1. 1.16 Using Rhetorical Appeals (Page 65)
Learning Targets
Identify and analyze the effectiveness of the use of logos, ethos, and pathos in texts.
Explain how a writer or speaker uses rhetoric to advance his or her purpose.

2. 1.16 Using Rhetorical Appeals “The Gettysburg Address” by Abraham Lincoln
“Remember the Titans” (Gettysburg)
In your spiral, write down what made Denzel’s speech effective for his audience. Share with a partner.
Rhetoric – what is it? Watch video and take notes on your worksheet.
Ethos (ethical/character) – trustworthiness, reputation
Logos (logic) – it makes sense, is reasonable
Pathos (emotion) – evoking feelings of the audience/connecting personally
Copy definitions into your spiral:
Author’s purpose: the reason an author writes – to inform or explain, to persuade, to express thoughts or feelings, or to entertain.
Rhetoric: the art of using specific words and language structures to make the message more memorable.
Rhetorical Appeals: emotional, ethical, and logical appeals used to persuade an audience to agree with the writer or speaker.
Logos: rhetorical appeal to reason or logic
Ethos: rhetorical appeal that focuses on the character or qualifications of the speaker
Pathos: rhetorical appeal to the reader’s or listener’s senses or emotions
Read “The Gettysburg Address”
Gettysburg Address: in your spiral, how did Lincoln’s speech make you feel? What made Lincoln’s speech effective for his audience?
Use of rhetorical strategies: annotate the “Gettysburg Address,” then cite examples of textual evidence from Lincoln’s speech (Ethos, Pathos, Logos) on your worksheet.
Remember the Titans:
TedTalk Rhetoric Clip:

3. 1.16 Using Rhetorical Appeals “The Gettysburg Address” by Abraham Lincoln in spiral
“The Gettysburg Address” Definitions on worksheet
Diction: the choice and use of words and phrases in speech or writing.
Repetition: the use of the same word or words more than once. Repetition is used to emphasize key ideas.
Parallelism: a form of repetition in which a grammatical pattern is repeated. Parallelism is used to create rhythm and evoke emotions. Parallel structure is used to express and connect ideas that are related or equal in importance.
Re-read the “Gettysburg Address” and annotate for examples of diction, repetition, and parallelism. Write these on your worksheet.

4. Diction, Parallel Structure, Repetition
Common words combined with honorific words like: nobly, devotion, hallow, honored, conceive, detract, resolve, perish
Type of Structure
Example from Gettysburg Address
Parallel words
Living and dead (12)
Parallel phrase
Of the people, by the people, for the people (lines 22-23)
“The key is freedom – freedom of thought, freedom of information, freedom of communication”
Parallel clause
We cannot dedicate – we cannot consecrate – we cannot hallow this ground (lines 10-11).
Repetition (for emphasis)
We are engaged, we are met, we have come
dedicate, nation (4)

5. 1.16 Rhetorical Appeals: Example (Page 66)
1. Answer Question 1, a-c, identifying parts of the rhetorical triangle. Write your answers in your spiral.
2. Next, pick one of the following scenarios and write your own example for each part of the rhetorical triangle (ethos, logos, pathos) in your spiral.
•You come home late. Your parents are upset. What’s your excuse?
•You get pulled over for speeding. What’s your excuse?
•You turn in an assignment late. What’s your excuse?
*Answer Questions 3 and 4 in your text
Example:
•You come home late. Your parents are upset. What is your excuse?
•Ethos: You know me! I’m not the kind of kid who does bad things!
•Pathos: She’he’s going through a hard time and needed my support.
•Logos: I got an “A” on the last test we studied together, so we’re more efficient studying together than when I am studying alone.

6. 1.16 Identifying Rhetorical Appeals (Page 67-71)
Remarks by the President in a National Address to America’s School Children Wakefield High School Arlington, Virginia September 8, 2009 *listen and read along
Scaffold: I played the Youtube video for students to listen and follow along on the first read, then assigned a second silent independent read to review/mark the text, answer key ideas and details
Youtube:
This version has a student introduction of Obama, which is nonessential but engaging for students to hear:
Use a think aloud model to close read the first page, marking the text for rhetorical appeals. If you can use three different color highlighters, even better.
Remind students to note examples of parallel structure, including anaphora.
Discuss and/or Answer/Assign Key Ideas and Detail questions.

7. 1.16 Identifying Rhetorical Appeals (Page 67-71)
•HW: Finish listening to Obama’s speech. You may mark the text for examples of Ethos, Pathos, and Logos as you listen. Do a second close read of the speech and finish marking the text (underline, highlight, etc.) for examples of Ethos, Pathos, and Logos
•Answer the Key Ideas and Details questions on the side in the my notes section of your text. •
ATTACHMENTS: See 1.16 Identifying Rhetorical Appeals handout for CYU response; Students will need this to revise in Activity 1.17 and It is essentially a pre-write for their final essay.
Alternatively, students could start a document in google docs, to make it easier to revise and review in Activity 1.17 and the Embedded Assessment.