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Consumerism and Voting: Understanding Persuasive TechniquesJacob FenleyStudent Teaching – Spring 2013English 12 APLAMP CalendarDay 1: Introduction of Unit – Terms/PretestDay 2: Rhetorical Strategies in AdsDay 3: Logical Fallacies NotesDay 4: Combining Ethos/Pathos/Logos with Logical FallaciesDay 5: Political Speech Analysis: Barack ObamaDay 6: Political Speech Analysis: Mitt RomneyDay 7: Logical Fallacy QuizDay 8: Introduction of Project/Work DayDay 9: Work DayDay 10: Presentation/Post-TestLesson 1: Terms and Pre-testFocus: The focus of this lesson is to give time for students to take the pre-test, and to introduce rhetorical strategies: Ethos, Pathos, Logos.Objectives:Students will complete the unit pre-test.Students will be able to define ethos, pathos, and logos.Materials:White board/MarkersDefinitions of Ethos, Pathos, and LogosPre-testProcedures:Introduce the main goals of the unit: Students will learn to evaluate the different ways companies and public officials use rhetorical strategies to influence public decisions and votes.Hand out pre-test, ask students to try their hardest, but inform them that the grade will be recorded as effort.Write definitions of ethos, pathos, and logos on the board. Ethos: Credibility; Pathos: Emotion; Logos: Logic.Write examples of ethos, pathos, logos on the board.Discuss each written examples with the class to determine which examples are examples of which rhetorical strategies.Discuss the applications these rhetorical strategies have in the world of advertising and campaigning.Assessment:Collect student pre-tests and assess for pre-unit data.Through class discussion, determine students’ ability to define ethos, pathos, and logos.Strategies:Class DiscussionScaffoldingActivating Prior KnowledgeLesson 2: Rhetorical Strategies in AdvertisementsFocus: This lesson reviews the three key persuasion techniques used in advertising: Ethos, logos, and pathos; it also discusses how they are effectively used in advertisements.Materials:PencilOld MagazinesGoogle Images AccessGraphic Organizer HandoutProcedures:Review ethos with students and discuss examples.Review pathos with students and discuss examples.Review logos with students and discuss examples.Ask students to discuss: Where do you encounter these on a daily basis (Advertising)?Which specific advertisements come to mind when you think of ethos, pathos, and logos?Explain assignment to students: You will receive a graphic organizer that asks you to find 5 example advertisements and to list the ways that ad uses ethos, logos, and pathos.Handout graphic organizer and allow students time to complete the assignment.Discuss the students’ answers in a class discussion.Collect assignments and ask to students to reflect: Do you think advertisements have an effect on what you purchase or believe?Assessment:Collect and assess graphic organizers for understanding of three key persuastion techniques in example rmally assess, through discussion.Name _________________________________________________________________AdvertisementEthosPathosLogosEffectiveness of Advertisement. Why or why not?Lesson 3: Introducing Logical FallaciesFocus:This lesson will introduce another effective rhetorical strategy found in advertisements and political arguments: logical fallacies.Objectives:Students will define a list of example logical fallacies.Students will write example sentences/slogans that exemplify logical fallacies.Materials:Pencil/PensLogical Fallacy Note PageExamples of Logical Fallacies to reinforce definitionsProcedures:Review ethos, pathos, and logos with the students.Explain what a logical fallacy is: an argument for a position that appears to make sense, and may even be convincing, but is logically flawed when examined.Hand out note sheet.Give students a definition of each fallacy, allowing time for them to write the definition of each. Discuss examples of each.After giving each definition, ask students to write an example for each fallacy.Collect assignment sheets for assessment.Assessment:Monitor student completion of the logical fallacy note sheet, and ensure understanding through discussion.Collect and formally assess written fallacies to check for comprehension. Logical Fallacy Note SheetDefine each of the following logical fallacies in the space provided.Slippery Slope: __________________________________________________________________________________________________________________________________________________________________________________________________________________Hasty Generalization: __________________________________________________________________________________________________________________________________________________________________________________________________________________Genetic Fallacy: __________________________________________________________________________________________________________________________________________________________________________________________________________________Bandwagon: __________________________________________________________________________________________________________________________________________________________________________________________________________________Ad Hominem: __________________________________________________________________________________________________________________________________________________________________________________________________________________Red Herring: __________________________________________________________________________________________________________________________________________________________________________________________________________________False Cause: __________________________________________________________________________________________________________________________________________________________________________________________________________________Lesson 4: Combining Rhetorical Strategies with Logical FallaciesFocus:This lesson shows students how rhetorical strategies can be used together in order to produce a logical, emotional argument that many will believe.Objectives:Students will discover how advertisements use a combination of many rhetorical strategies in order to form a more convincing argument.Materials:Example TV Commercials (Youtube)Logical Fallacy Definitions from last classPencilsPaperProcedures:Pass back logical fallacy definitions.Ask students to share the fallacies they have written. Note if any use ethos/logos/pathos as well as logical fallacies.Ask students: what are some ways we could use both logical fallacies and rhetorical strategies in one slogan or advertisement?Put students into groups and ask them to discuss. Give them time to discuss.Ask students to share their thoughts or examples, then separate groups.Assign students to write their own slogans for a product or argument that uses some combination of ethos, pathos, and pathos as well as a logical fallacy.Give time in class for students to write examples.Collect student examples of written slogans for assessment.Assessment:Assess student understanding of concept through informal discussion, as well as formally through collection of the assignment.Lesson 5: Examining Logical Fallacies and Rhetorical Strategies in Political SpeechesFocus:The focus of this lesson is to review logical fallacies and rhetorical devices, as well as being able to identify them in speeches given by modern politicians. Also, the connection between advertising and political advertising is examined.Objectives:Students will be able to identify rhetorical devices (Ethos, pathos, logos) used in a modern political speech.Students will be able to identify logical fallacies (Red Herring, False Cause, Bandwagon, Ad Hominem, Hasty Generalization) used by politicians in a modern political speech.Materials:Speech (Barack Obama)PaperPen/PencilReview Notes (Board)ProjectorProcedures:Review the rhetorical devices on the board by asking students for definitions and examplesReview logical fallacies on the board by asking students for examples and definitionsLecture about how these devices can be used in advertising as well as in political campaign speechesAsk students to have paper ready, numbered 1-4 (Ethos, Pathos, Logos, Logical Fallacies), identify the devices used in a speech as they watch itAsk students to vote on which candidate’s speech they would like to watch firstPlay the speech on the projectorMonitor class behavior and performance on the task as the speech playsAfter the speech concludes, ask students to share different devices they identifiedCollect the student papers for assessmentFor tomorrow: (Mitt Romney’s use of Pathos vs. Obama’s use of Logos?)Assessment:Collect student papers and assess for accurate identification of rhetorical devices used by the candidate in the speech.Assess student papers for accurate identification of logical fallacies used by the candidate in the speech.Standards:ELA 12.7.9ELA 12.7.13Lesson 6: Examining Logical Fallacies and Rhetorical Strategies in Political Speeches (2)Focus:The focus of this lesson is to review logical fallacies and rhetorical devices, as well as being able to identify them in speeches given by modern politicians. Also, the connection between advertising and political advertising is examined.Objectives:Students will be able to identify rhetorical devices (Ethos, pathos, logos) used in a modern political speech.Students will be able to identify logical fallacies (Red Herring, False Cause, Bandwagon, Ad Hominem, Hasty Generalization) used by politicians in a modern political speech.Materials:Speech (Mitt Romney)PaperPen/PencilReview Notes (Board)ProjectorProcedures:Review the rhetorical devices on the board by asking students for definitions and examplesReview logical fallacies on the board by asking students for examples and definitionsLecture about how these devices can be used in advertising as well as in political campaign speechesAsk students to have paper ready, numbered 1-4 (Ethos, Pathos, Logos, Logical Fallacies), identify the devices used in a speech as they watch itAsk students to vote on which candidate’s speech they would like to watch firstPlay the speech on the projectorMonitor class behavior and performance on the task as the speech playsAfter the speech concludes, ask students to share different devices they identifiedCollect the student papers for assessmentFor tomorrow: (Mitt Romney’s use of Pathos vs. Obama’s use of Logos?)Assessment:Collect student papers and assess for accurate identification of rhetorical devices used by the candidate in the speech.Assess student papers for accurate identification of logical fallacies used by the candidate in the speech.Standards:ELA 12.7.9ELA 12.7.13Lesson 7: Logical Fallacy Worksheet – Reinforcing UnderstandingFocus:The focus of this lesson is to reinforce the 5 most commonly used logical fallacies: Hasty Generalization, False Cause, Ad Hominem, Bandwagon, and Red Herring.Objectives:Students will show their knowledge of the most common logical fallacies.Students will use higher-order thinking in order to connect logical fallacies to real-world application.Materials:ProjectorLogical Fallacy WorksheetPens/PencilsDefinition SheetsProcedures:Explain the 5 most commonly used logical fallacies: Hasty Generalization, False Cause, Ad Hominem, Bandwagon, and Red Herring.Write examples on the board and discuss their effectiveness and definition.Hand out worksheet and give students time to complete.As students complete the work, collect the assignment.Once students’ are finished, project the questions to the front of the room.Move from question to question, discussing possible answers and “most correct” answers.Ask students to share what they wrote for the last, open-ended question.Discuss as a class.Assessment:Collect student papers to objectively assess questions 1-20 for the ability to define and identify the logical fallacies.Collect student papers and assess the final question to determine the students’ application of logical fallacies to real-world scenarios.Lesson 8: Media Design Project (1/3)Focus: The focus of this lesson is for students to begin working in groups on the actual creation of the group advertisement.Objectives:Students will determine which medium they will be using for their project (print, video, theatre, etc.).Students will decide on which logical fallacy they want to use, and which slogan for their advertisement.Materials:Group ListMedia Advertisement Project handoutMarkersPaperComputer Lab (optional)Procedures:Begin class by reviewing all 5 logical fallacies (Hasty Generalization, Red Herring, Bandwagon, False Cause, and Ad Hominem)Hand out Media Advertisement HandoutGive students list of objectives for the day: 1.) Determine Your Topic 2.) Determine which fallacy you want to use 3.) Determine your slogan 4.) Begin working on your advertisementHave students get together with their groups (determine group leader)Ask students to send group leader back to me to record their information.Before the end of the period, check for each group’s completion of each goal.Strategies:GroupingHandoutVisual LearnersExplicit TimingHands-on Active ParticipationAssessment:I will ask each group leader to report to me by the end of the period:Which medium the group will use.Which logical fallacy and slogan the group will use.I will assess each of the group’s decisions to ensure they are accomplishing the projects objectives.Lesson 9: Media Design Project (2/3)Focus:This lesson gives students time in class to work on the project. (Add more days if needed)Objective:Students will complete their projects in class and be ready to present them the following day.Materials:(Previous Lesson)Procedures:Ensure students are on-task working on their projects at the beginning of class.Monitor group work to ensure groups are succeeding at their project creation.Be available for questions or concerns.Collect completed group-work to ensure it will be read for presentation the following day.Assessment:I will collect student projects in order to determine which groups have met the objective of finishing the assignment in class. If few have, adjustments can be made to push back the deadline.Lesson 10: Group Presentations (3/3)Focus:The focus of this lesson is for each group to present their media project to the class to prove knowledge of logical fallacies and other rhetorical strategies.Objectives:Students will create a project that effectively demonstrates their understanding and comprehension of logical fallacies and rhetorical strategies.Students will have worked effectively in groups.Materials:Group Project RubricMedia Needs (Projectors, connectors, etc.)Procedures:Begin class by reminding students that in their presentations they need to explain their use of each rhetorical strategy and logical fallacy.Assess presentations and projects.Ask students to grade the group members on their effectiveness in the group. (1-4 scale)Collect each project and written paragraph.Assessment:Formally assess the student presentations and projects using the rubric guide.Assess group-member effectiveness by calculating grades of effective and ineffective group members.Unsatisfactory (1)Basic (2)Proficient (3)Distinguished (4)Project Design 1ELA 12.4.2: Demonstrate an understanding of the elements of discourse, such aspurpose, speaker, audience, and form, when completing narrative, expository,persuasive, or descriptive writing assignments.Group fails to demonstrate their knowledge of the target audience, purpose, or form in the creation of their advertisement.Group demonstrates a basic comprehension of at least 1 element of discourse in the creation of their advertisement.Group demonstrates comprehension and proper use of at least 2 elements of discourse in the creation of their advertisement.Group demonstrates comprehension and proper use of 3 or more elements of discourse in the creation of their advertisement.Project Design 2 ELA 12.7.9:Analyze strategies used by the media to inform, persuade, entertain, andtransmit culture (including advertising; perpetuating stereotypes; and using visual representations, special effects, and language).Group fails to use media strategies to inform, persuade, or entertain in the creation of their advertisement.Group creates an effective advertisement that uses media strategies to inform the audience of a social cause or consumer product. Group creates an effective advertisement that uses media strategies to inform and persuade the audience to stand behind a social cause or consumer product.Group creates a highly professional advertisement that uses media strategies to inform, persuade, and entertain the audience.Project Description ELA 12.7.13: Identify rhetorical and logical fallacies used in oral addresses including ad hominem, false causality, red herring, overgeneralization, and the bandwagon effect.Individual is unable to explain any use of logical fallacies that their advertisement uses or could use in the real world.Individual is able to identify the possible use of at least one logical fallacy in his/her advertisement. Individual is able to accurately identify the use of at least one logical fallacy in his/her advertisement, and explains why it is included.Individual is able to identify at least one logical fallacy in his/her advertisement, explains why the fallacy would work in the advertisement, and compares it to real-world advertisement(s).Presentation/Mechanics:Presents the project with an overall understanding of fallacies used, why they are used, grammar and design.Group presentation lacks description of a logical fallacy, grammatical incorrectness, or lack of a well-planned or executed design.Group presentation includes mention of the logical fallacy used, and the grammar and design are not distracting.Group presentation includes thoughtful explanation of a logical fallacy. Grammar use and design do not distract from the advertisement.Group presentation includes thoughtful explanation of a logical fallacy. Grammar use and design are both eye-catching and well planned.Group Participation:Group members will score effectiveness, willingness, and overall participation of other group members on a scale of 1-4.Individual is ineffective and unwilling to participate.Individual is somewhat effective and willing to participate.Individual is an effective addition to the project and is always willing to participate.Individual is an effective leader of the group who guides and participates willingly to increase group effectiveness.Mastery Level: 15 x 5 = 75 points. Student _________________________________________Points earned _______________ x 5 = __________________/100 ptsComments: ................
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