Benjamin Mueller

Direct Instruction Lesson Plan

EDU 220-1003

STANDARD LESSON PLAN FORMAT

I. Describe the Class

Grade 11 AP Language, ~25 students per class, Advanced Placement Students

II. Subject/Skill:

AP Language and Composition, rhetorical devices (specifically rhetorical appeals –

ethos, logos, and pathos)

III. Objective(s)

Students will be able to define and identify the rhetorical appeals of ethos, logos, and
pathos

When reading literature, students will be able to classify different rhetorical devices
based on their rhetorical appeal.

IV. Procedures

1. Present students with definitions of ethos, logs, and pathos. Included will be

examples and a video showing them used in conversation.

2. Prerequisites- Some skills in literary analysis is required, but these concepts

should be easily attainable for AP students, especially since these devices are

used in almost every conversation in one way or another.

 3. Modeling – Videos displaying the rhetorical appeals used in everyday

conversations will be displayed, as well as in text examples.

4. Guided Practice- For some time, I will go through different text scenarios with

the class as a whole and have them raise their hand and tell me which

rhetorical appeal is being used.

5. Independent Student Practice – Students will write a rough draft in class of a

paper arguing a viewpoint using the three rhetorical appeals. When completed,

I will go over their papers with them and offer them advice for a final draft to

be turned in the next day.

V. Materials

PowerPoint including lesson on the objective

VI. Grouping Structures

Lesson will be given to the class as a whole, then students will write essays individually
for me to go over them one on one

VII. Modifications
For AP Language, there are a lot of different literary terms and techniques that must be

covered for the exam and the best way for students to familiarize themselves with them is

incorporating them into their own writing. AP Students are expected to handle faster

paced classes and many will prefer moving through topics quickly. In the case of an ELL

student in my class, I might take extra time to go over things like syntax with them

because words in other language don’t translate in the same order as English (i.e.
Adjective after the noun in Spanish). For a dyslexic student, I would offer to go at a

slower pace for them if the content gets too heavy.

VIII. Assessment
6. Closing activity will be me going over student’s papers and checking that the

rhetorical appeals were used correctly, as well as offering any other tips to

improve their papers. I will check to see that students were able to synthesize

the three appeals together for the benefit of their argument and for

cohesiveness in their essay.

7. Students will finish a first hard copy of their essay and have it peer reviewed

before doing a final hard copy for homework following day. Tomorrow, part

of the group activities will be a peer review and analysis of a classmate’s

paper as well as other activities in the future that will further build upon the

use of the three rhetorical appeals.