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Brooke Currier

Lesson Cycle
Lesson Title/Topic: Identifying Rhetorical Fallacies for 7th Grade
Concept: Identifying the use of rhetorical fallacies (ad hominem, exaggeration, stereotyping,
categorical claims) in persuasive text
Standards/Rationale: TEKS 110.19 (b) 11B: Reading/Comprehension of Informational
Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive
text and provide evidence from text to support their analysis. Students are expected to identify
such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in
persuasive texts.
Learning Target: The learner will identify
the use of four types of rhetorical fallacies
in texts and advertisements found outside
the classroom and describe the fallacies in
a 2-3 minute oral presentation with 75%
accuracy.

Assessment: Completed oral presentation

Materials: Computer with sound, projector, Monty Python Witch Village, Prezi, Graphic
Organizer, Popsicle sticks with names, Kagan Kagan Cooperative Learning 2nd Edition, An
Illustrated Book of Bad Arguments digital book, paper strips and binder clips, assignment
instructions and organizer sheet
Lesson Cycle: (Direct instruction)
The teacher will:
The student will:
Focus/Mental Set:
Watch video
Give brief overview of video.
Take notes (optional)
Tell students to pay attention to the
Identify arguments used by villagers.
arguments the villagers use to
Share observations with class.
prove that the woman is a witch.
Play Monty Python Witch
Village clip
(https://www.youtube.com/watch?
v=k3jt5ibfRzw)
Ask students to identify the
arguments they heard.
Teacher Input:
Hand out and explain graphic
organizer.

Utilize graphic organizer to list and define


rhetorical fallacies.
Listen and provide relevant examples they

Brooke Currier

Use Prezi to:


Define fallacy and explain why we
need to look for them in the world
around us.
Define and present examples of
sample fallacies: ad hominem,
exaggeration, stereotyping,
categorical claims.
Discuss the effectiveness and
purpose of each of the fallacies.
Ask students, When might this
way of thinking or speaking
benefit the speaker? What do
you think I am trying to get my
listener to believe or think? How
could I use this strategy to my
advantage? Why would I choose
to use this sentence?
Utilize Popsicle sticks to randomly
select students to answer.

Guided Practice:
Explain Numbered Heads
Together structure (Kagan 6.30).
Number students at each table and
instruct them to remember their
number.
Use Prezi to display illustrated
representations of various
fallacies.
After each page, pose question
Which fallacy is being
represented here?
Give students 20 seconds to write,
30 seconds to reach a table
consensus.
Call a number and have students
that correspond with that number
call out the answer.
Ask one student to explain
how/why they chose that answer
(students who struggle can ask
their table for help).
Repeat for each fallacy.
Pass out matching strips to each

may have encountered.


Answer questions as called upon or
volunteered.

Listen to instruction on how to participate


in Kagan structure.
Remember assigned number.
Write down which fallacy they believe the
photo corresponds to.
Stand up and discuss with teammates to
come to consensus.
Sit down upon coming to consensus.
Call out the tables agreed upon answer
(when number is called upon)
Repeat for each fallacy.
Explain why table chose that answer (if
called upon)
Listen to instruction on matching activity.
Collaborate with tablemates to correctly
match fallacies with definitions and
examples.

Brooke Currier

table.
Explain that students will work
with their table to match the
fallacies with their definitions and
examples as quickly as possible.
Walk around the room and assist
teams who may be struggling.
Independent Practice:
Hand out detailed assignment
instructions and organizer.
Ask students to read instructions
together.
Give students remainder of class
(except last 3 minutes) to use
computers or other classroom
resources to find real life
examples of fallacies.
At the beginning of next class, use
Popsicle sticks to randomly call
students up to present their
findings.

Closure:
Using Think, Pair, Share
structure, ask students to consider
what fallacy they think might be
most effective and why.
Give 30 seconds of think time.
Tell Partner B to share first for 30
seconds.
Tell Partner A to share for 30
seconds.
Ask two students to share with
class.
Options:
Enrichment: Write a 2 minute speech that
uses at least two fallacies discussed in
class.

Read over assignment instructions as a


class.
Use classroom computers or personal
devices to search for real life examples
of fallacies in advertisements or
texts/speeches.
At home, students will continue to search
out four examples of fallacies to present
to class. Students will use organizer to
help identify the fallacy and describe its
use. The organizer can be used as an aid
during the oral presentation.
At the beginning of the next class,
students will utilize the organizer to give a
2-3 minute presentation describing the
fallacies they discovered and may present
any visual evidence they may have
collected from an advertisement or
speech.
Turn to shoulder buddy.
Think about question for 30 seconds.
Partner B will share response for 30
seconds while Partner A listens.
Partner A will share response for 30
seconds while Partner B listens.
Two students will share response with
class.

Reteach: Use sample


texts/speeches/advertisements to expose
use of fallacies in everyday situations.
Provide texts that have already been
analyzed for fallacies and work backwards

Brooke Currier

through the text to determine use.


Modifications/Correctives:
Follow IEP
References: http://www.iep.utm.edu/fallacy/

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