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Digital Unit Plan Template

Unit Title: The Art of Logical Fallacies

Name: Alejandra Serrano

Content Area: Language Arts

Grade Level: 11th and 12th Grade

CA Content Standard(s)/Common Core Standard(s):

Speaking and Listening Standards
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order
to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone used.
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence and to add interest.

Big Ideas:
Students will understand how these errors in thought are used to sell products, influence society, and win debates around the
world. Students will be able to see past the appealing aspect of any argument or claim and think cryptically to draw their own
conclusions. This is a useful tool for young adults, because of the impulsive nature of a capitalist society.
Unit Goals and Objectives:
Students will be able to identify logical fallacies in any setting, whether it be In television ads, billboards, debates, every day
conversation. All their hard work will come together in a collaborative essay and will be displayed by presentation. Students will
analyze and compare these different logical fallacies to better understand how they can influence our day to day interactions and
alter our thought process.
Unit Summary:
This unit will help students unveil the mysteries of marketing strategies, political campaigns and debates, product placement,
and general everyday altercations. Young adults are exposed to more than 300 ads a day and they are not even consciously
aware of the impact these ads have on their lives. Structured thought processes are altered when advertisement companies
strike a chord with their audience. They have successfully made their product that is a "want" into a necessity. Students who are
ready to step into the real world must learn to look past that and live within their means, and to understand just why these ads

are so compelling.

Assessment Plan:
As a class we will brainstorm on the
effectiveness of commercials and what
makes them great. We will become
familiar with the logical fallacies that will
be in the power point and how they are
ideas we come across in our daily lives.


Students will do a quick write on the

favorite and least favorite
commercials at the end of class using
the information discussed in the
beginning of class,

Students will create flashcards as a

homework assignment

Students will take a multiple choice

pop quiz 10 of the 17 logical fallacies
to see if they need more time to
process the information before going
any further in the unit


In groups of 3-4, students will write a

3-5 page
paper on the assigned logical fallacy,
following the guidelines provided on the

This essay will be

accompanied by a visual
presentation of the product of
their choosing, also following
a provided rubric

Lesson 1
Student Learning
As a class we will
analyze what makes
an effective
commercial by
discussing visuals,
the angle, jingles, the
product, and
demographics before
introducing logical
fallacies. Ideas will be
written down to keep
students attentive.
Lesson 2

Acceptable Evidence:
Students will do a
quick write on their
favorite and least
favorite commercial
using key aspects
discussed at the
beginning of class and
from the lecture and
it will be collected at
the end of class.


Lesson Activities:
Key ideas will be written down on the board to ensure
students are following along and to keep attention at the
front of the class. Once the class has finished discussing their
ideas, I will start the power point lesson on logical fallacies.
In the presentation there are several video commercial clips
and we will break them down one at a time; asking the
students to share their thought on whether it is effective or
not. At the end of the presentation we will go over the 17
logical fallacies that will be discussed for the duration of this

Student Learning
As a class we will
briefly go over the
webercise I have
constructed for this
unit. Students will
utilize computers to
help them find critical
information for this

Acceptable Evidence:
Students can use the
back of the worksheet
to answer the
questions or they may
use a separate sheet
of paper, as long as it
is stapled to the


Lesson Activities:


Lesson Activities:

Students will highlight the instructions and the websites

where they will find all the necessary information to
complete this assignment.
In order for students to work on this effectively, I will reserve
a day in the computer lab. This way each student can go at
their own pace and improve their technical skills. We will visit
the main website together so they may start at the same
time. I will be briskly looking at the computer screens and
student handouts to determine if the student is up to speed
with the task at hand, and if not I will provide one on one
help, or if the number is great I will then shift to model what
the steps are.

Lesson 3
Student Learning
Group will
demonstrate their
understanding of
their assigned logical
fallacy. Students will
have researched their
products demographic
and it will show on
how they pitch their
Unit Resources:

Acceptable Evidence:
Each group will
collaborate to write
a3-5 page paper
following the rubric
provided. They will
also create a
commercial ad,
whether it be a video
recording or billboard
style (also has a


Useful Websites:


Each group will take over the classroom and present their
findings of their logical fallacy to their peers. They will have
to show deep understanding of this idea and perform
professionally. Groups will finish by showing off their
advertisement, and this will determine their grade. They
must have all that the rubric requires of them in order to
have a passing grade. Groups will present one by one until all
have presented. Encouraging applause will follow after each
presentation to encourage good sportsmanship.