Lesson Two

Daybook
Show the class an image. For the image, write down:
— How you are affected by the image: your emotional and or intellectual response and was it is
about the image that you think drove that response.
— Do you think Ethos, Pathos, or Logos has been used most in this image and why do you think
so?

Logical Fallacies
Fallacies are common errors in reasoning that will undermine the logic of your argument.
Fallacies can be either illegitimate arguments or irrelevant points, and are often identified
because they lack evidence that supports their claim. Avoid these common fallacies in your own
arguments and watch for them in the arguments of others.

—Slippery slope
—Hasty Generalization
— Begging the Claim
—Circular Argument
— Either/or
—Ad hominem
—Red Herring
—Straw Man
— Moral Equivalence

**Show examples of each**

(https://prezi.com/rfygvouwimmw/logical-fallacies-activityexamples/ HAS GOOD
EXAMPLES TO USE)

Practice
*Handout a sheet that list the fallacies and what they mean to each student that can be glued into
daybook*
Name that logical fallacy worksheet OR : Each group of is given a slip of paper detailing a
specific logical fallacy. Groups come up with two additional examples of each fallacy, and one
member from each group writes the fallacy and examples on the board. One at a time, the groups
present on the fallacies, using their examples to explain to the rest of the class the ways in which
the logic fails. The group members will take turns explaining how they might recommend ways
to spot and correct errors in logic/reasoning.

Ticket out the door:

In persuasive/argumentative writing, which logical fallacy to you tend to notice the most?

Lesson Two - 10th Grade

Standards:
 •RL.9-10.10 By the end of grade 9-10, read and understand literature within the 9-10 text
complexity band proficiently and independently for sustained periods of time. Connect
prior knowledge and experiences to text.

•RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.

•RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.

•RI.11-12.7 Integrate and evaluate multiple sources of information presented in different

media or formats, including visually and quantitatively, as well as in words in order to
address a question or solve a problem.

•SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric

•W.9-19.1 a. Organize information and ideas around a topic to plan and prepare to write.

Objectives:
• Pick out forms of rhetoric used in articles

• Cite rhetoric used in writing

• How authors use rhetoric to show their point of view

• Generate ideas for their own persuasive writing piece and go over expectations

Materials:
• Print articles

• Highlighters

• Markers

• Big sticky notes

Daybook 5 min.
• Show the class an image. For the image, write down:

• How are you affected by the image? What is it about the image that you think
drove that response?

• Define E,P,L
 • (Check WAD ideas while working on daybook question, pass out exit ticket from
last time to use in discussion)

Discussion:
• Discussion about daybook question

• Review Pathos, Ethos, Logos

• ** Talk about WAD and see if they have any questions

◦ -- Ask about their rough drafts, what are your ideas, what is your topic?

Lesson:
• Hand out article intended to persuade an audience.

• Students should read article as a group and highlight/find/annotate the uses of

P,E,L.

• Individually they should fill out big sticky note (similar to the sheet on the last
page of this document)

ARTICLE being used https://parenting.blogs.nytimes.com/2014/02/13/students-who-lose-recess-

are-the-ones-who-need-it-most/

EXIT Tweet:
• Something I learned

• Something I didn’t know

• A question I still have

• Anything you want to tell me?