Ethos, Pathos, and Logos: How to Win Arguments with your Parents

Name: Jennifer Stanley

Brief Class Description (contextual information including number of students, subject,
level, IEP/ELL/GT or other special considerations):
High school, grade 12; heterogeneous, on-level class (average and below average in
achievement); 1 hour and 15 minute class, reading achievement range of levels 8-13; an
inclusion class with one student who has an IEP (learning disabled for reading), one GT student,
and one ELL student.
Unit: Decoding Rhetoric: Applying Argumentative Techniques to Everyday Discourse
Lesson Topic: Ethos, Pathos, and Logos: An Introduction to Rhetorical Devices
Unit Goals: At the conclusion of this unit, students will be able to:
(1) Compare and contrast different models of argument.
(2) Identify rhetorical strategies and techniques.
(3) Critique the effectiveness of rhetorical devices with regard to situational context.
(4) Produce arguments (with the intention of presentation) by utilizing the techniques and
strategies we have discussed in class.
Prior Knowledge (How do you know the students are ready for this lesson?):
Although this will be the first lesson in which I will be discussing specific methods of
argumentative writing and various rhetorical techniques used to evoke a desired response, I
expect that my students will be familiar with at least one classic speech (such as MLKs I
Have a Dream). This knowledge is necessary for my students to be able to present their
predetermined opinions about whether the speech is powerful or ineffective and why they feel
this way. Additionally, all of my students should have some experience with everyday
arguments; I expect them to analyze arguments they may have participated in and to apply this
knowledge to their understanding of rhetorical techniques as we discuss them in class.
Alignment:
Common Core Disciplinary
Literacy Standards
CCSS.ELALiteracy.CCRA.W.1:
Write arguments to support
claims in an analysis of
substantive topics or texts
using valid reasoning and
relevant and sufficient
evidence.

Objective(s)

Assessment(s)

Activity(ies)

Students will develop

persuasive arguments by
drawing upon background
knowledge and research under
time constraints, culminating
in a class-wide debate.

Class debate:
Students will be
graded upon
participation in the
debate: good (talks
at least once) or
poor (does not
talk).

Class debate:
Students will read
articles, take notes,
and attempt to
convince the other
party that their view
is correct.
(Motivation
activity)

CCSS.ELALiteracy.CCRA.R.8:
Delineate and evaluate the
argument and specific claims
in a text, including the
validity of the reasoning as
well as the relevance and
sufficiency of the evidence.

Students will analyze

provided speeches by
deconstructing the speakers
argument and outlining the
major arguments and
supporting evidence used in
the format provided.

CCSS.ELA-Literacy.RI.1112.6:
Determine an authors 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.

Students will define and be

able to identify key concepts
(ethos, pathos, logos,
syllogism, etc.) in provided
speeches; they will analyze
how the use of these
rhetorical strategies impacts
the delivery and persuasive
nature of the speeches and
apply this knowledge to their
own argumentative writing.

Class discussion
and Evaluating
Arguments
worksheet (HW):
Students should be
able to analyze the
argument in a given
speech, guided by
the worksheet
provided.
Exit Ticket:
Students will apply
the information
they have learned in
the form of a
graded exit ticket at
the end of the class
period.

Class discussion:
Students will
discuss the
effectiveness of
speeches we listen
to, referencing the
notes they have
taken.

PowerPoint, Class
discussion, and
Exit Ticket: After
being provided with
background
information on
rhetorical devices,
students will apply
this knowledge to a
speech analysis in
class/on a given
exit ticket.

Macrostructure Thinking Skill for Reading: Expository components: descriptive text and
application of terminology (other thinking skills employed in lesson: cause and effect, compare
and contrast, and sequence).
Materials Needed:

Heinrichs, J. (2007). Soften them up. Thank you for arguing (pp. 39-46). New York:
Three Rivers Press.
PowerPoint presentation
Handouts
o One-page wonders (#1) (introduction activity)
Daniels, H. & Steineke, N. (2011). Texts and lessons for content-area
reading. Portsmouth, NH: Heinemann.
o Models of Argument (#2)
(reference: http://rhetcomp.gsu.edu/~bgu/1101/models.html)
o Ethos, Pathos, Logos (#3) (silent reading activity)
o How to Evaluate a Speech - homework (#4)
(reference: http://sixminutes.dlugan.com/speech-evaluation-1-how-to-studycritique-speech/)
MLKs I Have a Dream speech selections [audio and text] homework (#5)
o King Jr., M. (1963). I have a dream. Retrieved from
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
Exit Ticket & Exit Ticket Answers (#6)
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Technology Integration/Needs:
During this lesson, a computer/projector is required to present the PowerPoint
information. Additionally, if access to a smart board is available, I would like to invite students
to write on the smart board while we brainstorm ideas together during the introduction activity.
Lesson Procedure
1. Readiness
a. Motivation Activity:
In order to get my students engaged in the topic, I will split the class into two halves and
distribute two different articles (one-pages wonders) to each side of the class. One of the
articles will be supporting cellphones in class and the other will be against this. As this is a topic
which impacts students, I hope that my class will be interested in this topic. I will give them only
five minutes to quickly skim the article and take notes supporting their respective sides.
Afterwards, I will allow both sides of the class to argue in favor of their article and refute the
other teams arguments. I will advocate for all students to speak at least once for participation
credit.
Sample Dialogue: I want this half of the room to turn their desks to the left, facing the
wall, and I want this half of the room to turn their desks to the right, facing the opposing wall.
Im going to hand out two different articles to each group that Ive just created. You have no
more than five minutes to quickly skim the reading and take some notes about important points.
One side will read an article proposing why cellphones should be allowed in school classrooms
and the other will read the opposite. After, both sides are going to take turns arguing for their
respective sides and refute the other teams argument. Everyone must speak at least once during
the discussion in order to earn participation for this class period. You have five minutes starting
now.
After both teams have presented their haphazard opinions and refutations, I will ask them
to consider what potential strategies they employed in the debate and write them on the board.
(Expected student responses: (1) facts, (2) personal perspectives (i.e. point of view of a parent or
student), (3) direct quotes, etc.). Then, I will transition to tapping into the students background
knowledge.
Time Allotted: ~15 minutes
Adaptations (for IEP, ELL, GT, and other special needs):
For my learning disabled student, I will instruct him or her to pay close attention
to numerical representations and may also walk around the classroom to ensure that she
or he is focused on the most important information. For my ELL student, I would
provide an additional handout to help them take notes on important points in the article.
My GT student may finish skimming the article faster than others. Therefore, I would
instruct him or her to start drafting up a written argument with the remaining time.
Transition: You can keep those articles or recycle them, its up to you. Now, I
know that all of you have been in at least one argument before, so it should be easy for
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you to compare your personal experience with argument to what weve just done with
this exercise.
b. Background Knowledge Activity:
I will question students personal experience with argument in an attempt to observe
commonalities and differences between different methods or styles of argument. In doing so, I
hope to engage students in the topic of argumentative writing on a personal level. Additionally, I
aim for students to have some amount of background knowledge (although informal) with regard
to argumentative techniques; the formal terminology, of course, will be supplied later in the
lesson. This section of the lesson is heavily based upon student discussion. I will write student
responses on the board as we progress in the discussion.
Sample Dialogue: I want you all to think specifically of the last argument you can
remember having whether with friends, siblings, or parents. Do we see some of the techniques
we have listed from the cellphone debate popping up in everyday discussion? What else do we
see? (Expected student responses: (1) Yes, sometimes we see facts/logic, or character-driven
arguments such as So-and-so said that (2) We also see more emotion (pathos) in everyday
argument, even though this topic appealed to us, etc.). Why do you think that is the case?
(Expected student responses: (1) Formal argument requires more logic, (2) Because we are
arguing with these individuals personally, emotions are difficult to control, etc.).
Time Allotted: ~5 minutes
Adaptations: For my learning disabled student, I will have important information
written on the board. Additionally, I may provide both my learning disabled and ELL
student with an additional outline to take notes during class. As for my GT student, I will
ask her or him to expand on answers and pose higher-level thinking questions, such as
Why is character imperative to argument? Could one effectively create a false
character?
Transition: Now that we have a list of techniques and approaches that we use in
everyday argument from our discussions and mock debate, lets try to connect this
speculation to formal rhetorical devices. First, however, we need to learn about different
models of argument and terms used to help elevate rhetoric.
c. Concept Development Activity
During this section of the lesson, I plan on presenting a PowerPoint to the class,
identifying key terms and vocabulary that they will need to know in order to develop their
knowledge of rhetoric. While I will encourage my students to take notes while I present, those
who do not take notes will later fill out a graphic organizer on the terms regardless. In order to
probe my students for potential definitions of each word (ethos, pathos and logos), I will leave a
blank slide for each word prior to revealing the definition and will provide an example of each
(see PowerPoint). Allowing the students to speculate on what each word could mean, I will write
their volunteered answers on the board in order to prime their knowledge before I reveal the
definitions. Although I will be lecturing at this point with a PowerPoint presentation, I aim to
4

help my students understand the terms through reinforcement (asking key questions) and
facilitating discovery learning and application (in having my students read the text on their own
before discussing the material in a group format). After my presentation, they will read selections
from Jay Heinrichs Thank You for Arguing in order to help them further understand how
these terms apply to real-world conversations and arguments.
Sample Dialogue: (After discussing the information on the PowerPoint slides and
distributing the Models of Argument handout, #2) Ive provided you all with the text that you
will be reading for this unit. Today, this text will give us an introduction to the rhetorical
techniques Ive just informed you about through the PowerPoint and written on the board ethos,
pathos, and logos. In order for you all to get a better understanding of these terms, we will be
reading a selection from Jay Heinrichs Thank You for Arguing and apply this knowledge
through notes. Hopefully, these readings will help you to better understand how the three are
applied through the examples that the author provides. Can anyone remind me with logos is?
(Expected student response: using factual logic). How about pathos? (Expected student
response: using emotion in argument). Ethos? (Expected student response: having trustworthy
character).
Time Allotted: ~25 minutes
Adaptations: For my learning disabled student and ELL student, I will provide a
copy of the PowerPoint slides to take notes next to. I will constantly check for
understanding by asking them lower-level questions of understanding. For my GT student,
I will attempt to engage the student in the content by asking higher-level analytical or
applicative questions.
Transition: Now that we have a foundational knowledge of Aristotelian
rhetorical strategies, lets read some selections from Jay Heinrichs Thank You For
Arguing. I think you all will enjoy this text; its informational, but interesting and fun to
read!
d. Purpose for Reading Activity
At this point of the lesson, I will ask students to open their copies of the book and read
pages 39-46. I will provide all students with a handout to take notes and facilitate active reading.
While reading this section, students will focus specifically on what the terms define, examples of
the terms in application, and why they might be important to argumentative rhetoric as a whole.
This will provide students to enhance their understanding of these rhetorical strategies in practice.
Sample Dialogue: After reading these pages, were going to discuss how to use each of
these techniques effectively in your writing or conversations. For homework, you will read
selections from a famous persuasive speech to see how these techniques apply to formal rhetoric.
By the end of the unit, you should be able to write your own convincing arguments using these
appeals!
By prepping students for future activities, the students should realize that they need to
understand the foundational knowledge in order to be able to apply it to different contexts.
Time Allotted: ~3 minutes
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Adaptations: For my learning disabled and ELL students, I can provide additional
notes/an outline to help with their reading. Additionally, I will ensure that we discuss the
most important aspects of the selected reading. For my GT students, I can provide a
modified handout which incorporates high-level questions, such as the relevance of these
techniques and real-world application.
Transition: Youll have about fifteen minutes to read the text and take active
notes in the handout Ive provided. Afterwards, well discuss the key elements of the text
as a class in preparation for your homework.
2. Silent Reading:
Students will silently read the selection of the text provided and complete the graphic
organizers I have handed out in order to make sense of the terms ethos, pathos, and logos in
application. I will move around the classroom to assist those students who might be struggling
with the reading, helping them to locate key information or explaining concepts that they may
not easily understand. After 10 minutes of reading, I will then progress into the discussion
section of the lesson.
Time Allotted: ~10 minutes
Adaptations: For my learning disabled and ELL students, I can provide additional
time for their reading. For my GT student, I can ask him or her to devise a written
scenario applying these terms if they finish with the reading much earlier than everyone
else.
Transition: Now that you have filled out your chart, I want you to turn to the
person next to you and briefly discuss what you found. Ill give you five minutes before
we discuss these concepts as a group.
3. Discussion:
I will then attempt to lead a discussion through smaller units of partner-based sharing.
Once the students are ready to transition to the larger group discussion, I will guide them with
both surface-level and application-based questions, such as: (1) In your own words, what do
ethos, pathos, and logos mean? (2) What are some of the examples you all came up with? and
(3) Why do you think these terms would be important or significant? How can we use these
techniques in argument? When I introduce their homework activity afterwards, I would
emphasize the need for them to think of these rhetorical strategies while they read or listen to the
speeches I assign.
In addition to defining the vocabulary I have introduced, I expect them to fill out the rest
of the chart by providing examples of these techniques and attempting to understand why they
are important to everyday rhetoric. This way, students have a better change of understanding the
content through various examples and connecting their experiences. Additionally, they come to
see why this material may be significant to their own personal lives.
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While the students are discussing in small groups, I will not critique them for their
responses to one another. However, in the class-wide discussion, I expect that my students will
answer the posed questions in the following manner: (1) [based off of the PowerPoint and the
text] Ethos represents the character of the speaker, pathos signifies the use of emotion in speech,
and logos means logical facts. (2) [specifically geared towards the text] A good example of
ethos would be when someone discusses their personal qualities or admits that they might not
perfect. As for pathos, placing people in positions of powerful emotion would be most effective
like getting the audience to sympathize with the loss of a loved one. For logos, using statistics
and factual evidence is most effective. (3) These techniques are important because you need
more than one method in order to convince your diverse audience. Additionally, your argument
becomes more solid when it uses all three and there are less opportunities for someone to
counter your views. Due to a wide range of background experiences, however, student
responses may vary to specific examples or understandings of why these techniques might be
important. With the information the students have learned from the reading and discussion,
students should be able to identify what the terms ethos, pathos, and logos mean as well as how
these terms function (via analysis of pre-existing speeches as well as crafting their own
individual arguments in the future).
Time Allotted: ~10 minutes
Adaptations: For my learning disabled and ELL students, I can write the
information we discuss on the board for visual representation of notes. For my GT
student, I can pose higher-level questions to consider regarding these terms.
Transition: I want you all to look more closely at pages 42-45 in the book.
Specifically, consider the use of concession as a means of furthering logic-based
argument what do we call that? (logos) and sympathy as a means of enhancing
emotion-based argument which is? (pathos).
4. Rereading:
After this step, I will facilitate a re-reading of pages 42-45. This practice will serve as a
means of solidifying foundational knowledge for the students, but also expanding upon what
they have previously learned by introducing specific techniques and approaches one can use in
argument. I will then ask students to imagine the following scenario: You want to take a year
off in between high school and undergraduate studies, but your parents dont seem to understand.
Construct a brief argument against your parents (using both a concession (logos) and an example
of sympathy (pathos)). You have five minutes to write this (you may use your book if you need
to) and then two minutes to share with your partner. Afterwards, we will discuss these terms and
applications as a class specifically, with regard to tonights homework. This creative thinking
approach will best engage my students with applying their knowledge to a hypothetical situation
and will stress their understanding of how these terms are utilized in speech, rather than simply
being able to identify them in context. Although two new terms, concession and sympathy are
being introduced, they will be blended into the broad overview of logos and pathos, respectively,
and will be discussed more in-depth in the following class.

My students will be taking a personal approach to the reading, attempting to connect their
own background experience to the techniques we will discuss. This way, I can ensure that my
students understand the relevance of the material as well as how they could use these techniques
in their everyday lives (whether discussing a personal matter or a complex global issue). On a
larger scale, this exercise will help students to grow as they understand what aspects of
argumentative writing influence human discussion. With regard to curriculum, however, this
lesson will also help students to use effective rhetorical strategies in their writing whether a
critical analysis of a text or a persuasive essay.
Time Allotted: ~10 minutes
Adaptations: For my learning disabled and ELL students, I can write the
information we discuss on the board for visual representation of notes. For my GT
student, I can pose higher-level questions to consider regarding the concepts we have
discussed.
Transition: Now that weve discussed a variety of rhetorical strategies in class
today, I want you to apply this knowledge to tonights homework.
5. Follow-up (Reinforcement):
At this stage in the lesson, I will hand out the homework assignment and explain it to the
class. I may say, for example, the following: For homework tonight, you will fill out this
worksheet titled How to Evaluate a Speech. Follow the link address I have provided on the
assignment and listen to, as well as read, selections from Martin Luther Kings I Have a Dream
speech. In this assignment, you must be able to apply your new knowledge of ethos, pathos, and
logos as well as develop new understandings of what makes a speech effective i.e.
appropriately addressing an audience, using we over I language, etc. Simply answer the
questions provided as you listen to and read the text. We will discuss answers tomorrow at the
beginning of class. Do your best! Now, please put away the assignment and clear your desks.
We will address the assignment at the beginning of the next class period, discussing
answers as a group after I have checked the homework assignment for completion. After the
homework has been distributed at the end of this lesson, I will also hand out the days exit ticket
to help reinforce what the students have learned thus far. I will say, Before you leave for today,
I want to make sure that youve learned something. You have less than ten minutes to finish this
exit ticket before the bell rings it will be graded! The exit ticket will review essential concepts
discussed during the class period (such as types of argument, defining rhetorical strategies like
ethos, pathos, and logos, and applying these strategies in terms of examples see attached
worksheet). They will have no more than 10 minutes to complete this before the class ends.
Time Allotted: remainder of the class period (~5 minutes)

6. After the Lesson:

Reflection (How did you adjust instruction based on student responses to your
formative assessments? What are the implications for future instruction?)
I will be able to see that students understood the material presented based upon their
completion of the graphic organizer and exit ticket as well as contributions to small group
discussions and large class discussions. While I have anticipated some responses to key
questions for the lesson plan, I also plan to adapt information according to the opinions and
insight provided by my students. The opportunity for group discussion, in particular, will help
my students to engage with at least one other partner in order to build upon their knowledge and
present unique perspectives. While students will have completed the graphic organizer in class as
part of their re-reading assignment, they will also have to apply their newfound knowledge to a
follow-up homework activity in order to demonstrate proficiency in understanding the
foundation material. At the very end of the class, students will have to complete an exit ticket in
order to further reflect on what they have learned. Their responses to the exit ticket will provide
me with a qualifiable means of determining their understanding of the rhetorical process as well
as how to adjust future lessons.

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Ms. Stanley ENGL 12

Ethos, Pathos, Logos Handout [Original]

Ethos

Pathos

Definition

Example

Why is this
important?

11

Logos

Ms. Stanley ENGL 12

Ethos, Pathos, Logos Handout [Model]

Ethos

Pathos

Logos

Definition

the source or speakers

credibility
(character)

the use of emotional

language or details

the use of facts or

statistics to support
an argument

Example

the parental approach

(because I told you
so)

using sense
(pants will keep your
legs from chapping)

humor
(dont I look stupid?)

Why is this
important?

an audience will only

listen to someone who
seems trustworthy or
understands their needs

one of the most

powerful techniques
when used effectively
(as emotion motivates
most people)

facts and statistics

provide the most
quantifiable means of
support in an
argument

12