How long do you expect the activity to last
and what materials will you need?
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson, To
put students into a receptive frame of mind.
To focus student attention on the
lesson.
To create an organizing framework for
the ideas, principles, or information
that is to follow (advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures
(Include a play-by-play account of what
students and teacher will do from the minute
they arrive to the minute they leave your
classroom. Indicate the length of each
segment of the lesson. List actual minutes.)

Ethos, Pathos, Logos

This lesson is planned for practicing the identification of these three
rhetorical strategies by exposing the students to different ads and videos. It
will make the students realize that ethos, pathos, and logos is something
that is being fed to them all the time instead of it just existing in academia.
We have a printed handout for them to fill out. We will need the smartboard, a laptop, and internet access for this lesson. We expect this to take
all class period.
We plan to grab the students attention with an interactive warm-up on the
smart- board. Then we will pass out their hand out and assess their
background knowledge right away. After they answer the first several
questions, we will have a class discussion and a review of ethos, pathos,
and logos. After this review, students should have a better understanding
of these three appeals, and if not, we will talk about them in more detail.
We will then look at two different videos and analyze them for their use of
rhetoric. We will model how to analyze a video by stopping and starting it,
while pointing out elements of ethos, pathos, and logos. We will then have
them transfer these skills to the second video, and allow them to analyze it
themselves. If time allows, we will talk about their answers at the end.

5-10 minutes of getting settled and announcements.

15 minute warm up on smart board.
10 minutes pre-assess writing.
10 minutes review of ethos, pathos, and logos.
20 minutes looking at ASPCA commercial and analyzing together
(modeling).

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Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things together
in their own minds, to make sense out of
what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure
is used:
To cue students to the fact that they
have arrived at an important point in
the lesson or the end of a lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced for
a child, how will you modify it so that they
can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop their

15 minutes of them looking at Mumia video and they record their findings
on their own.
10 minutes pair and share, maybe share out examples to class.

The closure of this entire lesson will be watching the final video and asking
them to record their findings for the next ten to fifteen minutes. After
finishing, we will either do a pair and share or share a few examples with
the entire class. We will tell them that, once they complete this activity to
bring their papers up to the front to either Ms. Swoti or Ms. Rosie. And we
will try to close, if time permits, by rehashing what we hoped this lesson
accomplished. We will ask them if they feel more secure about these
concepts and if they have any questions. We will imply once again that this
content is not just academic, but is really prevalent in their own lives with
how much they are exposed to advertisements. We will state that we hope
the last video helped bring this closer to their debates as well.

Modify: If the kids are having difficulty finding elements in the videos, then
they can certainly talk to their peers about it. We will also walk around and
be available to help if anyone has questions. We tried to diversify by
providing multiple visual examples, and allow them to orally give, or write
their answers.

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emerging skills?

Assessment
How will you know if students met the
learning targets? Write a description of what
you were looking for in each assessment.

To Extend: We give the students ample time to write and opportunities to

share out. So those who are not struggling can apply themselves by sharing
with the class or writing more in detail. We will go around and question
them, to push their thinking further.
We will know by their participation in the warm-up, their written responses,
and how those responses change from the first few questions to the last. We
will also know informally by walking around and listening to their
conversations, and by what students share in class. And we will know by
walking around and talking to them individually.

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