LITERATURE-11
ESSENTIAL UNIT 7 (E07)
(Argument and Persuasion)
(July 2014)
Unit Statement: The student will analyze various informational texts, including newspaper,
magazine, online articles (e.g. blogs), and film documentaries that express an argument or
persuasive position. Thereafter, the student will explain the use of the classical rhetorical
devices; ethos, pathos, and logos by applying textual evidence. The student will also identify
by inference the theses of those various informational texts listed above. The unit will end in
a survey and discussion of rhetorical devices in advertising and politics.
This unit should be paired with Essential Unit Six of Writing 11- Persuasive Writing. The
analysis of the rhetorical situation in each piece will assist the students in its application in
Writing.
Essential Outcomes: (must be assessed for mastery)
Using course-level appropriate text:
1. The Student Will identify or infer theses from various arguments and persuasive
pieces.
2. TSW describe the audience that is being addressed in various arguments and
persuasive pieces.
3. TSW explain the use of rhetorical devices (ethos, pathos and logos) in various
arguments and persuasive pieces with supporting textual evidence.
4. TSW survey the use of rhetorical devices in advertisement.
5. TSW discuss propaganda and its uses.
Practiced/Ongoing Outcomes: (not formally assessed)
1. The Student Will practice vocabulary essential to understanding informational texts.
2. TSW apply close reading to identify ethos, pathos, and logos.
Introduced Outcomes: (not assessed)
1.
2.
3.
4.
The Student Will review and identify basic fallacies.
TSW distinguish between a sound and valid argument.
TSW distinguish between deductive and inductive inferences.
TSW distinguish between necessary and sufficient causes.
Key Terms and Concepts:
argument
inference
persuasion
rhetorical triangle
ethos
logos
propaganda
fallacy
pathos
rhetoric
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Suggested Teacher Materials:
Allen, Janet, Arthur Applebee, et al. Literature: Grade 6. Orlando: Houghton Mifflin
Publishing Company, 2012. Print. Teacher’s Ed.
Suggested Student Resources:
Allen, Janet, Arthur Applebee, et al. Literature: Grade 6. Orlando: Houghton Mifflin
Publishing Company, 2012. Print.
The student can use various informational texts, including news, magazine and online
articles, blogs, and film documentaries.
Technology links:
Destiny Webpath Express (found in school library)
Use this search engine to find age-appropriate websites that align with your unit.
http://www.youtube.com/watch?v=BYMUCz9bHAs&feature=youtu.be&hd=1
A video describing Ethos, Pathos and Logos.
http://mercury.educ.kent.edu/database/eureka/documents/LessonPlan_ArguingwithAristotle.p
df
A lesson plan on Ethos, Pathos and Logos that can be adapted to the class’s needs.
http://documentaries.about.com/od/recommendeddocumentaries/tp/Great-Docs-for-Kids.htm
A list of appropriate middle school documentary films from about.com.
http://www.nobeliefs.com/fallacies.htm
A list of common fallacies.
http://www.youtube.com/watch?v=cFdCzN7RYbw
Modern points on persuasion beyond the classical rhetorical triangle are expressed in this
short video called Science of Persuasion.
Suggested Strategies and Assessment Tools:
Outline the thesis, ethos, pathos, and logos of various persuasive works (essays, speeches,
and films).
Assess ethos, pathos and logos in advertising (TSW 5).
Review classic war propaganda posters, along with modern public service announcements;
discussing fallacies, uses and misuses of rhetoric (TSW 6).
RUBRIC FOUND ON FOLLOWIGN PAGE………………………….
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QSI LITERATURE-11 E07
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Suggested Essential Unit Seven (E07) Rubric:
Name _____________________________________Class________ Date _______________
 All TSWs must be mastered for a ‘B’.
 2 of 4 A-level blocks should be met for an ‘A’.
 Teachers may choose to use their own rubrics; however, all TSWs must be assessed.
TSW
1. Identify by inference
theses from various
arguments and persuasive
pieces.
‘A’ LEVEL
The student identified by
inference the central
theses.
‘B’ LEVEL
The student could only
identify general theses in
arguments.
2. Describe the audience
that is being addressed.
The student described the
audience that is being
addressed; inferring when
no audience is directly
stated.
The student identified
and described the
audience that is being
addressed.
3. Explain the use of
rhetorical devices (ethos,
pathos and logos) in
various arguments and
persuasive pieces.
The student explained the
use of rhetorical devices
(ethos, pathos and logos)
by applying the most
appropriate textual
evidence, and analysis
(interpreting evidence in
his or her own words).
The student classified
and compared the use of
rhetorical devices (ethos,
pathos and logos) by
applying effective
textual evidence but
without analysis.
4. Survey the use of
rhetorical devices in
advertisement.
5. Discuss propaganda and
its uses.
The student surveyed the
use of rhetorical devices
in advertisement.
The student discussed
and analyzed propaganda
and directly related ideas
to social or political
issues.
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The student discussed
propaganda and its uses.
Notes