STEPP Lesson Plan Form

Teacher: Ms. Hatley and Mr. Simpson

11/16/15
School:
Thompson Valley High School
Content Area: English

Date:
Grade Level: 12

Title: Elements of Persuasion

Content Standard(s) addressed by this lesson:
directly from the standard)

(Write Content Standards

12.3.2.c Address audience needs and anticipate audience questions or misunderstandings

12.4.2.d Analyze rhetorical devices used in own and others appeals
Understandings: (Big Ideas)
By the end of class today, I will be able to explain and use the elements of
persuasion (ethos, logos, and pathos).
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
1. How do ethos, logos, and pathos affect writing?
2. How can I effectively use ethos, logos, and pathos to persuade an audience?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I will be able to explain ethos, logos, and pathos and how they can be used to
strengthen arguments.
I will be able to strengthen my final project through the use of persuasive
techniques (ethos, logos, and pathos).
List of Assessments: (Write the number of the learning target associated with
each assessment)

Formative: Students will share out what they know about ethos, logos, and
pathos.
Formative: Check ins with groups to see how they are applying their
knowledge to their final projects.
Exit Ticket

Colorado State University College of Applied Human Sciences

Page 1

STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?

Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)

Title: Elements of Persuasion

Purpose: To teach students about the elements of persuasion (ethos,
logos, and pathos) and how those elements can be applied to their
projects.
Time: 50 mins
Materials needed:
The Prezi
Handouts
Quickwrite: Which Superhero is better: Batman or Superman? Persuade
your peers in this class.

1. Start with the Quickwrite (5 mins)

2. Debrief the Quickwrite: What techniques did you use to persuade
your audience? (3 mins)
3. Hand out the Audience Appeals sheet. Introduce students to pathos,
ethos, and logos using the Prezi (15 mins)
4. Students will work in groups to workshop ideas for how these
elements can be used in their projects. (18 mins)

Colorado State University College of Applied Human Sciences

Page 2

STEPP Lesson Plan Form

Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

5. Whole Class discussion: What are some of your ideas? (5 mins)

6. Exit Ticket: What part(s) of your project did you change? How did you
add the elements of persuasion into your project? How will this help
your project to be more effective? (4 mins)

Exit ticket: What part(s) of your project did you change? How did you
add the elements of persuasion into your project? How will this help
your project to be more effective?

To modify: Teacher(s) will sit in on the group that has students that need
the extra support.

Students will be able to explain the elements of persuasion.

Students will apply the elements of persuasion to their own projects
and explain why this will help their project to be more effective (Exit
Ticket).

Colorado State University College of Applied Human Sciences

Page 3

STEPP Lesson Plan Form

Colorado State University College of Applied Human Sciences

Page 4

STEPP Lesson Plan Form

Colorado State University College of Applied Human Sciences

Page 5