Katarina Corda

TECH TRANSFORMATION
LESSON PLAN_Wk 5
* The goal of this transformation is twofold: 1) to have students more visibly make clear their developing
understanding of the rhetoric strategies following this lesson (extending this lesson) through the use of online
tools in which they make a collage of advertisements for each device and explicate the commonalities within
each add that directly define it as using one or multiple devices, and 2) to have students solidify their
understanding of rhetoric devices through the creation of a final advertisement using this same collage tool or
another visual device in which they must now use these same elements and knowledge of persuasive devices to
persuasive individuals on the DAPL controversy.

SUBJECT/CONTENT AREA: 11th Amer Lit Date: 10/5 (WED)

UNIT/THEME: How do we persuade and are persuaded?
STANDARDS:
CCSS.ELA-LITERACY.RI.11-12.6
Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

TECH STANDARD STUDENT:

Knowledge Constructor: c. curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.

TECH STANDARD TEACHER:

Model Digital Age Work and Learning

OBJECTIVE(S): 3 parts: 1) skill or knowledge to be learned, 2) activity to learn, 3) performance to assess

DAY 1
Using manipulatives, video clips, and a powerpoint presentation, students will define and identify the three types of
rhetoric.

DAY 2
Using Padlet, students will create 3 advertisement virtual cork boards in their teams (partner groups put together for
teams of 4) based on each of the rhetoric devices used in Day 1 lesson. Students will explicate what elements of the
advertisements connect to each device with text labeling.

KID FRIENDLY OBJECTIVE (KFO): Today I will . . . .

I can identify and explain the types of persuasion strategies.
I can identify and explain types of persuasion strategies using Padlet.
MATERIALS NEEDED:
Manipulatives
Video clips
PPT
Document Camera
Tablets/Labtops
Access to Padlet https://padlet.com
ACADEMIC LANGUAGE: PLANNED Language SUPPORTS (Use SDAIE/Sheltered English list OR Content
Literacy Strategies)
Function (verbs):
identify briefly explain in K-F language
Vocabulary: use manipulatives multiple examples; concept attainment like strategy, powerpoint for
pathos explicit definitions
logos (minimally defined
for pre-assessment)
Discourse: goal given to direct students more clearly to purpose of sorting, avoid distraction

advertisements
Syntax: MCP partner grouping
compound sentences
ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning
styles)
Timer used to help students with self-regulation; discussion and debrief following sorting

PROCEDURES:
1. Write KFO and Agenda on board.
2. Orally review objective and Agenda define academic language
3. Mechanism for students to state obj in own words turn/talk
4. Turn/Talk Mechanism state WHY the learning task is important
5. Review what did we do yesterday? Why did we do it?
6. Sort What are your categories? How did you decide? Sort into groups based on persuasion strategies
7. Have students share out their categories and write on board, build off of during presentation
8. PPT have students take out notes, and set expectations for what will need to be written down for credit today
9. Re-Sort Based on these three categories
10. Debrief final questions and put correct sorts on PPT
11. Exit Slip Video on way out (on back of notes sheet)
(IF TIME >>) Go back to Letter/Answer Questions

DAY 2

1. ACTIVATE PK Use Teachers Corkboard as entry display. Ask students: Based on these advertisements, what
persuasive device (ethos, pathos, logos) is at work? How do you know?
2. TARGET/RATIONALE PRIOR TO ACCEPTING STUDENT IDEAS ask students what they think the target will
be and why it might be important?
3. SHARE OUT Have students private think and then turn and talk to share out. Record Students ideas on white
board.
4. TECH DEVICE & MAKING CONNECTIONS Going back to computer display, inform students that this is a virtual
cork board or a padlet, ask if anyone has heard of tool. Using notes on board ask students how we will label this
board to make thinking clear and then take notes from board to create labels on virtual cork board making student-
generated labels that EXPLICITLY link elements of advertisement to description of device (MAKE CLEAR TO
STUDENTS THAT THIS IS THE GOAL).
5. USE OF TOOL Have students decide if any advertisements should be removed based on group consensus and
show students how to use this feature of the tool as well.
6. GETTING TO WORK -_ Finally, Explain to students how they will construct their own boards in teams of four in
order to flesh out their understanding of the devices. Explain that this same tool will be used at the end of the DAPL
unit in order to create their own advertisement to convince their classmates to take up their position on the
controversy.
7. LEARNING OPP Students are given requirement list for their 3 cork boards and laptops and split into teams of
four. In order to make sure all individuals are working teacher makes explicit expectations for group work and notes
this will be taken into participation points for today. Five minutes into work students are given self-monitoring
slide and told to check themselves and make sure their team is on task and headed towards the target.
8. SELF-REFLECTION ON WORK SEE SV.
STUDENT SELF ASSESSMENT (STUDENT VOICE):

What is one thing you need to work in order to better identify persuasive devices?

(See PPT)

POST-ASSESSMENT (formative or summative)

SEE RUBRIC

POST LESSON REFLECTION:

Expand the chart as necessary to make room for complete listing of information in each section.
NAME: _______________________________

Directions: Circle 2 circles below for where you think you are in relation to
todays learning target! THEN, explain your next step!

TARGET #1: IDENTIFYING PERSUASIVE DEVICES Whats your next step to get
closer to reaching/meeting the
target?
Getting Started! I have some ideas about differences
between devices, but I do not think my boards are
consistently filled with accurately grouped ads.
Movin & Groovin! I can identify the differences between
devices and within ads, and note the commonalities on my
corkboard. I am still working on how individual ad.
elements connect to the device category.

Thinkin on Fire! I can identify multiple elements of ad.

and how it might fall under multiple device categories.

RUBRIC FOR LEARNING TARGET:

TARGET 1: USING TECH TOOL TO IDENTIFY P. DEVICES

BEGINNING APPROACHING MEETING EXCEEDING

Corkboards show corkboards are all Approaching critieria Student is able to

advertisements that filled with accurately PLUS accurately create complexified
could be reasonably categorized labeled individuals board noting use of
categorized under advertisements, ads that show multiple devices at
each device, but students identify commonalities across once and making all
some incongruence is commonalities across and connections from connections explicit
present and there is a advertisements but elements to larger
lack of labeling to fail to explicitly label device label
highlight elements elements of each ad.
and a lack of that make it worthy of
connections across categorizing under
elements each device
(commonalities)
DO NOW: Take out of a piece of paper and
list as many first names of individuals in this
class as you can.

1
I can identify the persuasion
strategy used within a text.

2
 Target/Agenda
Sort Advertisements/Speech Strips
Review Terms/Quick Notes
Re-Sort Based on Developed Understanding
Go back to Chief Seattle Letter* (if time)
Exit Slip Determine the strategy in advertisement

3
Aristotles Three Ways to Persuade

Logos
Ethos
Pathos
 What is logos, ethos, and pathos?
Logos = Logic

Ethos = Ethics/Credibility

Pathos = Emotions/Passions

ADD THIS TO YOUR NOTES!

 Logos, Ethos, Pathos

Using logos, ethos, and pathos will help you

to convince people.

Using logos, ethos, and pathos will make

you more PERSUASIVE.
 Logos

Logos is an argument based on facts,

evidence and reason.

Using logos means appealing to the

readers sense of what is logical.
 Ethos
Ethos is an argument based on
showing that YOU are someone to
listen to (you have credibility).

Explain that YOU are responsible,

knowledgeable, smart, and honest.

I am an expert, so believe what I say.

 Pathos

Pathos = argument based on feelings

Using pathos means appealing to readers

emotions and feelings.
Symbols for Logos,
Ethos and Pathos

Logos = Head
Ethos = Hand
Pathos = Heart
 Review
Logos = logic
Logos is an argument
based on facts, evidence
and reason.

Using logos means

appealing to the readers
sense of what is logical.
 Review
Ethos = Ethics / Image/
Credibility
Ethos is about showing that your
reader should trust you.

The writer or speaker presents

him or herself to the reader as
smart, trustworthy, honest and
knowledgeable.
Review
Pathos = argument
based on feelings

Using pathos means

appealing to readers
emotions and
feelings.
 Exit Slip
https://youtu.be/b1zefG07jMA

1. On the back of your notes for today,

identify and explain which persuasion
strategy is used in this video.

2. Then evaluate your work today towards

the target (on next slide).
14
 On the back of your notes, complete the following:

1. Mark a NUMBER (#) on your slip, for you where you think you are and
explain your choice!

Getting Started! I can explain the persuasion strategies, but

#1 cannot identify each of them in a text.

Movin & Groovin! I can explain the persuasion strategies AND

#2 identify at least two within a text.

Thinkin on Fire! I can explain the persuasion strategies AND

#3 identify all three within a text.