Consumerism and Voting:
Understanding Persuasive Techniques
Jacob Fenley
Student Teaching – Spring 2013
English 12 AP
LAMP Calendar
Day 1: Introduction of Unit – Terms/Pretest
Day 2: Rhetorical Strategies in Ads
Day 3: Logical Fallacies Notes
Day 4: Combining Ethos/Pathos/Logos with Logical Fallacies
Day 5: Political Speech Analysis: Barack Obama
Day 6: Political Speech Analysis: Mitt Romney
Day 7: Logical Fallacy Quiz
Day 8: Introduction of Project/Work Day
Day 9: Work Day
Day 10: Presentation/Post-Test
Lesson 1: Terms and Pre-test
Focus:
The focus of this lesson is to give time for students to take the pre-test, and to introduce
rhetorical strategies: Ethos, Pathos, Logos.
Objectives:
1. Students will complete the unit pre-test.
2. Students will be able to define ethos, pathos, and logos.
Materials:

White board/Markers

Definitions of Ethos, Pathos, and Logos

Pre-test
Procedures:
1. Introduce the main goals of the unit: Students will learn to evaluate the different
ways companies and public officials use rhetorical strategies to influence public
decisions and votes.
2. Hand out pre-test, ask students to try their hardest, but inform them that the grade
will be recorded as effort.
3. Write definitions of ethos, pathos, and logos on the board. Ethos: Credibility; Pathos:
Emotion; Logos: Logic.
4. Write examples of ethos, pathos, logos on the board.
5. Discuss each written examples with the class to determine which examples are
examples of which rhetorical strategies.
6. Discuss the applications these rhetorical strategies have in the world of advertising
and campaigning.
Assessment:
1. Collect student pre-tests and assess for pre-unit data.
2. Through class discussion, determine students’ ability to define ethos, pathos, and
logos.
Strategies:

Class Discussion

Scaffolding

Activating Prior Knowledge
Lesson 2: Rhetorical Strategies in Advertisements
Focus:
This lesson reviews the three key persuasion techniques used in advertising: Ethos, logos,
and pathos; it also discusses how they are effectively used in advertisements.
Materials:

Pencil

Old Magazines

Google Images Access

Graphic Organizer Handout
Procedures:
1. Review ethos with students and discuss examples.
2. Review pathos with students and discuss examples.
3. Review logos with students and discuss examples.
4. Ask students to discuss: Where do you encounter these on a daily basis
(Advertising)?
5. Which specific advertisements come to mind when you think of ethos, pathos, and
logos?
6. Explain assignment to students: You will receive a graphic organizer that asks you
to find 5 example advertisements and to list the ways that ad uses ethos, logos, and
pathos.
7. Handout graphic organizer and allow students time to complete the assignment.
8. Discuss the students’ answers in a class discussion.
9. Collect assignments and ask to students to reflect: Do you think advertisements
have an effect on what you purchase or believe?
Assessment:
1. Collect and assess graphic organizers for understanding of three key persuastion
techniques in example advertisements.
2. Informally assess, through discussion.
Name _________________________________________________________________
Advertisement
Ethos
Pathos
Logos
Effectiveness of
Advertisement.
Why or why
not?
Lesson 3: Introducing Logical Fallacies
Focus:
This lesson will introduce another effective rhetorical strategy found in advertisements
and political arguments: logical fallacies.
Objectives:
1. Students will define a list of example logical fallacies.
2. Students will write example sentences/slogans that exemplify logical fallacies.
Materials:

Pencil/Pens

Logical Fallacy Note Page

Examples of Logical Fallacies to reinforce definitions
Procedures:
1. Review ethos, pathos, and logos with the students.
2. Explain what a logical fallacy is: an argument for a position that appears to make
sense, and may even be convincing, but is logically flawed when examined.
3. Hand out note sheet.
4. Give students a definition of each fallacy, allowing time for them to write the
definition of each. Discuss examples of each.
5. After giving each definition, ask students to write an example for each fallacy.
6. Collect assignment sheets for assessment.
Assessment:
1. Monitor student completion of the logical fallacy note sheet, and ensure
understanding through discussion.
2. Collect and formally assess written fallacies to check for comprehension.
Logical Fallacy Note Sheet
Define each of the following logical fallacies in the space provided.
Slippery Slope:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Hasty Generalization:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Genetic Fallacy:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Bandwagon:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Ad Hominem:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Red Herring:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
False Cause:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Lesson 4: Combining Rhetorical Strategies with Logical Fallacies
Focus:
This lesson shows students how rhetorical strategies can be used together in order to
produce a logical, emotional argument that many will believe.
Objectives:
1. Students will discover how advertisements use a combination of many rhetorical
strategies in order to form a more convincing argument.
Materials:

Example TV Commercials (Youtube)

Logical Fallacy Definitions from last class

Pencils

Paper
Procedures:
1. Pass back logical fallacy definitions.
2. Ask students to share the fallacies they have written. Note if any use
ethos/logos/pathos as well as logical fallacies.
3. Ask students: what are some ways we could use both logical fallacies and rhetorical
strategies in one slogan or advertisement?
4. Put students into groups and ask them to discuss. Give them time to discuss.
5. Ask students to share their thoughts or examples, then separate groups.
6. Assign students to write their own slogans for a product or argument that uses
some combination of ethos, pathos, and pathos as well as a logical fallacy.
7. Give time in class for students to write examples.
8. Collect student examples of written slogans for assessment.
Assessment:
1. Assess student understanding of concept through informal discussion, as well as
formally through collection of the assignment.
Lesson 5: Examining Logical Fallacies and Rhetorical Strategies in Political Speeches
Focus:
The focus of this lesson is to review logical fallacies and rhetorical devices, as well as being
able to identify them in speeches given by modern politicians. Also, the connection between
advertising and political advertising is examined.
Objectives:
1. Students will be able to identify rhetorical devices (Ethos, pathos, logos) used in a
modern political speech.
2. Students will be able to identify logical fallacies (Red Herring, False Cause,
Bandwagon, Ad Hominem, Hasty Generalization) used by politicians in a modern
political speech.
Materials:

Speech (Barack Obama)

Paper

Pen/Pencil

Review Notes (Board)

Projector
Procedures:
1. Review the rhetorical devices on the board by asking students for definitions and
examples
2. Review logical fallacies on the board by asking students for examples and
definitions
3. Lecture about how these devices can be used in advertising as well as in political
campaign speeches
4. Ask students to have paper ready, numbered 1-4 (Ethos, Pathos, Logos, Logical
Fallacies), identify the devices used in a speech as they watch it
5. Ask students to vote on which candidate’s speech they would like to watch first
6. Play the speech on the projector
7. Monitor class behavior and performance on the task as the speech plays
8. After the speech concludes, ask students to share different devices they identified
9. Collect the student papers for assessment
10. For tomorrow: (Mitt Romney’s use of Pathos vs. Obama’s use of Logos?)
Assessment:
1. Collect student papers and assess for accurate identification of rhetorical devices
used by the candidate in the speech.
2. Assess student papers for accurate identification of logical fallacies used by the
candidate in the speech.
Standards:
ELA 12.7.9
ELA 12.7.13
Lesson 6: Examining Logical Fallacies and Rhetorical Strategies in Political Speeches
(2)
Focus:
The focus of this lesson is to review logical fallacies and rhetorical devices, as well as being
able to identify them in speeches given by modern politicians. Also, the connection between
advertising and political advertising is examined.
Objectives:
1. Students will be able to identify rhetorical devices (Ethos, pathos, logos) used in a
modern political speech.
2. Students will be able to identify logical fallacies (Red Herring, False Cause,
Bandwagon, Ad Hominem, Hasty Generalization) used by politicians in a modern
political speech.
Materials:

Speech (Mitt Romney)

Paper

Pen/Pencil

Review Notes (Board)

Projector
Procedures:
1. Review the rhetorical devices on the board by asking students for definitions and
examples
2. Review logical fallacies on the board by asking students for examples and
definitions
3. Lecture about how these devices can be used in advertising as well as in political
campaign speeches
4. Ask students to have paper ready, numbered 1-4 (Ethos, Pathos, Logos, Logical
Fallacies), identify the devices used in a speech as they watch it
5. Ask students to vote on which candidate’s speech they would like to watch first
6. Play the speech on the projector
7. Monitor class behavior and performance on the task as the speech plays
8. After the speech concludes, ask students to share different devices they identified
9. Collect the student papers for assessment
10. For tomorrow: (Mitt Romney’s use of Pathos vs. Obama’s use of Logos?)
Assessment:
1. Collect student papers and assess for accurate identification of rhetorical devices
used by the candidate in the speech.
2. Assess student papers for accurate identification of logical fallacies used by the
candidate in the speech.
Standards:
ELA 12.7.9
ELA 12.7.13
Lesson 7: Logical Fallacy Worksheet – Reinforcing Understanding
Focus:
The focus of this lesson is to reinforce the 5 most commonly used logical fallacies: Hasty
Generalization, False Cause, Ad Hominem, Bandwagon, and Red Herring.
Objectives:
1. Students will show their knowledge of the most common logical fallacies.
2. Students will use higher-order thinking in order to connect logical fallacies to realworld application.
Materials:

Projector

Logical Fallacy Worksheet

Pens/Pencils

Definition Sheets
Procedures:
1. Explain the 5 most commonly used logical fallacies: Hasty Generalization, False
Cause, Ad Hominem, Bandwagon, and Red Herring.
2. Write examples on the board and discuss their effectiveness and definition.
3. Hand out worksheet and give students time to complete.
4. As students complete the work, collect the assignment.
5. Once students’ are finished, project the questions to the front of the room.
6. Move from question to question, discussing possible answers and “most correct”
answers.
7. Ask students to share what they wrote for the last, open-ended question.
8. Discuss as a class.
Assessment:
1. Collect student papers to objectively assess questions 1-20 for the ability to define
and identify the logical fallacies.
2. Collect student papers and assess the final question to determine the students’
application of logical fallacies to real-world scenarios.
Lesson 8: Media Design Project (1/3)
Focus:
The focus of this lesson is for students to begin working in groups on the actual creation of
the group advertisement.
Objectives:
1. Students will determine which medium they will be using for their project (print,
video, theatre, etc.).
2. Students will decide on which logical fallacy they want to use, and which slogan for
their advertisement.
Materials:

Group List

Media Advertisement Project handout

Markers

Paper

Computer Lab (optional)
Procedures:
1. Begin class by reviewing all 5 logical fallacies (Hasty Generalization, Red Herring,
Bandwagon, False Cause, and Ad Hominem)
2. Hand out Media Advertisement Handout
3. Give students list of objectives for the day: 1.) Determine Your Topic 2.) Determine
which fallacy you want to use 3.) Determine your slogan 4.) Begin working on your
advertisement
4. Have students get together with their groups (determine group leader)
5. Ask students to send group leader back to me to record their information.
6. Before the end of the period, check for each group’s completion of each goal.
Strategies:

Grouping

Handout

Visual Learners

Explicit Timing

Hands-on Active Participation
Assessment:
I will ask each group leader to report to me by the end of the period:
1. Which medium the group will use.
2. Which logical fallacy and slogan the group will use.
I will assess each of the group’s decisions to ensure they are accomplishing the projects
objectives.
Lesson 9: Media Design Project (2/3)
Focus:
This lesson gives students time in class to work on the project. (Add more days if needed)
Objective:
1. Students will complete their projects in class and be ready to present them the
following day.
Materials:

(Previous Lesson)
Procedures:
1. Ensure students are on-task working on their projects at the beginning of class.
2. Monitor group work to ensure groups are succeeding at their project creation.
3. Be available for questions or concerns.
4. Collect completed group-work to ensure it will be read for presentation the
following day.
Assessment:
1. I will collect student projects in order to determine which groups have met the
objective of finishing the assignment in class. If few have, adjustments can be made
to push back the deadline.
Lesson 10: Group Presentations (3/3)
Focus:
The focus of this lesson is for each group to present their media project to the class to
prove knowledge of logical fallacies and other rhetorical strategies.
Objectives:
1. Students will create a project that effectively demonstrates their understanding and
comprehension of logical fallacies and rhetorical strategies.
2. Students will have worked effectively in groups.
Materials:

Group Project Rubric

Media Needs (Projectors, connectors, etc.)
Procedures:
1. Begin class by reminding students that in their presentations they need to explain
their use of each rhetorical strategy and logical fallacy.
2. Assess presentations and projects.
3. Ask students to grade the group members on their effectiveness in the group. (1-4
scale)
4. Collect each project and written paragraph.
Assessment:
1. Formally assess the student presentations and projects using the rubric guide.
2. Assess group-member effectiveness by calculating grades of effective and ineffective
group members.
Project Design 1
ELA 12.4.2: Demonstrate
an understanding of the
elements of discourse,
such as
purpose, speaker,
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Group fails to
demonstrate their
knowledge of the
target audience,
purpose, or form in
the creation of their
Group demonstrates
a basic
comprehension of at
least 1 element of
discourse in the
creation of their
Group demonstrates
comprehension and
proper use of at least 2
elements of discourse
in the creation of their
advertisement.
Group demonstrates
comprehension and
proper use of 3 or
more elements of
discourse in the
creation of their
audience, and form,
when completing
narrative, expository,
persuasive, or descriptive
writing assignments.
Project Design 2
ELA 12.7.9:
Analyze strategies used
by the media to inform,
persuade, entertain, and
transmit culture
(including advertising;
perpetuating stereotypes;
and using visual
representations, special
effects, and language).
Project Description ELA
12.7.13:
Identify rhetorical and
logical fallacies used in
oral addresses including
ad hominem, false
causality, red herring,
overgeneralization, and
the bandwagon effect.
Presentation/Mechanics:
Presents the project with
an overall understanding
of fallacies used, why they
are used, grammar and
design.
Group Participation:
Group members will score
effectiveness, willingness,
and overall participation
of other group members
on a scale of 1-4.
advertisement.
advertisement.
Group fails to use
media strategies to
inform, persuade, or
entertain in the
creation of their
advertisement.
Group creates an
effective
advertisement that
uses media strategies
to inform the
audience of a social
cause or consumer
product.
Group creates an
effective advertisement
that uses media
strategies to inform
and persuade the
audience to stand
behind a social cause or
consumer product.
Individual is unable to
explain any use of
logical fallacies that
their advertisement
uses or could use in
the real world.
Individual is able to
identify the
possible use of at
least one logical
fallacy in his/her
advertisement.
Individual is able to
accurately identify the
use of at least one
logical fallacy in
his/her
advertisement, and
explains why it is
included.
Group presentation
lacks description of a
logical fallacy,
grammatical
incorrectness, or lack
of a well-planned or
executed design.
Group presentation
includes mention of
the logical fallacy
used, and the
grammar and
design are not
distracting.
Group presentation
includes thoughtful
explanation of a
logical fallacy.
Grammar use and
design do not distract
from the
advertisement.
Individual is
ineffective and
unwilling to
participate.
Individual is
somewhat effective
and willing to
participate.
Individual is an
effective addition to the
project and is always
willing to participate.
Mastery Level: 15 x 5 = 75 points.
Group creates a highly
professional
advertisement that
uses media strategies
to inform, persuade,
and entertain the
audience.
Individual is able to
identify at least one
logical fallacy in
his/her
advertisement,
explains why the
fallacy would work in
the advertisement,
and compares it to
real-world
advertisement(s).
Group presentation
includes thoughtful
explanation of a
logical fallacy.
Grammar use and
design are both eyecatching and well
planned.
Individual is an
effective leader of the
group who guides and
participates willingly
to increase group
effectiveness.
Student _________________________________________
Points earned _______________ x 5 = __________________/100 pts
Comments:
advertisement.