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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.
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.
Brooke Currier
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
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.
Brooke Currier