Jared Pyles

Video Integration

Part 1: Video Library

This video is an introductory level discussion of Aristotle’s rhetorical triangle.
This TEDEd video gives a good overview of ethos, pathos, and logos.
This informal video by Shmoop shows ways of identifying ethos, pathos, logos.
This video discusses the value of using ethos, pathos, and logos in a public speaking setting.
This video is a deep dive into ethos, pathos, and logos. This video expands on Aristotle’s ideas more than just a surface definition.
Persuasion of this type just doesn’t exist in written form. This video shows examples of ads that uses these persuasive techniques.

Here is a video examining print ads and their usage of ethos, pathos, logos.
From Lord of the Rings, King Aragorn gives a final speech to his men before they take their last stand. Notice the use of Ethos!
Ethos, pathos, logos exists in political ads as well! Here’s one for Dwight D. Eisenhower in 1952.
This political ad reads more like a speech, but Nixon comes hard with the logos and pathos.

Part 2: Video Enhanced Lesson Plan

Your Name: Jared Pyles

Lesson Title: Ethos, Pathos, Logos in various mediums

Introduction: This lesson sits in the middle of a unit on Shakespeare’s Julius Caesar. Students will have just read Antony’s eulogy and be ready to analyze the art of persuasion used in this very powerful monologue.

Content Area and Grade or Age Level of Students: Language Arts/9th grade

Objectives: By the end of this lesson, students will be able to:

  • Define and identify ethos, pathos, and logos
  • Analyze a piece for ethos, pathos, and logos
  • Compare/contrast media for its effective usage of ethos, pathos, logos

Standards Addressed:

From Ohio’s Learning Standards

  • RI.9-10.6 Determine an author’s perspective or purpose in a text and analyze how an author uses rhetoric to advance that perspective or purpose.
  • RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Relative Advantage: Flipping this lesson allows students to obtain the necessary knowledge for the material in advance. The students will have watched several videos (posted above) explaining ethos, pathos, and logos (EPL) and will have also watched examples of EPL in use. This allows for more discussion, exercise, and interaction in class.

Timeline: This flipped lesson requires one night of homework (roughly an hour) and one class period.

Materials:

Google Doc for note taking

Videos:

Exit ticket (Formative Assessment):

Grouping Strategies: Students will in a classroom with 1:1 iPad access. As backup, they may also use their own personal device with prior approval.

Learning Activities:

8 minutes: Review last night’s flipped activity, answering questions, clarifying material and definitions. Introduce today’s activity

35 minutes: Students will access Google Doc from Canvas and fill it out while viewing the three videos listed above (“Daisy”, “Dream Crazier”, and “Mark Antony’s Forum Speech”) analyzing each video for its usage of EPL and context.

7 minutes: Students will engage in formative assessment by filling out the exit ticket in the Google Form

Assessment:

  • Formative: Students will fill out an exit ticket at the end of the lesson, asking them to reflect on EPL and its usage in the videos viewed. They will also be asked to share questions they still have over the material covered
  • Summative: At the end of this unit, students will create and perform a persuasive speech using EPL as major points

Adaptations for Learners with Special Needs: The videos chosen have transcriptions for ELL students and those with hearing disabilities.

References: None