Lesson Plan
Rhetoric and Reason Plan
Students will identify three rhetorical techniques or logical fallacies in a short text and rewrite one claim using clear claim-evidence-reasoning.
Understanding rhetorical techniques and logical fallacies is essential for students to critically analyze information, make informed decisions, and construct strong, evidence-based arguments in their academic work and daily lives.
Audience
10th Grade
Time
30 minutes
Approach
Direct instruction, guided practice, independent application, and reflective closure.
Materials
Smartboard or projector, Persuasion or Problem Slides, Short Text Packet with Mixed Claims, Fallacy Spotter and CER Rewrite Worksheet, and Exit Ticket My Stronger Claim
Prep
Teacher Preparation
15 minutes
- Review Persuasion or Problem Slides for content and flow.
- Print copies of Short Text Packet with Mixed Claims (one per student).
- Print copies of Fallacy Spotter and CER Rewrite Worksheet (one per student).
- Print copies of Exit Ticket My Stronger Claim (one per student).
- Ensure projector/Smartboard is working and presentation software is ready.
- Familiarize yourself with common rhetorical techniques (e.g., ethos, pathos, logos) and logical fallacies (e.g., ad hominem, straw man, hasty generalization).
Step 1
Do Now: Identify the Claim (5 minutes)
5 minutes
- Display a short, provocative social media post or news headline (without revealing its source) on the board.
- Ask students to identify the main claim being made.
- Facilitate a brief class discussion. Ask: "What is the author trying to convince you of?"
Step 2
Mini-lesson: Rhetoric and Reason (10 minutes)
10 minutes
- Use Persuasion or Problem Slides to introduce rhetorical techniques (ethos, pathos, logos) and common logical fallacies (e.g., ad hominem, straw man, hasty generalization).
- Define each term clearly with simple examples.
- Emphasize how identifying these moves helps us analyze arguments critically.
- Connect to the 'Do Now' post: "Was there an implicit rhetorical move or fallacy in that post?"
Step 3
Annotate a Short Text (10 minutes)
10 minutes
- Distribute the Short Text Packet with Mixed Claims and the Fallacy Spotter and CER Rewrite Worksheet.
- Instruct students to read the text and annotate it, identifying at least three instances of rhetorical techniques or logical fallacies. They should briefly note why they think it's that technique/fallacy.
- Guide students to transfer these findings to the 'Fallacy Spotter' section of their worksheet.
- Circulate and provide support, prompting students with questions like: "What feeling is the author trying to evoke here?" or "Is this argument attacking the person or the idea?"
Step 4
Rewrite a Claim using CER (3 minutes)
3 minutes
- Instruct students to choose one claim from the Short Text Packet with Mixed Claims (or one they identified) that they believe is weak or uses a fallacy.
- On their Fallacy Spotter and CER Rewrite Worksheet, have them rewrite that claim using the Claim-Evidence-Reasoning (CER) format, aiming to make it stronger and more logical.
- Remind them that 'Claim' is their statement, 'Evidence' is data/facts, and 'Reasoning' explains how the evidence supports the claim.
Step 5
Cool Down: Share Your Stronger Claim (2 minutes)
2 minutes
- Distribute Exit Ticket My Stronger Claim.
- Ask students to write down their rewritten CER claim from the worksheet.
- Collect exit tickets as students leave. Alternatively, have a few students share their rewritten claims with the class before collecting.
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Slide Deck
Persuasion or Problem?
Spotting Rhetoric & Fallacies in Everyday Arguments
How do we know if an argument is strong or sneaky?
Welcome students and introduce the lesson's central question. Briefly connect it to their daily lives (social media, ads, conversations).
What is Rhetoric?
Rhetoric is the art of persuasion: how speakers and writers use language to influence an audience.
Today, we'll focus on:
- Ethos: Appeals to credibility
- Pathos: Appeals to emotion
- Logos: Appeals to logic
Introduce the idea of rhetoric as the art of persuasion. Explain that understanding how people try to persuade us is the first step to critical thinking. Briefly mention the three appeals.
Ethos: The Credibility Appeal
Ethos refers to the credibility or ethical appeal of the speaker/writer.
- How it works: Convincing an audience that the creator is trustworthy, knowledgeable, or has good character.
- Example: "As a doctor with 20 years of experience, I recommend this medicine."
Explain Ethos. Provide a clear, relatable example, perhaps asking students to think of people they trust for advice and why.
Pathos: The Emotional Appeal
Pathos refers to the emotional appeal.
- How it works: Evoking feelings (like joy, sadness, fear, anger) to influence an audience.
- Example: "If we don't act now, countless animals will suffer from pollution. Think of the helpless baby seals!"
Explain Pathos. Use an example that students might encounter in advertising or public service announcements. Ask for student examples.
Logos: The Logical Appeal
Logos refers to the appeal to logic or reason.
- How it works: Using facts, statistics, evidence, and clear reasoning to persuade an audience.
- Example: "Studies show that 9 out of 10 dentists recommend this toothpaste for better oral hygiene."
Explain Logos. Emphasize the role of facts, data, and logical reasoning. Ask students when logical arguments are most effective.
But Wait... What's a Fallacy?
Sometimes, arguments sound convincing but have hidden flaws. These flaws are called logical fallacies.
They are like tricks or errors in reasoning that make an argument seem valid when it isn't.
Transition to logical fallacies. Explain that these are errors in reasoning, often used to trick or mislead. Introduce the idea of 'sneaky arguments'.
Common Fallacy: Ad Hominem
Ad Hominem (meaning "to the person")
- How it works: Attacking the person making the argument instead of addressing the argument itself.
- Example: "You can't trust Jane's opinion on healthy eating; she eats fast food all the time!"
Introduce Ad Hominem. Provide a straightforward example and discuss why it's a weak argument.
Common Fallacy: Straw Man
Straw Man
- How it works: Misrepresenting or distorting someone's argument to make it easier to attack or refute.
- Example:
- Person A: "I think we should spend more on education."
- Person B: "So you're saying we should bankrupt our country just to fund every frivolous school program? That's ridiculous!"
Explain Straw Man. Emphasize exaggerating or misrepresenting an opponent's argument to make it easier to attack.
Common Fallacy: Hasty Generalization
Hasty Generalization
- How it works: Making a broad statement or conclusion based on too small a sample size or insufficient evidence.
- Example: "My grandmother smokes a pack a day and lived to be 90. Therefore, smoking isn't bad for you."
Introduce Hasty Generalization. Discuss the danger of jumping to conclusions based on limited evidence.
Why Does This Matter?
- Helps you analyze what you read and hear.
- Prevents you from being misled.
- Makes you a stronger, more logical communicator.
Now, let's put your new skills to the test!
Explain the importance of identifying these. Transition to the activity where students will spot these in a text.
Reading
The Debate Over Extended School Days
Should Our School Day Be Longer? An Opinion Piece
As a long-time educator and parent of two students who have excelled in our current system, I believe it's time we seriously consider extending our school day by an hour. For years, I've observed that the current schedule barely allows teachers to cover the essential curriculum, leaving little room for in-depth discussion, project-based learning, or personalized support. (Ethos)
Opponents of this idea often argue that extending the school day would turn our children into stressed-out automatons, devoid of joy and creativity. (Straw Man) They paint a picture of exhausted students trudging home in the dark, overwhelmed by homework and extracurricular activities. This simply isn't what we're proposing. We are talking about a modest addition, carefully integrated to enhance learning, not diminish childhood. (Pathos)
Consider the undeniable truth: more time in the classroom often correlates with improved academic performance. (Logos) A recent report from the National Education Council showed that districts with slightly longer instructional hours reported a 5-7% increase in standardized test scores compared to those with shorter days. Furthermore, a longer day could provide crucial time for interventions for struggling students and enrichment opportunities for those who are ready for more challenging work. It's about maximizing potential, not merely extending hours.
Some might say, "But what about after-school activities? Our students need time for sports and clubs!" This is a valid concern, but let's be realistic. Many students already spend hours on their phones after school. An extra hour of structured learning could be far more beneficial than another hour of screen time. (Ad Hominem - implicit, attacking student habits rather than the activities themselves) We cannot sacrifice academic rigor for the sake of unfocused free time.
Ultimately, a longer school day means more opportunities for our students to learn, grow, and succeed. It's an investment in their future, and the future of our community. If we truly care about giving our children the best possible start, we must be open to this change. (Pathos)
Worksheet
Fallacy Spotter and CER Rewrite
Directions: Read the provided text, "The Debate Over Extended School Days." As you read, identify at least three examples of rhetorical techniques (Ethos, Pathos, Logos) or logical fallacies (Ad Hominem, Straw Man, Hasty Generalization). For each example, briefly explain why it fits that category and what effect the author is trying to achieve.
Part 1: Spot the Moves!
Example 1:
- Rhetorical Technique/Logical Fallacy:
- Explanation & Effect:
Example 2:
- Rhetorical Technique/Logical Fallacy:
- Explanation & Effect:
Example 3:
- Rhetorical Technique/Logical Fallacy:
- Explanation & Effect:
Part 2: Rewrite a Stronger Claim (Claim-Evidence-Reasoning)
Directions: Choose one claim from the "Short Text Packet with Mixed Claims" that you believe is weak or uses a fallacy. Rewrite it below using the Claim-Evidence-Reasoning (CER) format to make it a stronger, more logical argument. If you can, use outside knowledge or general reasoning to improve the evidence or reasoning sections.
Original Claim (from the text):
Your Rewritten Claim:
Claim:
Evidence:
Reasoning:
Cool Down
Exit Ticket: My Stronger Claim
Directions: From your "Fallacy Spotter and CER Rewrite Worksheet," write down the rewritten claim you created using the Claim-Evidence-Reasoning (CER) format.
Claim:
Evidence:
Reasoning:
Bonus: What was the original fallacy or rhetorical move you identified in the claim you chose to rewrite?