K20 LEARN | Ethos, Logos, Pathos

Summary

In this lesson, students become familiar with identifying, locating, and analyzing persuasive techniques in writing and multimodal compositions, including their own, by examining the ways in which commercials and infomercials employ these techniques. Using their new knowledge, students will write a persuasive essay, intentionally applying the appeals of ethos, logos, and pathos in order to persuade to their audiences.

Essential Question(s)

What techniques do speakers and writers use to persuade their audiences?

Snapshot

Engage

Students view commercials and discuss persuasive techniques using the Sticky Bars instructional strategy.

Explore

Students work through a Magnetic Statements activity where they state their opinions related to statements about persuasive techniques.

Explain

Students watch an instructional video focusing on persuasive techniques and revisit the Magnetic Statements activity in order to determine if, how, and why (or why not) their opinions changed.

Extend

Students view infomercials to examine how they employ persuasive techniques. Students will have the option of creating their own infomercials using persuasive appeals: ethos, logos, pathos, and various infomercial persuasive techniques.

Evaluate

Students write persuasive essays, taking into account ethos, logos, and pathos in order to appeal to their audience.

Instructional Formats

The term "Multimodality" refers to the ability of a lesson to be offered in more than one modality (i.e. face-to-face, online, blended). This lesson has been designed to be offered in multiple formats, while still meeting the same standards and learning objectives. Though fundamentally the same lesson, you will notice that the different modalities may require the lesson to be approached differently. Select the modality that you are interested in to be taken to the section of the course designed for that form of instruction.

Face-to-Face

Materials

Lesson Slides (attached)

Magnetic Statements (attached, print one copy for display)
Magnetic Statement Note Catcher (attached, one per student)
Writing materials: pen, pencil, paper, etc.
Sticky notes
Computer with Internet access to view linked commercials and infomercials

Online

Materials

Lesson Slides (attached)

Magnetic Statements (attached, print one copy for display)
Magnetic Statement Note Catcher (attached, one per student)
Writing materials: pen, pencil, paper, etc.
Sticky notes
Computer with Internet access to view linked commercials and infomercials

Hybrid

Materials

Lesson Slides (attached)

Magnetic Statements (attached, print one copy for display)
Magnetic Statement Note Catcher (attached, one per student)
Writing materials: pen, pencil, paper, etc.
Sticky notes
Computer with Internet access to view linked commercials and infomercials

Hybrid

Engage

Using the Lesson Slides, introduce students to the essential question on slide 3 and the learning objectives on slide 4.

Show slides 5-7 in sequence.

Volunteers of America Stats commercial (slide 5)
Nationwide Our Promise commercial (slide 6)
Coca-Cola Brotherly Love commercial (slide 7)

Using the Sticky Bars instructional strategy, have students place their sticky notes on the board or wall, creating a real-time bar graph of answers. Ask them to group identical or similar ideas vertically in order to create the bar graph.

Show slide 8. Engage students in a whole-class discussion about the persuasive techniques they notice in the commercials.

Have students discuss similarities and differences in their responses, looking particularly at responses that show up frequently. Point out to them that high vertical bars reflect similar conclusions.

Ask students to discuss how persuasive each commercial is and what strategies make each commercial effective. Have the class identify demographic groups targeted by each commercial. Have them analyze target audiences regarding age, group, gender, and other characteristics that might be relevant.

Online

Engage

Using the Lesson Slides, introduce students to the essential question on slide 3 and the learning objectives on slide 4.

Show slides 5-7 in sequence.

Volunteers of America Stats commercial (slide 5)
Nationwide Our Promise commercial (slide 6)
Coca-Cola Brotherly Love commercial (slide 7)

Using the Sticky Bars instructional strategy, have students place their sticky notes on the board or wall, creating a real-time bar graph of answers. Ask them to group identical or similar ideas vertically in order to create the bar graph.

Show slide 8. Engage students in a whole-class discussion about the persuasive techniques they notice in the commercials.

Have students discuss similarities and differences in their responses, looking particularly at responses that show up frequently. Point out to them that high vertical bars reflect similar conclusions.

Ask students to discuss how persuasive each commercial is and what strategies make each commercial effective. Have the class identify demographic groups targeted by each commercial. Have them analyze target audiences regarding age, group, gender, and other characteristics that might be relevant.

Face-to-Face

Engage

Using the Lesson Slides, introduce students to the essential question on slide 3 and the learning objectives on slide 4.

Show slides 5-7 in sequence.

Volunteers of America Stats commercial (slide 5)
Nationwide Our Promise commercial (slide 6)
Coca-Cola Brotherly Love commercial (slide 7)

Using the Sticky Bars instructional strategy, have students place their sticky notes on the board or wall, creating a real-time bar graph of answers. Ask them to group identical or similar ideas vertically in order to create the bar graph.

Show slide 8. Engage students in a whole-class discussion about the persuasive techniques they notice in the commercials.

Have students discuss similarities and differences in their responses, looking particularly at responses that show up frequently. Point out to them that high vertical bars reflect similar conclusions.

Ask students to discuss how persuasive each commercial is and what strategies make each commercial effective. Have the class identify demographic groups targeted by each commercial. Have them analyze target audiences regarding age, group, gender, and other characteristics that might be relevant.

Face-to-Face

Explore

Show slide 9. Give students a few minutes to walk around the room and consider each statement. As students reflect on the statements, ask them to stand by one that attracts them the most. Have students discuss their choices with the other students who chose the same statement. Ask students to select a representative from each group to describe what about the statement attracted the group.

Online

Explore

Show slide 9. Give students a few minutes to walk around the room and consider each statement. As students reflect on the statements, ask them to stand by one that attracts them the most. Have students discuss their choices with the other students who chose the same statement. Ask students to select a representative from each group to describe what about the statement attracted the group.

Hybrid

Explore

Show slide 9. Give students a few minutes to walk around the room and consider each statement. As students reflect on the statements, ask them to stand by one that attracts them the most. Have students discuss their choices with the other students who chose the same statement. Ask students to select a representative from each group to describe what about the statement attracted the group.

Hybrid

Explain

After students have completed the Magnetic Statements activity, ask them to return to their seats in preparation for a short instructional video, Ethos, Pathos & Logos. Pass out the Magnetic Statement Note Catcher handout to students.

Show slide 10. The instructional video discusses persuasive appeals, including ethos, logos, and pathos.

Ask students to think about their previous conversations during the Magnetic Statements activity as they watch the video. Have them make notes on their Note Catchers to assist them in understanding these classical appeals (ethos, pathos, and logos.

After the video, show slide 11. Ask students to complete a second round of Magnetic Statements. Have them ) a statement different from their first choice. Once they have selected their statements, have them discuss with their peers if/how/why their opinion changed after watching the Ethos, Pathos, & Logos video.

Allow sufficient time for substantive conversation. During the small-group and whole-class conversations, ask students to focus specifically on the concepts of ethos, logos, and pathos addressed in the video.

Show slide 12, the Perfect Bacon Bowl infomercial. Have students examine the persuasive techniques applied in the video.

As students watch the infomercial, ask them to jot down the instances of persuasion they observe. Have them identify persuasive techniques and appeals they notice by name. Refer to their previous discussions. Have students share out what they noticed about the infomercial.

Online

Explain

After students have completed the Magnetic Statements activity, ask them to return to their seats in preparation for a short instructional video, Ethos, Pathos & Logos. Pass out the Magnetic Statement Note Catcher handout to students.

Show slide 10. The instructional video discusses persuasive appeals, including ethos, logos, and pathos.

Ask students to think about their previous conversations during the Magnetic Statements activity as they watch the video. Have them make notes on their Note Catchers to assist them in understanding these classical appeals (ethos, pathos, and logos.

After the video, show slide 11. Ask students to complete a second round of Magnetic Statements. Have them ) a statement different from their first choice. Once they have selected their statements, have them discuss with their peers if/how/why their opinion changed after watching the Ethos, Pathos, & Logos video.

Allow sufficient time for substantive conversation. During the small-group and whole-class conversations, ask students to focus specifically on the concepts of ethos, logos, and pathos addressed in the video.

Show slide 12, the Perfect Bacon Bowl infomercial. Have students examine the persuasive techniques applied in the video.

As students watch the infomercial, ask them to jot down the instances of persuasion they observe. Have them identify persuasive techniques and appeals they notice by name. Refer to their previous discussions. Have students share out what they noticed about the infomercial.

Face-to-Face

Explain

After students have completed the Magnetic Statements activity, ask them to return to their seats in preparation for a short instructional video, Ethos, Pathos & Logos. Pass out the Magnetic Statement Note Catcher handout to students.

Show slide 10. The instructional video discusses persuasive appeals, including ethos, logos, and pathos.

Ask students to think about their previous conversations during the Magnetic Statements activity as they watch the video. Have them make notes on their Note Catchers to assist them in understanding these classical appeals (ethos, pathos, and logos.

After the video, show slide 11. Ask students to complete a second round of Magnetic Statements. Have them ) a statement different from their first choice. Once they have selected their statements, have them discuss with their peers if/how/why their opinion changed after watching the Ethos, Pathos, & Logos video.

Allow sufficient time for substantive conversation. During the small-group and whole-class conversations, ask students to focus specifically on the concepts of ethos, logos, and pathos addressed in the video.

Show slide 12, the Perfect Bacon Bowl infomercial. Have students examine the persuasive techniques applied in the video.

As students watch the infomercial, ask them to jot down the instances of persuasion they observe. Have them identify persuasive techniques and appeals they notice by name. Refer to their previous discussions. Have students share out what they noticed about the infomercial.

Face-to-Face

Extend

Show slides 13-18. Have a whole-class discussion about various persuasive techniques and appeals. Below is a list of techniques that can be used to support one or more of the appeals:

Testimonials
Case studies
Magnified problem
Repetition
Scarcity
Call to Action

Show slide 19. Ask students to watch the video “Breath Right”. Have them point out specific instances of infomercial persuasive techniques they have identified in earlier discussions and examined in the Ethos, Pathos & Logos video.

Teacher's Note: Infomercial Activity (Optional)

As an optional activity, consider having students create their own infomercials. If you choose this activity, assign students to groups and instruct them to create their own original infomercial. The instructions for this activity are found on slide 20.

Have students create an item or a service they would like to sell and then create an infomercial selling the product or service. Instruct them to write a script in which all group members play a role. Ask them to create a visual design and name for their product or service. Allow ample time for students to create and practice the infomercial to present to the whole class.

Once the infomercial has been developed, have the groups present their infomercials to the whole class.

Show slide 21 before students make their presentations. Advise them that each presentation will be evaluated based on classmates’ verbal feedback to each group. Assign students to note particular instances of persuasive appeals: ethos, logos, pathos, and specific infomercial persuasive appeals.

Online

Extend

Show slides 13-18. Have a whole-class discussion about various persuasive techniques and appeals. Below is a list of techniques that can be used to support one or more of the appeals:

Testimonials
Case studies
Magnified problem
Repetition
Scarcity
Call to Action

Show slide 19. Ask students to watch the video “Breath Right”. Have them point out specific instances of infomercial persuasive techniques they have identified in earlier discussions and examined in the Ethos, Pathos & Logos video.

Teacher's Note: Infomercial Activity (Optional)

As an optional activity, consider having students create their own infomercials. If you choose this activity, assign students to groups and instruct them to create their own original infomercial. The instructions for this activity are found on slide 20.

Have students create an item or a service they would like to sell and then create an infomercial selling the product or service. Instruct them to write a script in which all group members play a role. Ask them to create a visual design and name for their product or service. Allow ample time for students to create and practice the infomercial to present to the whole class.

Once the infomercial has been developed, have the groups present their infomercials to the whole class.

Show slide 21 before students make their presentations. Advise them that each presentation will be evaluated based on classmates’ verbal feedback to each group. Assign students to note particular instances of persuasive appeals: ethos, logos, pathos, and specific infomercial persuasive appeals.

Hybrid

Extend

Show slides 13-18. Have a whole-class discussion about various persuasive techniques and appeals. Below is a list of techniques that can be used to support one or more of the appeals:

Testimonials
Case studies
Magnified problem
Repetition
Scarcity
Call to Action

Show slide 19. Ask students to watch the video “Breath Right”. Have them point out specific instances of infomercial persuasive techniques they have identified in earlier discussions and examined in the Ethos, Pathos & Logos video.

Teacher's Note: Infomercial Activity (Optional)

As an optional activity, consider having students create their own infomercials. If you choose this activity, assign students to groups and instruct them to create their own original infomercial. The instructions for this activity are found on slide 20.

Have students create an item or a service they would like to sell and then create an infomercial selling the product or service. Instruct them to write a script in which all group members play a role. Ask them to create a visual design and name for their product or service. Allow ample time for students to create and practice the infomercial to present to the whole class.

Once the infomercial has been developed, have the groups present their infomercials to the whole class.

Show slide 21 before students make their presentations. Advise them that each presentation will be evaluated based on classmates’ verbal feedback to each group. Assign students to note particular instances of persuasive appeals: ethos, logos, pathos, and specific infomercial persuasive appeals.

Hybrid

Evaluate

Show slide 22. Ask students to reflect on their projects and imagine how they can transfer these principles to their own writing. Have them draft a persuasive essay in which they use ethos, logos, and pathos to appeal to their audience.

Teacher's Note: Persuasive Essays

Students will need some information about persuasive essays as background information. Some may already know what a persuasive essay is. Others may not. Oklahoma Standards identify a persuasive essay as one that "actively campaigns for one perspective (the writer’s) to be “right” as he/she wants the audience to agree with him/her. The writer who is trying to persuade his/her audience will be more aggressive in his/her attempt to ‘sell’ to that audience."

Like essays in general, persuasive essays include an introduction, a body, and a conclusion. Persuasive essays are similar to argumentative essays, but the difference is in the amount of research completed by the author on both sides of the argument.

In an argumentative essay, the counterargument is well-researched and discussed in the essay. Persuasive essays focus only on one side of the issue. Encourage students to choose topics they are familiar with in an effort to reduce the amount of research required for the assignment.

Online

Evaluate

Show slide 22. Ask students to reflect on their projects and imagine how they can transfer these principles to their own writing. Have them draft a persuasive essay in which they use ethos, logos, and pathos to appeal to their audience.

Teacher's Note: Persuasive Essays

Students will need some information about persuasive essays as background information. Some may already know what a persuasive essay is. Others may not. Oklahoma Standards identify a persuasive essay as one that "actively campaigns for one perspective (the writer’s) to be “right” as he/she wants the audience to agree with him/her. The writer who is trying to persuade his/her audience will be more aggressive in his/her attempt to ‘sell’ to that audience."

Like essays in general, persuasive essays include an introduction, a body, and a conclusion. Persuasive essays are similar to argumentative essays, but the difference is in the amount of research completed by the author on both sides of the argument.

In an argumentative essay, the counterargument is well-researched and discussed in the essay. Persuasive essays focus only on one side of the issue. Encourage students to choose topics they are familiar with in an effort to reduce the amount of research required for the assignment.

Face-to-Face

Evaluate

Show slide 22. Ask students to reflect on their projects and imagine how they can transfer these principles to their own writing. Have them draft a persuasive essay in which they use ethos, logos, and pathos to appeal to their audience.

Teacher's Note: Persuasive Essays

Students will need some information about persuasive essays as background information. Some may already know what a persuasive essay is. Others may not. Oklahoma Standards identify a persuasive essay as one that "actively campaigns for one perspective (the writer’s) to be “right” as he/she wants the audience to agree with him/her. The writer who is trying to persuade his/her audience will be more aggressive in his/her attempt to ‘sell’ to that audience."

Like essays in general, persuasive essays include an introduction, a body, and a conclusion. Persuasive essays are similar to argumentative essays, but the difference is in the amount of research completed by the author on both sides of the argument.

In an argumentative essay, the counterargument is well-researched and discussed in the essay. Persuasive essays focus only on one side of the issue. Encourage students to choose topics they are familiar with in an effort to reduce the amount of research required for the assignment.

Resources

Allstar Marketing. (2013, November 25). Perfect Bacon Bowl. [Video]. YouTube. https://www.youtube.com/watch ?v=5kjujVnwZEs
Berger, D. (2014, May 1). Pharmaceutical pinball. [Image]. Natural news. [Image]. https://www.naturalnews.com/028624_pharmas_drugss.html)
Castle Communication Systems. (2012). Maple Place Dental Centre. [Photograph].
https://castlecs.com/vancouver-marketing-advertising-vancouver-marketing-portfolio-case-studies/
DigiBeeVideo. (2013, September 22). Breathe Right. [Video]. YouTube. https://www.youtube.com/watch ?v=hhrwNTjrCZ0
Direct Mobiles UK. (n.d.). Customer Testimonial on TrustPilot. [Image]. https://search.creativecommons.org/photos/5577f5bf-f36e-416f-9a84-95506481bf92rg)
K20 Center. (n.d.). Google Classroom. Tech Tools. https://learn.k20center.ou.edu/tech-tool/628
K20 Center. (n.d.). Magnetic Statements. Strategies. https://learn.k20center.ou.edu/strategy/166
K20 Center. (n.d.). Padlet. Tech Tools. https://learn.k20center.ou.edu/tech-tool/1077
K20 Center. (n.d.). Sticky Bars. Strategies. https://learn.k20center.ou.edu/strategy/12
Leyendecker, J.C. (1918). Order coal now. [Lithograph]. Boston Public Library. Flikr.
https://www.flickr.com/photos/24029425@N06/3552165412
Lobo, D. (2012). Anonymously report unsafe conditions. [Photograph]. Flikr. https://www.flickr.com/photos/daquellamanera/7866834178/in/photostream/
McGreevy, D. (2016, January 31). Coca Cola - Brotherly love. [Video]. YouTube. https://www.youtube.com/watch?v=qdPXQLrueRg
Oklahoma State Department of Education (2016). 10th grade ELA standards. http://elaokframework.pbworks.com/w/page/115464142/10th%20Grade%20ELA%20Standards
Padilla, R. (2020, June 12). Ethos, pathos & logos. Texas A&M University Writing Center. [Video]. YouTube. https://www.youtube.com/watch ?v=aUpiy67_nt4
Readerwalker. (2013, Feb. 9). The dark art of persuasion. [Image]. Flikr. https://www.flickr.com/photos/17842909@N00/8456609735
Thompson, N. (2011, April 23). Plato and Aristotle from The School of Athens by Raphael. Musei Vaticani, Rome. [Image]. Flickr. https://www.flickr.com/photos/33563858@N00/6954706416
Volunteers of America Ohio & Indiana. (2013, March 25). Volunteers of America "stats.” [Video]. YouTube. https://www.youtube.com/watch?v=VtBGKw7pZS4

Authentic Lessons for 21st Century Learning

Ethos, Logos, Pathos

Persuading Your Audience

Summary

Essential Question(s)

Snapshot

Instructional Formats

Materials

Materials

Materials

Engage

Engage

Engage

Explore

Explore

Explore

Explain

Explain

Explain

Extend

Extend

Extend

Evaluate

Evaluate

Evaluate

Resources

Publisher

Downloads

Standards

Facilitator Resources

Learner Handouts