Direct Instruction Lesson Plan Template

Teachers: Fernanda, Kaleb, Lina Subject: Language Arts

Common Core State Standards:

11-12.SL.3
Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, assessing the
stance, premises, links among ideas, word choice, points of emphasis, and tone used.
11-12.SL.4
Present information, findings, and supporting evidence in an organized, developed style appropriate to
purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning, message, and
any alternative perspectives.
11-12.RI.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text
11-12.RI.4
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses and refines the meaning of a key
term or terms over the course of a text.
11-12.RI.5
Analyze and evaluate the effectiveness of the author's choice of structural elements and text features.
11-12.RI.6
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the effectiveness of the text.
11-12.RI.8
Delineate and evaluate the rhetorical effectiveness of the author's' reasoning, premises, purpose, and
argument in seminal U.S. and world texts.

ISTE Standard: Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.

Workplace skill standards: 1.A Masters core communication skills for the workplace.

Objective (Explicit):
SWBAT demonstrate an understanding of three persuasive techniques (pathos, logos, and
ethos) and other advertising strategies.

SWBAT analyze a speech according to their employment of these techniques.

SWBAT synthesize this knowledge into protest signs of their own creation.

· Students will be able to recognize the use of ethos, logos, and pathos in written and oral form
Students will demonstrate an ability to apply rhetorical devices in speech-level contexts by creating
“commandments” that are rooted in different elements of rhetoric Students will understand the
importance of finding balance in the use of ethos, logos, and pathos in persuasive speaking Students
will synthesize reading material with their own knowledge to analyze a speech for elements of rhetoric

Evidence of Mastery (Measurable):

¨ Include a copy of the lesson assessment.
¨ Provide exemplar student responses with the level of detail you expect to see.
¨ Assign value to each portion of the response.

Students will create their own protest sign using ethos pathos or logos
Exemplary: A sign that has one rhetorical device. The sign is neat and may have some form of
illustration. The sign is well throughout. I expect that the student will be able to describe in
detail how the rhetorical device is convincing. An example is provided in the independent
practice.

Sub-objectives, SWBAT (Sequenced from basic to complex):

¨ How will you review past learning and make connections to previous lessons?
¨ What skills and content are needed to ultimately master this lesson objective?
¨ How is this objective relevant to students, their lives, and/or the real world?

SWBAT Identify rhetorical devices in prose

Key vocabulary: Materials: Laptops, Pencils, Notebooks,

Ethos – Speaker Perceived credibility or reputation Index Cards
of the speaker. Level of respect and honor given to WEBSITES:
the speaker by the audience. 1. https://share.nearpod.com/4aUdcEI
Pathos – Audience. Appeals to the audience’s DoL
emotions. 2. http://pathosethoslogos.com
Logos – Words. An appeal to logic. A 3. https://www.youtube.com/watch?v
demonstration of proof. =wWT7dXJ60Qw

Opening (state objectives, connect to previous learning, and make relevant to real life)
¨ How will you present the objective in an engaging and student-friendly way?
¨ How will you communicate its importance and make the content relevant to your students?

In real life, there will decisions made by government officials and it’s our responsibility as citizens of the United States to
stay informed and make conscious decisions based off of those laws and regulations.

From our previous classes and years of school in general, what do we know about Martin Luther King Jr.? What words do
we typically associate with him?

Have you ever attempted to convince someone of something? Using our key vocabulary words, write three to five
sentences explaining what mode of persuasion you used and what you were trying to convince the individual or audience
of? Was it successful?

As a unit we will spend a few minutes after discussing them and why they worked and/or why they were unsuccessful.

Instructional Teacher Will: Student Will:

Input ¨ How will you model/explain/demonstrate ¨ What will students be doing to actively capture
all knowledge/skills required of the and process the new material?
objective? ¨ How will students be engaged?
¨ What types of visuals will you use?
¨ How will you address misunderstandings
or common student errors?
¨ How will you check for understanding?
¨ How will you explain and model behavioral
expectations?
¨ Is there enough detail in this section so
that another person could teach it?

Present the Nearpod code with the scholars
and begin asking questions to engage the
students and get them thinking critically
about Martin Luther King Jr. After that,
begin the brief writing exercise where the
students will demonstrate their personal
experience using one of the three modes of
persuasion. Give them 3-5 minutes for them
to write and then we’ll share as a unit.
Discuss the four basic steps of a
“nonviolent campaign” with the group.
1. A collection of the facts to
determine whether injustices exist
2. Negotiation
3. Self-Purification
4. Direct Action
Discuss the purpose of the pathos, ethos,
and logos website link and how they can
keep it on as a separate in case they need a
reminder on the three varying modes of
persuasion.
Students will enter Nearpod and begin their brief
writing exercise independently. They will use the
Nearpod website to type out their experience and
then share it with the rest of the group. If they feel
inclined to discuss, the students will be prompted
to share with the rest of the group. The students
will then listen through the four basic steps of a
nonviolent campaign and continue thinking about
the differences between Pathos, Ethos, and
Logos.
Students will have the website link for the three
different modes on a separate tab in case they
need to look up further information.

Co-Teaching Strategy
¨ Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
The YouTube video has subtitles and the scholars will be placed into groups by the instructors in a
manner that’s inclusive for everyone. Also, within the lesson different learners will be engaged in
the process. Those who learn from hearing, discussion, and tackle learners will have the
opportunity to learn in their own ways.
Guided Teacher Will: Student Will:
Practice ¨ How will you ensure that all students have ¨ How will students practice all knowledge/skills
multiple opportunities to practice new required of the objective, with your support, such
content and skills? that they continue to internalize the sub-
¨ What types of questions can you ask objectives?
students as you are observing them ¨ How will students be engaged?
practice?
¨ How/when will you check for ¨ How will you elicit student-to-student interaction?
understanding? ¨ How are students practicing in ways that align to
¨ How will you provide guidance to all independent practice?
students as they practice?
¨ How will you explain and model behavioral
expectations?
¨ Is there enough detail in this section so
that another person could facilitate this
practice?

Students will be divided into three
groups. Each group will watch a
different part of Letter from
Birmingham Jail.
The scholars will watch their
segment of the video and then be
prompted with a few formative
questions that check for
understanding and attempt to
cause critical thinking on the
discussion and speech.
Students will look for examples of
ethos, pathos and logos in the letter
Students will share their findings with
peers in a class discussion, and their
rationale
After watching the video the students
will be prompted these questions which
they will answer with their group before
sharing out what ideas they decided on.

1. What persuasive modes

were used during the
Speech that you watched?
Were they effective?
2. Why is this speech still
being read 50 years later?
Are the sentiments still
relevant today?
3. Since Martin Luther King
Jr. gave this speech from
prison, how do you think
this affected the speech?
With this in mind, would
you have truly listened to
his words if this was your
perception of him?

The instructor will use proximity

control and join student
 discussion to make sure it stays
relevant and promote engaging
questions to continue the
meaningfulness of conversation.

Begin to discuss the importance of

protest and how they will be
beginning one of their own.
Discuss the positive effects of the
speech like, “President Kennedy
addressed the nation, announcing
his plans to present sweeping civil
rights legislation to the U.S.
Congress” and how his speech
was published all across the
country through publications as
large as the New York Times.

Co-Teaching Strategy
¨ Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
¨ What accommodations/modifications will you include for specific students?
¨ Do you anticipate any students who will need an additional challenge?
¨ How can you utilize grouping strategies?
Students who learn from discussion will have the opportunity to learn here.

Independent Teacher Will: Student Will:

Practice ¨ How will you plan to coach and correct
during this practice?
¨ How will you provide opportunities for
remediation and extension?
¨ How will you clearly state and model
academic and behavioral expectations?
¨ Did you provide enough detail so that
another person could facilitate the practice?
¨ How will students independently practice the
knowledge and skills required by the objective?
¨ How will students be engaged?
¨ How are students practicing in ways that align to
assessment?
¨ How are students using self-assessment to
guide their own learning?

¨ How are you supporting students giving

feedback to one another?
 I will give each student an index Each individual student will choose an
card and provide them with issue that they want to protest.
instructions.
Student will create a protest sign on the
Instructions: Pick an issue you are index card. They will choose an issue
interested in and create a protest and incorporate at least one of the 3
sign to convince your audience. modes of persuasion.
The card must utilize either ethos,
pathos, or logos. You must be able
to explain why/ how you created
your sign. This assignment is to be
completed individually and we will
share later in the class.

During this time, students will

work individually and I will monitor
over their work and provide them
with suggestions and feedback as
they create their sign.

Bad example: Although the sign

does state a position and has
illustrations, it does not use ethos,
pathos, or logos.

Adequate sign: The sign appeals

to emotion. This sign uses pathos.
The assignment could be
exemplary if the student describes
in detail his/her position and how
the rhetorical device is used. Also,
how is the sign effective. What
reaction is expected of the
audience.

Co-Teaching Strategy
¨ Which co-teaching approach will you use to maximize student achievement?
 Differentiation Strategy
¨ What accommodations/modifications will you include for specific students?
¨ Do you anticipate any students who will need an additional challenge?
Students who learn best through creating an visuals have the opportunity to do so.

Closing/Student Reflection/Real-life connections:

¨ How will students summarize and state the significance of what they learned?
¨ Why will students be engaged?

Students will present their protest sign to the rest of the group while explaining the rhetoric that they
used. They must state how their method is convincing and how it is similar to MLK’s own efforts. While
one students is actively presenting his/her ideas, the others are listening. Also, once the presenter is
finished speaking, students may comment and question the presenters work. Furthermore, students will
explain why it is important to be convincing in today’s world.

Color key:

Lina Guzman
Kaleb Hargous
Fernanda Balderrama