Professional Documents
Culture Documents
Learning Goals/Objectives:
Learning goal (student-friendly language):
I can demonstrate an understanding of three persuasive techniques
(pathos, logos, and ethos) in advertising
I can analyze advertisements according to their employment of these
techniques
Learning objective (academic/content-area language):
Students will begin to understand rhetorical analysis and its uses for claim and
persuasion across many forms of media and will begin to think critically about its
uses in texts and literature.
Learning Activities
Materials and Resources:
Computer and projector
Internet access
Copies of the rhetorical analysis worksheet
Students each have access to internet, via Chromebooks, cell phones,
iPads, computer lab, etc. (Whatever is available)
Go over learning targets for the day Write learning targets down 3 mins
in notebook
Explain Pathos and what it looks Take notes and ask 3 mins
like in advertising using PowerPoint questions
Explain Ethos and what it looks like Take notes and ask 3 mins
in advertising using PowerPoint questions
Ask what made those commercials Give examples from videos 3 mins
credible? and engage in discussion
Have students partner up and give Be sorted into pairs and 3 mins
instructions for group activity prepare for activity
Ask students to share with class Share what their group 5 mins
what strategy the pairs decided on decided on and support with
and why evidence
Ask students to share with class Share what their group 5 mins
what strategy the pairs decided on decided on and support with
and why evidence
Show third video Watch video and take notes 1 min 30
about observations seconds
Ask students to share with class Share what their group 5 mins
what strategy the pairs decided on decided on and support with
and why evidence
Walk around the room and see how Continue working on activity 5 mins
students are doing and look at
progress on work sheet
Collect exit slips and check for Answer Exit slip questions 5 min
final questions and begin to pack up for the
day
Adjustments For Diverse Learning Needs
Student 1 (IEP or Student 2 (Gifted) Student 3 Student 4 (ELL)
special needs) (Struggling
reader/writer)
Cite your sources. Cite your sources. Cite your sources. Cite your sources.
Incorporates knowledge of this unique group (including their background
knowledge, interests, and individual differences)
Closure (Restate what closure activities you have designed and briefly rationalize
their appropriateness for this lesson):
On an index card, the students will write
1. Their favorite commercial from the ones you watched on your own
2. One thing they learned
3. Their color on the feedback scale (ie, green- I understand the lesson
completely and the learning objectives are true, yellow- I am getting it but I
need to go over it again to be green, red- I do not get this, can we start
over)
This gives me feedback on how well the students understood the lesson to see
how much information I need to restate in the next lesson because this is a
singular lesson in a series of lessons about bias and advertising.
Assessment
Formative Checks:
Formative Assessment Criteria:
Summative Assessment:
Summative Assessment Criteria: