Reflection: Intervention and Extension Brainstorming with Ethos, Pathos and Logos - Section 3: Closing


By looking at their exit tickets, the students had great ideas for their own lives, but since I used non-fiction articles for the lesson the next day, I should have also told students to use questions. For example if a student choose the subject of fast food, they could have asked, "how many calories are in a Big Mac?" for logos. For pathos they could have asked, "I wonder if someone has the same story I do?" For ethos, they could have asked, "How many other people believe that fast food is unhealthy?" This would have helped spurred this thinking for reading the non-fiction articles in the next lesson. However, the majority of students showed their comprehension of ethos, pathos and logos in the exit ticket. 

  Another way to teach this
  Intervention and Extension: Another way to teach this
Loading resource...

Brainstorming with Ethos, Pathos and Logos

Unit 9: Drafting, Finalizing and Celebrating Our Persuasive Essays
Lesson 8 of 15

Objective: SWBAT brainstorm ideas for a third draft of an essay in order to practice thoughtful choice of rhetorical devices.

Big Idea: Brainstorming with your head, heart and feelings.

  Print Lesson
1 teacher likes this lesson
Similar Lessons
Adding a Soliloquy - Part 1
7th Grade ELA » Drama Unit
Big Idea: To collaborate or not to collaborate? This is not an option.
Corbin, KY
Environment: Rural
Kristal Doolin
What Happened to Icarus?
7th Grade ELA » Folklore
Big Idea: Dialogue and correct punctuation.
Mesa, AZ
Environment: Suburban
Mary Lynch
Writing Stage Directions to Create a Mood
7th Grade ELA » Analyzing Literature with Act 1 of Rod Serling’s “The Monsters Are Due on Maple Street”
Big Idea: Students apply knowledge of word choice to write their own set of stage directions.
Flagstaff, AZ
Environment: Rural
Taylor Tasha DeVries
Something went wrong. See details for more info
Nothing to upload