MIT Guided Teach Lesson Plan Template

Name: Ashton Anderson

Title: Rhetoric-ulous: Rhetoric in Advertising
Grade Level(s): 9-10 Subject(s): English
Essential Questions (overarching questions):
How do we examine the information we are given?
Standards: (CCSS, etc. with citation)
RI. 9-10.7 Analyze various accounts of a subject told in different mediums
(e.g., a persons life story in both print and multimedia), determining which
details are emphasized in each account.
SL. 9-10.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 9-10 topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively.

Learning Goals/Objectives:
Learning goal (student-friendly language):
I can demonstrate an understanding of three persuasive techniques
(pathos, logos, and ethos) in advertising
I can analyze advertisements according to their employment of these
techniques
Learning objective (academic/content-area language):
Students will begin to understand rhetorical analysis and its uses for claim and
persuasion across many forms of media and will begin to think critically about its
uses in texts and literature.

Social justice objective:

This lesson sets up the scaffolding for future lessons on advertisements targeting
certain demographics of people and how to be critical consumers of media. It
also lays down the foundation to show bias in media and advertisements and
begins students to think critically about the information they are given. This
lesson begins to show how masses of people can be manipulated purely by the
products that are targeted for them.

Prior knowledge (needed for this lesson):

Basic understanding of advertisements
Student voice:

Academic language demands:

Learning Activities
Materials and Resources:
 Computer and projector
Internet access
Copies of the rhetorical analysis worksheet
Students each have access to internet, via Chromebooks, cell phones,
iPads, computer lab, etc. (Whatever is available)

Hook: Discussion Questions:

i. Where do you encounter advertising? (They will likely
mention television, billboards, radio, Websites, school
hallways, and so on.)
ii. Which specific advertisements "stick in your head?"
iii. What makes these advertisements memorable? (They might
mention music, catchy slogans, celebrity appearance, the
appeal of the product itself, and so forth.)
iv. Do you think advertisements have an effect on your personal
interests?

Directions/Procedures (including transitions and scaffolding):

Teacher Does Anticipated student Time
actions Frames
Facilitates Warm up discussion Students participate in 5 mins
discussion

Go over learning targets for the day Write learning targets down 3 mins
in notebook

Introduce Rhetorical strategies and Take notes and ask 2 mins

what they are using PowerPoint questions

Explain Pathos and what it looks Take notes and ask 3 mins
like in advertising using PowerPoint questions

Show Pathos example video Watch video 1 min

Ask what students saw in the Respond to Discussion 3 mins

commercial. How did they feel? Questions
What did they hear?

Explain Ethos and what it looks like Take notes and ask 3 mins
in advertising using PowerPoint questions

Show Ethos Video 1 Watch video 30 seconds

Show Ethos Video 2 Watch video and look for 1 min

comparisons between the
 two videos

Ask what made those commercials Give examples from videos 3 mins
credible? and engage in discussion

Explain Logos and what is looks like 3 mins

in advertising using PowerPoint Take notes and ask
questions
Show Logos video 30 seconds
Watch video
Ask students if they saw any facts
or if the commercial felt straight Give examples from video 3 mins
forward and fact based and engage in discussion

Briefly discuss that multiple Take notes and ask 2 mins

strategies will be used in one questions
commercial

Have students partner up and give Be sorted into pairs and 3 mins
instructions for group activity prepare for activity

Show first video Watch video and take notes 1 min 30

about observations secs

Have students discuss the Discuss in partners what 5 mins

commercial and decide which they noticed and come to a
strategies they see at work in the conclusion about what the
commercial predominate rhetorical
strategy is

Ask students to share with class Share what their group 5 mins
what strategy the pairs decided on decided on and support with
and why evidence

Watch video and take notes 1 min 30

Show second video about observations secs

Discuss in partners what 5 mins

Have students discuss the they noticed and come to a
commercial and decide which conclusion about what the
strategies they see at work in the predominate rhetorical
commercial strategy is

Ask students to share with class Share what their group 5 mins
what strategy the pairs decided on decided on and support with
and why evidence
Show third video Watch video and take notes 1 min 30
about observations seconds

Have students discuss the Discuss in partners what 5 mins

commercial and decide which they noticed and come to a
strategies they see at work in the conclusion about what the
commercial predominate rhetorical
strategy is

Ask students to share with class Share what their group 5 mins
what strategy the pairs decided on decided on and support with
and why evidence

Give Instructions for Individual Listen to instructions 3 mins

Practice (hopefully)

Hand out worksheet Take worksheet and 2 mins

prepare for activity

Answer any questions students Find one or two 5 mins

have commercials on the internet
and begin filling out
worksheet, and asking
questions when needed

Walk around the room and see how Continue working on activity 5 mins
students are doing and look at
progress on work sheet

Ask students to transition to exit Put materials for activity 2 min

slips away and get out index card

Collect exit slips and check for Answer Exit slip questions 5 min
final questions and begin to pack up for the
day
Adjustments For Diverse Learning Needs

Student 1 (IEP or Student 2 (Gifted) Student 3 Student 4 (ELL)
special needs) (Struggling
reader/writer)
Cite your sources. Cite your sources. Cite your sources. Cite your sources.
Incorporates knowledge of this unique group (including their background
knowledge, interests, and individual differences)

Closure (Restate what closure activities you have designed and briefly rationalize
their appropriateness for this lesson):
On an index card, the students will write
1. Their favorite commercial from the ones you watched on your own
2. One thing they learned
3. Their color on the feedback scale (ie, green- I understand the lesson
completely and the learning objectives are true, yellow- I am getting it but I
need to go over it again to be green, red- I do not get this, can we start
over)
This gives me feedback on how well the students understood the lesson to see
how much information I need to restate in the next lesson because this is a
singular lesson in a series of lessons about bias and advertising.
Assessment
Formative Checks:

Formative Assessment Criteria:

Summative Assessment:

Summative Assessment Criteria:

Post-teaching reflection (following your microteach, reflect on what went well,

what you would improve, and address the feedback you receive.