Argument Analysis Part 2Created by Drew Cumings-Peterson

This lesson follows from yesterday's introduction of claims, data/reasoning, warrants, backing, and counterclaims/rebuttals. It introduces the concept of ethos, logos, and pathos as forms of reasoning.

Preparation GuideLesson RubricLesson Plan
ActivityActivity TypeDescription
hookdiscussWhat did you learn, yesterday? How will you apply it to future arguments/videos? What does strong analysis look like?
  • Students will discuss...What did you learn, yesterday? How will you apply it to future arguments/videos? What does strong analysis look like?
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    informwatchI will present portions of the book, pages 38 to 45, related to logos, ethos, and pathos. We will discuss where on the argument scale these terms relate and discuss examples. I will model graphing an argument on the article, Criminal Charges Don't Deter Bullies.
    • Students will watch...I will present portions of the book, pages 38 to 45, related to logos, ethos, and pathos. We will discuss where on the argument scale these terms relate and discuss examples. I will model graphing an argument on the article, Criminal Charges Don't Deter Bullies.
    • Directions for students1. Take notes on presentation. 2. Pay special attention to Aristotle's Big Three. How does the author explain those concepts? How do they tie to yesterday's lesson?
    • Key information students should take away* Aristotle's concepts of logos, pathos, and ethos primarily relate to the reasoning side of yesterday's lesson. They impact the kinds of appeals an author uses to make a point.
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      practiceother1. Annotate the Pro/Con Gun Legislation Essays. 2. Annotate to identify different terms, first (for the Pro side) in small groups. Then the Con side, individually.
      • Students will...1. Annotate the Pro/Con Gun Legislation Essays. 2. Annotate to identify different terms, first (for the Pro side) in small groups. Then the Con side, individually.
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        applycreate1. Students will add to the "cheat sheet" they prepared, yesterday. 2. They will pay special attention to making sure the concepts of logos, ethos, and pathos tie together, into the lesson from yesterday.
        • Students will create...1. Students will add to the "cheat sheet" they prepared, yesterday. 2. They will pay special attention to making sure the concepts of logos, ethos, and pathos tie together, into the lesson from yesterday.
        • Materials needed* Colored paper from yesterday. * Art materials. * Bring a ruler. * Print off pages 38-45 of book.
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          1. Standard Not Met2. Approaching Standard3. Standard Met4. Exceeding Standard
          RI.9-10.3 - Reading: Informational TextAnalyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
          Struggled to identify how the author ordered the points made, introduced and developed ideas, and made connections between ideas in the text.
          Identified how the author ordered the points made, introduced and developed ideas, and made connections between ideas in the text.
          Explained how the author provides an analysis or series of ideas or events. Explained how the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them support the text.
          Evaluated how the author provides an analysis or series of ideas or events. Evaluated how the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them impact the text.

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