Lesson Plan - Rhetoric

Towson University
Department of Secondary Education

Lesson Plan Template
Formal Observation #1
Rhetoric
Name: Rebekka Inglefield Date: 02/23 & 02/24
Brief Class Description: (1B) This class is a 9th grade honors English class. There is a total of 21
students in this class. There are no IEPs or 504s in this class.
Unit and Unit Goals: Elements of an Argument
I can define rhetoric and explain three rhetorical appeals.

I can identify rhetorical appeals in an advertisement.
I can create my own advertisement using rhetorical appeals.
Lesson Topic: Rhetorical Appeals
Prior Knowledge: There is no prior knowledge on rhetorical appeals and elements of an

argument.
CONTENT STANDARDS:
Alignment:
Common Core Objective Assessment Activity(ies)
Disciplinary Literacy (Brief description or
Standards related title of
activity)
Determine an author's SWBAT understand SWBAT to define Activity one-four.
point of view or an authors purpose Rhetoric, identify the
purpose in a text and through their Rhetorical appeals,
analyze how an and create their own
understanding of
author uses rhetoric advertisement.
to advance that point Rhetorical appeals.
of view or purpose.
RI. 9.6.
Use precise language SWBAT use specific SWBAT to create an Activity three.
and domain-specific vocabulary for this advertisement using
vocabulary to manage lesson IOT two or more
the complexity of the rhetorical appeals.
demonstrate
topic.
W. 9.2. understanding of the
content.
Materials Needed:
ELMO- Grammar practice
Power point
White boards
White paper
Magazine pictures
Kahoot https://play.kahoot.it/#/k/9adce337-f05e-4a81-bfe5-0f3c8d29ce53
Technology Integration/Needs:
ELMO- Grammar
Computer- Power point & Kahoot
Lesson Procedure: Block to Block Schedule- 90 Min (Two-Day Lesson)
1. Readiness/Opening Activity: Grammar, Learning Outcomes & Agenda

in writing an argument students use rhetorical appeals for audience appeal
When students enter the room, the expectation is that they grab their journals and begin writing
down the grammar grabber. Students have around two minutes after the bell rings to have their
sentence and corrections down. For my honors classes, a student comes up to the Elmo and runs
drill.
Modification for standard: I run drill for my standard class. There are not comfortable
enough with the material to run drill yet. When they answer, they need to tell me why. This is
in order to continue to strengthen their knowledge.
After drill, we review the agenda and learning outcomes. I always have students read the agenda
and the learning outcomes. By having the students read the agenda and learning outcomes, they
know what is expected of them today.
Time Allotted: 10 Minutes
Transition (explicitly linking concepts/activities/objectives): Students put their

journals in their bins and are ready to begin class.
2. Activity One: Notes on Rhetorical Appeals

Students will be taking Cornell notes in their journals. These notes will give the students
definitions and examples of the three rhetorical appeals. The slides are animated; as a
class we will come up with a definition. This assists students in creating their own notes
on the subject.
Time Allotted: 15 Minutes

Adaptations (for IEP, ELL, culture, and other special needs): The power point
slides are already made in Cornell note form for students. Standard may need a reminder
on how to create Cornell notes.
Transition (explicitly linking concepts/activities/objectives): Using the knowledge

you have on rhetorical appeals, identify them in these advertisements.
3. Activity Two: Identifying Rhetorical Appeals in advertisements (group activity)

Each group will have a white board and will identify the rhetorical appeal in each advertisement.
This will be done in a game form.
Time Allotted: 10-15 minutes
Adaptations (for IEP, ELL, culture, and other special needs):
Transition (explicitly linking concepts/activities/objectives): As a class we took

notes, identified the appeals in advertisements, and now it is your turn!
4. Activity Three: Create your own advertisement (Individual activity)

Students will choose a picture cut out of a magazine and create their own advertisement.
Students must include at least two rhetorical appeals in their advertisement.
Modification for standard: My standard students will be asked to use at least one
rhetorical appeal. The goal is to have them use more than one. I have also hand selected a
few pictures that are easier to help my students who are struggling.
Time Allotted: 15-20 Minutes
Transition (explicitly linking concepts/activities/objectives): Share advertisements

with your group.
5. Activity Four: Present advertisements

Groups will get 2 minutes to share their advertisements with each other and pick the one
to present. A member from each group (6) will come up to the ELMO and present.
Students will present their advertisement to the class. The rest of the class will try to
guess what rhetorical appeals they used.
Time Allotted: 10 minutes

Adaptations (for IEP, ELL, culture, and other special needs): Students will place
their advertisement up on the ELMO, as well as read it aloud. This will assist any
students who cannot see the advertisement.
Transition (explicitly linking concepts/activities/objectives): As a class, we have

reviewed what rhetorical appeals are, identified them in advertisements, and created our
own advertisements. Now is the time to show me what you have learned.
6. Closing Activity (Assessment) Post-test Kahoot
https://play.kahoot.it/#/k/9adce337-f05e-4a81-bfe5-0f3c8d29ce53
Students will take out their phone and type in the game code. This Kahoot is meant to test
what they learned throughout this lesson.
Time Allotted: 5 minutes
Adaptations (for IEP, ELL, culture, and other special needs): If a student does not have a
phone, they will pair up with a partner and work as a team.
Transition (explicitly linking concepts/activities/objectives): Reflection question.
7. Extension/Follow-up (homework, etc. optional): Students have assignments they

are working on upgrading.
8. Safety Valve (What will you have students do if you have time left in class?):
Reflection piece: Where else have you seen rhetorical appeals? This will be a class
discussion. I am going to guide students towards talking about rhetorical appeals used
in the courtroom.
At the beginning of next lesson, they will have a Rhetorical appeal assessment.
After the Lesson:

Overall this lesson went very well; students were engaged in the subject and
enjoyed creating their own advertisements. There were modifications that I made
throughout teaching. Students were excited to share their advertisements with their
classmates, so I created a time in the lesson for them to share with their group. By giving
them some time to share with their classmates, I had their full attention when we needed
to move on.
Some students forgot how to take Cornell notes. I grabbed a piece of paper and set
up our notes on the ELMO. This way students who were struggling could have assistance
setting up their notes.
During the reflection piece, students came up with appeals being used for
arguments in novels, movies, and in a courtroom. This was great because that lead into
our next lesson.
Timing during this lesson was spot on. That is something I continue to strive for
in my lessons. We were able to have a brief (2 minute) closure. That was plenty of time to
set up for the next lesson.
Seminar Question Reflection (Q1 and Q5)

My lesson plan represented alignment to the Common Core State standards.
Through backwards design, I chose the objective I wanted my students to accomplish, as
well as the standards that aligned with my objective. After that I was able to create the
assessment piece and the instructional activities. The objectives for this lesson were, I
can define rhetoric and explain three rhetorical appeals, I can identify rhetorical appeals
in an advertisement, and I can create my own advertisement using rhetorical appeals.
These three objectives represented the three tasks in this lesson. Each objective built off
of the one prior to it. The end assessment was students being able to create their own
advertisement using rhetorical appeals. Both of the Common Core state standards I used
were achieved through the objectives and instructional activities. I believe my objectives,
activities, and assessment were all in alignment. The final objective was for students to be
able to create an advertisement using rhetorical appeals. This would not have been
accomplished without the other parts to this lesson.

The activities throughout this lesson represented the techniques and understanding
of various teaching and learning strategies. This lesson was created in a sense like
building blocks. Each activities built off the one previous to it. Students would not be
able to complete the next activity without an understanding of the activity prior. The
activities were also created in an I do, we do, you do strategy. This was done to ensure
success for the students. I modeled how I would identify a rhetorical appeal in an
advertisement, as a group they identified several rhetorical appeals in advertisements, and
then they had to create their own advertisement. Questions were also scaffolded into this
lesson. For example, I would ask the students to define in their own words the rhetorical
appeals. Then, asking them to explain how the advertisement could be used through the
lens of the rhetorical appeal. This was an example of various levels of questioning. In
order to be able to answer how the advertisement incorporates that rhetorical appeal, they
need to understand the definition.

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Towson University

Department of Secondary Education

Name: Rebekka Inglefield Date: 02/23 & 02/24

Unit and Unit Goals: Elements of an Argument

I can define rhetoric and explain three rhetorical appeals.

Lesson Topic: Rhetorical Appeals

Prior Knowledge: There is no prior knowledge on rhetorical appeals and elements of an

Lesson Procedure: Block to Block Schedule- 90 Min (Two-Day Lesson)

1. Readiness/Opening Activity: Grammar, Learning Outcomes & Agenda

Time Allotted: 10 Minutes

Transition (explicitly linking concepts/activities/objectives): Students put their

2. Activity One: Notes on Rhetorical Appeals

Time Allotted: 15 Minutes

Transition (explicitly linking concepts/activities/objectives): Using the knowledge

3. Activity Two: Identifying Rhetorical Appeals in advertisements (group activity)

Time Allotted: 10-15 minutes

Adaptations (for IEP, ELL, culture, and other special needs):

Transition (explicitly linking concepts/activities/objectives): As a class we took

4. Activity Three: Create your own advertisement (Individual activity)

Time Allotted: 15-20 Minutes

Transition (explicitly linking concepts/activities/objectives): Share advertisements

5. Activity Four: Present advertisements

Time Allotted: 10 minutes

Transition (explicitly linking concepts/activities/objectives): As a class, we have

6. Closing Activity (Assessment) Post-test Kahoot

Time Allotted: 5 minutes

Transition (explicitly linking concepts/activities/objectives): Reflection question.

7. Extension/Follow-up (homework, etc. optional): Students have assignments they

After the Lesson:

Seminar Question Reflection (Q1 and Q5)

Through backwards design, I chose the objective I wanted my students to accomplish, as

in an advertisement, and I can create my own advertisement using rhetorical appeals.

accomplished without the other parts to this lesson.

advertisement, as a group they identified several rhetorical appeals in advertisements, and

need to understand the definition.

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