University of Sunderland Lesson Plan
Date:
Subject:
English
Class:
1C
21/10/2019
Lesson:
Lesson:
Writing
Time:
11:1512:45pm
No. of Pupils:
boys/girls
11b/6g
Teacher:
Shaden
Barakat
Prior Learning/Experience:
Summarising texts
Persuasive Writing (introduce ethos, pathos, and logos)
Samples:
Resources:
Worksheet and 3 videos
Worksheet to follow along with videos
https://app.box.com/s/u2od32nfl4tm4twu3bppextyc8svt6nm
Sheet to stick in copybook:
https://app.box.com/s/65twy7ad4v1bi23fqfer8paqit0tz7jg
Oliver twist sheet, which they had as H.W the day before
and are to act it in class:
https://app.box.com/s/1dao2hajw50rwa73eyxfxbu6fis69dj2
Previous homework marked (Oliver Twist)
https://app.box.com/s/1dao2hajw50rwa73eyxfxbu6fis69dj2
Marked sheet used to follow along with videos
https://app.box.com/s/h7g0ivxz8fnfxls1acdi1b80rdqx0i3z
Marked homework for this lesson
https://app.box.com/s/pd42gpwc6l614btrdnoa16v76gm5d5tb
https://app.box.com/s/9b4ynlbv8ruv30qklvdc6ruktwukfj01
Learning Objectives/Intentions: Understanding and identifying
persuasive techniques in advertisements and essays
By the end of the lesson students will be able to:
-identify what ethos, pathos and logos are
-give examples of what ethos, pathos and logos are
Success Criteria /How Progress will be demonstrated:
-teacher will go around checking students work and making
sure all students know how to identify ethos, pathos and logos
Clock
Time
Learning Activity (TS3)
Key Questions (TS4)
Differentiation (TS5)
Assessment Opportunities
(TS6)
20 min
Starter/Bell Work (Where appropriate):
-Ask students to get out homework and
mark it together
-Students are to act the Oliver Twist
scene where he is asking his master for
some more to pinpoint key points in
summary
- Remind students of persuasive writing
and ask how it is different from recount
writing and summary of instructions
What are the key
points in your
comprehension that
could be used to
summarise the text?
AA students should be
able to summarise text
easily. BA students will
have difficulty and will
add extra information to
the summary that
shouldn’t be there.
That is why students will
act it out to demonstrate
what the key points are.
Teacher will go around
and check homework
while students are acting
the scene from Oliver
Twist
What does the word
‘persuade’ mean?
And why do we use
persuasive writing?
What is the
difference between
recount and
persuasive writing?
40-50
min.
Main Activities:
-Discuss why it is important use
persuasive writing
-Write on the board what ‘ethos, pathos
What are the
features of a
persuasive writing?
BA students will not know
the difference between
the writings and might
not remember what a
recount is.
All students will be
able to know what
ethos, pathos and
logos mean and why
Teacher assess students
orally
University of Sunderland Lesson Plan
and logos’ are
-Give examples of ethos, pathos and
logos on the board
-Ask students to give examples of ethos
(show audience trust), pathos(appeal to
emotions) and logos (appeal to logic)
-Show students 3 videos that appeal to
ethos, pathos or logos and ask students
to write down the ethos, pathos and
logos from each video, in the worksheet
handed to them in class
https://www.youtube.com/watch?v=9
gspElv1yvc&t=1s
-Stick a paper explaining the difference
between ethos, pathos and logos in
copybook
15 min.
Plenary/Review:
-Remind students of what they learned
in class
5 min.
Homework /Independent Learning
Find the ethos, pathos and logos in the
texts from the sheet give out in class
Could someone give
me an example for
ethos, pathos and
logos?
Which video was
appealing to
emotions more
(ethos)?
Which one used
pathos (trust) and
logos (logic) more?
they are used in
persuasive writing
AA students would be
able to the entire sheet
given in class, while BA
students will be able to
answer some of it.
Teacher will correct
the sheet together
with the students
orally
Which do you think
was the most
persuasive why?
What other features
did the videos use to
persuade you?
What is the
difference between
ethos, pathos and
logos? Which one
would you use more?
Teacher will assess
students orally
Lesson evaluation and next steps
What went well?
-Students had so much fun acting the Oliver Twist scene. A group even asked to go out of the classroom to get into character/
-Below average students fixed their homework to include only the key points of the scene.
-All students knew what ethos, pathos and logos are by the end of the lesson and were pointing them out during the videos.
What things would have improved the lesson if taught again?
I would have made the worksheet (they were using to fill in notes about the videos) shorter if I taught this lesson again as a lot of
students couldn’t finish it while watching the videos.
Actions for the future?
Ask students to act more often.
University of Sunderland Lesson Plan