Uplift Education: Heights

Mr. Huff and Mr. Leonard: 8th Grade ELA

Block Schedule: 90 Minutes

Lesson 5 Logos, Ethos and Pathos in Commercials and Print Ads

Lesson Type: 5 Step Lesson Plan

IB Framework
Connection to Statement of Inquiry: Connection to Learner Profile Attribute(s):

An authors purpose affects the audiences perspective so a Thinkers: Today scholars must study word choice and tone
critical thinker analyzes the text to understand its message being used in advertisements to consider what type of appeal
and the context that caused the writer to write. is being used to persuade them to act.

Students are studying commercials and print ads today in

order to identify appeals authors are using to persuade the
audience to act or think the way the author wants. Todays
lesson helps scholars to dismantle the text in order to
understand how the author is gaining their support.
Lesson Vision
Objective(s) Key Points and Vocabulary
SWBAT identify and describe logos, ethos and pathos by 1. An appeal is a call to a person to make a decision or
looking at different types of evidence presented in various judge something a certain way.
advertisements. 2. There are three types of appeals writers use to get
readers to make a decision or judgment. Those
appeals are called: logos, pathos and ethos.
3. Logos uses facts to persuade a person to act or judge
something the way the writer wants.
4. Pathos uses emotions to influence the audiences
feelings so that the audience will act or think the way
the writer wants.
5. Ethos taps into peoples values and morals to get
them to believe the persuader is trustworthy.
Believing the persuader is trustworthy, the audience
acts or thinks the way the persuader wants them to.
TEKS and ELPS Alignment:
8.9 - Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions
about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support
their understanding. Students are expected to analyze works written on the same topic and compare how the authors
achieved similar or different purposes.

ELPS:
2I Demonstrate listening comprehension by responding to their peers with evidence to support comments in a class
discussion.
3G Express opinions, ideas and feelings about debatable topics.

Assessment:

Directions: Read the questions below. Circle the best answer.

1. Which appeal uses a readers values to get the reader to trust the speaker?
A. Logos
B. Pathos
C. Ethos
 2. Which appeal uses emotions to influence the reader to act?
A. Logos
B. Pathos
C. Ethos

3. Which appeal uses factual information to influence the reader to act?

A. Logos
B. Pathos
C. Ethos

Directions: Look at the ads below. Answer the questions that follow.

4. Read these lines from the advertisement above.

The author of the advertisement includes the lines above MOST likely to

A. Appeal to the readers values to get them to believe the

creators of XBOX One is trustworthy so that the reader will purchase an XBOX
One.
B. Appeal to the readers emotions about the product to get
them to purchase an XBOX One.
C. Appeal to the reader using facts to get the reader to purchase
an XBOX One.

5. Read these lines from the advertisement above.

The author of the advertisement includes the lines above MOST likely to

A. Appeal to the readers values to get them to believe the

creators of All State are trustworthy so that the reader will purchase All
State auto insurance.
B. Appeal to the readers emotions about danger to get them
to purchase All State auto insurance.
C. Appeal to the reader using facts to get the reader to
purchase All State auto insurance.

Directions: Read the excerpt below and answer the questions that follow. The questions that follow are testing your
ability to use basic reading skills: using context clues and finding the main idea of a paragraph.

Cell Phones Dont Contribute to Learning

People are using cell phones everywhere, even in schools, leading some school systems to ban them during the
academic day. Cell phones dont contribute to learning and are potentially a distraction, says Thomas Sherman,
Virginia Tech professor of education. There are already enough distractions; theres no need to add another.
Sherman, who researches how children learn, explains that cell phones may inhibit younger children from learning
the full range of communication.
Cell phones mediate or stand between people, he says. The words are sent but the non-verbal information is not.
Some consider voice tone, facial expression, and physical gestures as important to the meaning of a message as the
words. When communication is not frequently mediated, it is possible children will not learn these subtle aspects of
communicating well. Today much communication is mediated with telephones, computer e-mail, and video. It is
appropriate to limit this mediated communication with young children.

6. Paragraph 1 is mainly about the reasons

a. Cell phones have been banned
b. Cell phones are a distraction
c. Cell phones are in schools
d. Cell phones are everywhere

7. The word ban in paragraph 1 means

a. allow
b. forbid
c. set
d. ensue

8. Read the following dictionary entry. Which definition most closely matches the meaning of inhibit as it is
used in paragraph 2?

A. Definition 1
B. Definition 2
C. Definition 3

Accommodations/Modifications for Special Populations:

Modifications:
Students will work in groups: Pairing ELL students with native language speakers exposes the students to
dialogue. Students will be given accountable talk stems, and will be required to use language specific to the lesson
(Logos, Ethos, Pathos).

Students will only be responsible for knowing the definition of logos, ethos, pathos

Accommodations:

Students will be able to use Spanish - English dictionaries. Allowing students to use Spanish - English dictionaries
allows students to translate from their native language to English with a better understanding.

ELL and SPED students will have fill in the blank powerpoints to help increase the speed of their notetaking.

Technology Used: Iphone and Computer

ELL students will have access to iPhones for Google Translation. Students will be able to speak into the phone in
their native language and have Google provide them with their English Translation.

The use of Youtube allows ELL students to have access to captions as they are watching the commercial videos.
Materials Teacher Needs: iPhone 6 Commercial, Samsung Commercial
Materials Scholars Need: Vocabulary Do Now Packet, Notebook, Pen or Pencil
Vocabulary This Week: Analyze, Depict, Emphasize, Imply, Infer

Teaching Plan for 90 Minutes

The Do Now will be the Ad in the Hook. See below.
Pre-Teach Unfamiliar Vocab
OR spiral grammar review

Hook/Do Now Scholars will view the following Ad on a PowerPoint Slide:

Time: 11 minutes

Scholars have 6 minutes to answer the questions below independently:

1. Who is the speaker behind this advertisement? What inference can be reasonably
made about the speaker and do you think this? The speaker is a customer of Chick-Fil
A who is probably a Christian. I think this because the cows are holding signs that say,
One Man, One Woman and God Luvs Marriage.
2. What audience do you believe the speaker is targeting? Why? I think the speaker is
targeting other Christians. I think this because of the statement at the bottom of the
ad, We didnt create traditional marriage, God Did. So we not only serve The Chicken
Sandwich, but God.
3. What is the most likely reason the author created this advertisement? I think the
purpose of the advertisement is to convince the audience to continue to support
Chick-Fil-A by buying chicken sandwiches from them.
4. What evidence does t he speaker use to convince the audience to do what he or she
wants? The speaker persuades the audience by using their loyalty to God (God Luvs
 Marriage, We didnt create traditional marriage, God did) to get them to support
Chick-Fil A.

Scholars have 5 minutes to discuss the purpose of the advertisement full group.

Lets discuss this ad for 5 minutes.

I set timer.

What do you think is the purpose of this ad? Why do you think that?

I call on scholar volunteers to share their opinions full group.

When timer goes off

Intro to New Material (I Do) WHAT Were Learning Today (1 min)

Time: 22 minutes
Today we are going to analyze advertisements.
1) Objective Our objective today is to identify appeals authors use in advertisements to get us
2) Why This Matters to act or think a certain way.
3) Introduce/Emphasize
Key Points Students
actively process key Why it Matters (2 min)
points by graphic Learning how authors use appeals in advertisements to get you to act or think
organizer, discussion, a certain way is important because it will help you to recognize when someone
modeling or strategic
questioning is attempting to persuade you in everyday situations when you are watching
4) Anticipate TV, reading a magazine or listening to the radio.
misunderstandings by Studying appeals will help you to recognize when someone is full of it or when
creating alternative
explanations of someone is making valid points.
confusing concepts It will also help you in your writing. You will be able to persuade an audience
5) CFU of Key Points because you know how authors do it.

Teaching Strategy During INM:

Scholar Groupings: Pairs

Appeals Key Points (12 min)

So what is an appeal anyways? Authors use them all the time, right?

Show on slide:

An appeal is a call to a person to make a decision or judge something a certain way.

Directions: You have 30 seconds to write down what an appeal is.

Show on slide:

Key Point #2
There are three types of appeals writers use to get readers to make a decision
or judgment. Those appeals are called logos, ethos and pathos.
The first type of an appeal is called logos.
Directions: Copy down this definition into your notebook. You have 45
seconds.

Logos uses FACTS to persuade a person to act or judge something the way the writer
wants.
Scholars copy above definition down and then I will show them these examples on a
slide:

Examples of Appeals to Logos:

"More than one hundred peer-reviewed studies have been conducted over the
past decade, and none of them suggests that this is an effective treatment for
hair loss."

Discuss your answer to the following question with the person sitting across from
you:

CFU (1 min): What evidence in this example is factual? What type of factual evidence is
this?

Ill cold call to have one of the people in the pairing to share out what they thought
was factual evidence and why.

Exemplar Response: One hundred peer reviewed studies have been conducted over
the past decade = statistical (numerical) evidence that can be proven through
research.

"Ladies and gentlemen of the jury: we have not only the fingerprints, the lack
of an alibi, a clear motive, and an expressed desire to commit the robbery
We also have video of the suspect breaking in. The case could not be more
open and shut."

Discuss your answer to the following question with the person sitting across from
you:

CFU (1 min): What evidence in this example is factual? What type of factual evidence is
this?

Ill cold call to have one of the people in the pairing to share out what they thought
was factual evidence and why.

Exemplar Response: fingerprints video of suspect breaking in = observable

evidence (I can see it, its not up for debate).

The second type of an appeal is called pathos.

Directions: Copy down this definition into your notebook. You have 45
seconds.

Pathos uses EMOTIONS to influence the audiences feelings so that the audience will
act or think the writer wants.

Scholars copy above definition down and then I will show them these examples on a
slide:

Examples of Appeals to Pathos:

 "Theres no price that can be placed on peace of mind. Our advanced security
systems will protect the well-being of your family so that you can sleep
soundly at night."

CFU (1 min): What words in this example appeal to a persons emotions?

Exemplar Response: Peace Protect Well-Being Sleep Soundly
CFU (1 min): What do those words make the audience feel?
Exemplar Response: The words make the audience feel they need the security system
so that theyll be safe.

"Youll make the right decision because you have something that not many
people do: you have heart."

Ethos taps into peoples VALUES and MORALS to get them to believe the persuader is
trustworthy. Believing the persuader is trustworthy, the audience acts or thinks the
way the persuader wants them to.

Scholars copy above definition down for 1 min 30 seconds and then I will show them
these examples on a slide:

Examples of Appeals to Ethos:

"You know me Ive taught Sunday School at your church for years, babysat
your children, and served as a playground director for many summers."
"My three decades of experience in public service, my tireless commitment to
the people of this community, and my willingness to reach across the aisle and
cooperate with the opposition, make me the ideal candidate for your mayor."
"Our expertise in roofing contracting is evidenced not only by our 100 years in
the business and our staff of qualified technicians, but in the decades of
satisfied customers who have come to expect nothing but the best."

CFU: What are values and morals?

Call on scholar volunteer to answer.

Directions: Copy this down into your notebook. You have 30 seconds.

Values and morals are beliefs about life that influence our character and behavior.

Put your pens and pencils down.

So when authors use ethos they tap into our beliefs about life to get us to
act.

Check for Understanding (7 min)

Directions: Look at your notes on appeals.

Directions: On a post it note, jot down which appeal Chick-Fil-A used in their
advertisement to get us to support their company.

Scholars receive 1 minute to decide which appeal Chick-Fil-A was using to get us to
support their product.
Directions: Stand up and push your chair in.

Scholars stand and push chairs in.

Directions: Go stick your post it note on the back wall. (10 seconds)

Scholars go stick post its on the easel in the front of the room. I pay attention to see if
any scholar sticks a post it onto the easel that has Logos on it. I plan to call on them
to ask why they made that decision. I want most students to choose Ethos. The ad is
primarily trying to tap into the viewers morals/values to get them to remain loyal to
the company. However, I can also see an argument for Pathos. A student could argue
that Chick-Fil-A is using emotion to tap into pride Christians have in religion.

Directions: Raise your hand if you chose Pathos

Scholars raise their hands, I call on one of the students that I want to target to share
their reasoning for choosing pathos. (1 minute)

Directions: Raise your hand if you chose Ethos.

Scholars raise their hands, I call on a student to share their reasoning for choosing
ethos. (1 minute)

I go back to Pathos student.

Ask: After hearing ________ response, are you still convinced that Chick-Fil-A is using
pathos or do you now believe Chick-Fil-A is using ethos?

Scholar shares response. (1 minute)

Ask to the class: Can a speaker use more than one type of an appeal in an
advertisement? Tell your group what you think.

Students discuss in groups if this is possible for 1 minute. Voiceover: Explain WHY you
think what you think!

CFU to scholar I want to target: Can a speaker use more than one type of an appeal in
an advertisement?

Exemplar Scholar Response (1 minute): Yes it is possible. A speaker would probably

want to use more than one type of an appeal at once to get the audience to connect to
it.

Show exemplar response on PowerPoint.

Say: For the purposes of our lesson today we are going to focus on the PRIMARY
(MAIN) appeal being used in an advertisement to persuade us.

Checks for Understanding, Exemplar Student Responses, Potential Misconceptions

Guided Practice (We Do) What Type of Appeal Is It?
Time: 24 minutes

1) Be clear of expectations Say: You are about to see a series of advertisements. Some will be
work in pairs or in commercials. Some will be print ads. Your task is to figure out which type of
table groups
2) Ensure ALL scholars appeal is the advertiser using to influence you to ACT or THINK a certain way.
practice
3) Scholars practice
multiple times together
Remember! It is possible to use more than one type of appeal to get an
4) Monitor/correct audience to act or think a certain way.
scholars
5) GP should be aligned to
objective Say: When you see these commercials and advertisements I want you to
6) Remind scholars of CHOOSE the PRIMARY (MAIN) appeal being used to get you to ACT or THINK a
objective certain way.

Directions: Write down LOGOS BIG on one sheet of paper in your notebook.
Write down PATHOS BIG on another sheet of paper in your notebook. Write
down ETHOS BIG on another sheet of paper in your notebook.

Scholars write this largely on sheets in their notebook. I show them a visual of
what I want them to do in my own notebook. They have 1 minute.

Ask: Are you ready?

Scholars: Yes!

Say: Lets get started!

Play the following commercial:

McDonalds Signs Commercial (Uses Pathos. Tries to get consumer to remain

loyal to them by showing how McDonalds has supported them through the
years. All the signs in the commercial show that McDonalds is a part of the
community. Also, the music in the background sounds sappy and sentimental.)

https://www.youtube.com/watch?v=93KTpF9JDWo (1:00)

Ask: Which type of appeal do you think was being used in the commercial you just
saw?

Directions: Put your notebook in the air to show me which type of appeal you think is
being used.

Scholars put notebooks in the air. I call on a scholar that chose Pathos.

Ask: Why did you choose pathos as the appeal being used?

Scholar explains using answer above.

Say: Show me whether you agree or disagree with _______s answer.

Call on scholar that is using disagree signal.

Ask: Why do you disagree?
Scholar shares why he/she disagrees.

Directions: Show me whether you agree or disagree with ____.

Scholars show thinking. Call on scholar that disagrees. Scholar explains why.

If necessary I will show the commercial again and see if the class can come to a
consensus.

To end discussion show this on a slide:

Pathos is primarily being used to get the audience to continue purchasing

McDonalds products.

Say: I am about to show you a different ad. Your task is to decide which appeal
is PRIMARILY used to cause you to think or act a certain way.

Show students the following ad on a slide.

Directions: Read this ad for 1 minute silently. When I say go, put your notebook up in
the air to show me which type of appeal you think is being used.

Students study Coca-Cola ad for 1 minute.

Say: Go! Put your notebook up!

Scholars show me the type of appeal they think is being used.

Exemplar Response: Scholars notebooks should be turned to the page with Pathos
on it.

Ask: In groups students will discuss which type of appeal they think is being used and
write it on their notebook. Why did you choose pathos as the appeal being used?

Scholar explains using answer above.

Exemplar Response: I chose pathos because I noticed the cokes have names on them.
Names on the coke bottles make the cokes more personal. Also I see it says Share a
coke with a friend so that makes me think they are trying to appeal to my emotions. A
person tends to become friends with someone based on emotions.

Say: Show me whether you agree or disagree with _______s answer.

Call on scholar that is using disagree signal.

Ask: Why do you disagree?

Scholar shares why he/she disagrees.

Directions: Show me whether you agree or disagree with ____.

Scholars show thinking. Call on scholar that disagrees. Scholar explains why.

To end discussion show this on a slide:

Pathos is primarily being used to get the audience to continue purchasing Coca-Cola
products.

Say: I am about to show you one more advertisement. Decide which appeal is
primarily being used to persuade the audience to ACT or THINK.

Show students the following commercial:

Family Strong Hillary Clinton Commercial (

This commercial is going to make scholars struggle (in a productive way of course!)

https://www.youtube.com/watch?v=NdKsA4q-FFA (60 seconds)

Ask: Which type of appeal do you think was being used in the commercial you just
saw?

Directions: In groups students will discuss which type of appeal they think is being
used and write it on their notebook. Then students will put their notebook in the air to
show me which type of appeal they think is being used.

Scholars put notebooks in the air. I call on a scholar that chose Pathos.

Ask: Why did you choose pathos as the appeal being used?

Scholar explains using answer above.

Say: Show me whether you agree or disagree with _______s answer.

Call on scholar that is using disagree signal.

Ask: Why do you disagree?
 Scholar shares why he/she disagrees.

Directions: Show me whether you agree or disagree with ____.

Scholars show thinking. Call on scholar that disagrees. Scholar explains why.

If necessary I will show the commercial again and see if the class can come to a
consensus.

is primarily getting used to get the audience to vote for Hillary Clinton for president.

Checks for Understanding, Exemplar Student Responses, Potential Misconceptions

Independent Practice (You Scholars practice identifying types of appeals in print advertisements independently.
Do) Scholars will receive a packet with print ads. They will write the appeal they think the
Time: 15 minutes advertisement is primarily using and cite evidence from the advertisement to support
their choice.
1) Ensure every scholar
practices solo
2) Provide feedback to
scholars monitor
scholars, check
answers
3) Provide opportunities Checks for Understanding, Exemplar Student Responses, Potential Misconceptions
for extension
(Strugglers/Students
who easily achieve
objective) HW or
Extension
4) Solo practice must be
aligned to objective
Closure and Exit Ticket Closure (2 min)
Time: 18 minutes

Pack Up (30 sec)

Exit Ticket (15 min)

Complete your exit ticket silently and independently.

Homework/Extension Read Martin Luther Kings I Have a Dream speech and answer the questions.