Lesson Plan
Topic:	Persuasion	Date:	DAY SEVEN
Objectives:	1. Students will be able to define, identify, and the concepts of apply ethos, pathos, and logos.  *Competency Goal 5.01 – Learners will examine Oedipus by examining the use of ethos, pathos, and logos as literary devices.  They will explain their effect on this work of world literature.  *Competency Goal 1.02 – Learners will respond reflectively through small group and class discussion by relating personal knowledge of the uses of persuasion to textual information.
Activities	Description of activity	Time	Materials
Anticipatory Set	Commercials:  Ask students to get out a pen and a piece of paper and number from one to five.  Explain that you are going to show commercials.  Students need to identify how the commercial is trying to persuade the audience to buy the product.	10 min	television, vcr, video of commercials, board markers
Objective	Go over outline on the board:                                                                                                                  • commercials • Pathos, Ethos, Logos • Sophocles using persuasion • Oedipus using persuasion	1 min	outline written on board
Instructional Input	Explain that just as each commercial made an effort to convince us to buy something or do something, literature employs persuasion in order to invoke certain emotions and reactions to the text.  Define the three appeals - means of persuading an audience: pathos, ethos, and logos.  Be sure to tell them that these ideas are from Aristotle's Rhetoric: (1) the speaker's power of evincing a personal character which will make his speech credible (ethos ); (2) her/his power of stirring the emotions of his hearers (pathos ); (3) her/his power of proving a truth, or an apparent truth, by means of persuasive arguments (logos )  Modeling: Tell students the commercial that shows each appeal.  Ask them where it is and why it is or is not effective.  Guided practice: Ask students where else each appeal appears.  Discuss as a class how it fits definition and whether or not its effective.	15 min
Checking for Understanding	Call on student and ask her or him how they would explain pathos to someone if another student missed class.  Call on another student and ask how she or he would expand on that to include ethos.  Then, pose the situation that you and a friend are in science class and the teacher is talking about logos, how would you help your friend understand what logos is and why it is important.	5 min
Modeling	Discuss how Sophocles uses the three appeals.  Point to page 275: ethos- Tiresias' reputation; significance- makes Tiresias a credible character so audience believes his accusations.  Page 287: logos- Creon establishes that he has no motive using reason; significance to establish respect for Creon as someone to be trusted.  Page 294: pathos- Oedipus showing awareness of how awful it will be if he truly is Laius' killer; significance-- the audience is not disgusted with him, but rather, feels sorry for him because he shows remorse.  His emotions appeal to those of the audience.	15 min
Guided Practice	Work with partners.  How does Oedipus use the three appeals within the play?  Arguments between Oedipus and Creon and Oedipus and Tiresias.  Pages 276-282 and 285-289.  Give students above info and ask them where Oedipus uses pathos to get his way (Tiresias), how Oedipus uses rational argument (Tiresias 278, Creon 286), ethos (Tiresias 278-288).	10 min
Checking for Understanding	Have students share how Oedipus uses the three appeals.	10 min
Independent Practice	Review homework: Read pages 307 - 314, pay attention to and note how Sophocles employs the appeals, follow motifs (catch up if you haven't been doing them)