Below is the lesson plan, which includes the objectives guiding the lesson, the schedule breakdown, the homework assignment, and a link to a downloadable version of the lesson plan. 

 

Objectives:

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• Students will start to recognize persuasive moves in a text. 

• Students will practice showing textual evidence for their interpretations of a text.

• Students will identify the following concepts:

  • Logos: The use of logic or reasoning to make a point.

  • Ethos:  The use of a writer’s credibility and authority to make a point.

  • Pathos: The use of an emotional appeal to make a point; engaging the audience’s emotions, sensibilities, or perspective.

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Schedule: 

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1. Hand in the personal narratives (two drafts). [10 min]

   • Before handing it in, answer these questions on the back (written up on the board):
     How did this assignment go for you? What questions do you have for the teacher? What are you proud of about the essay? What do you need help with going forward, in terms of writing?
      

2. ​Re-read “This is Just to Say” as a class. [30 min]

   • ​Have students discuss their interpretation of the poem and base those interpretations on the text. Push them to explain how they came to their conclusion in the text. (Sometimes, it is just a certain feeling or idea they have; help them root it in the text, in the often small and subtle features of the poem--word choice, line-length, tone, etc.) As they talk, make a “What / How” list on the board. The “what” is their interpretation of the poem, and the “how” is -- what is happening in the text to prove this? Students will have varying and conflicting opinions on the poem; tell them this is just fine, as long as you can make your case for your particular reading of the poem.

   • If students didn’t get to write their own versions last class, give them time to write one. If they did, ask them to adopt a different tone than they did last time, and write it again. Share them out. ​
      

3. Discussion of “Letter from Birmingham Jail” [45 min]

   • Together, go through “A Call for Unity” and write out main arguments the clergy make

   • As a class, discuss “Letter”--first impressions, parts that stuck out, etc. Then, close read 2-4 passages as a class. Push students to discuss how King is making an argument. List strategies on the board. When they come up, explain “ethos,” “pathos,” and “logos.”

   • Tell students to, in pairs, choose one paragraph to discuss together. Through the discussion, identify how King is making an argument (like we just did as a full class). Put these questions on the board for students to use in discussion:

     • What is King’s main point here?

     • What is he responding to?

     • How does the writing (the words, sentence structures, organization, and examples) work to be persuasive?

     • What can we learn about how to be persuasive?

   • Come back together and have students share out. (Main point: Know your audience! Consider their position so you can more effectively respond.) List strategies that students identify on the board.
      

4. ​Break [10 min]
    

5. Practice making an argument. [45 min]

   • During the break, put the following questions on the board (questions can be modified to address the particular interests of the class):

     • ​Which is better, potato chips or chocolate?

     • Which makes a better pet, a cat or a dog?

     • Should the postal service stop their services?

     • Should children wear uniforms to school?

     • Is it better to grow up in a city, suburb, or country?

   • Tell students to choose a question, and then answer it in a short, persuasive essay. Encourage them to use some of the strategies we listed on the board during our “Letter” conversation. [15 min]

   • Then, have students do the same thing, but this time they have to argue the other side. [10 min]

   • Come back. Ask students to share one of their letters, but not to tell which one was the first. Have class try to guess if the writer actually agrees or disagree with his position. Then debrief as a class. Which was easier to write? How did you build case? (Make sure to highlight this point for students: Rhetoric, or writing for a purpose, is just using different strategies. These strategies can be used to make different arguments.) Tell students that we are transitioning from personal narratives to argumentative writing (also known as persuasive writing). Both are writing for a purpose. In argumentative writing, the writer is trying to persuade readers toward a particular position. This writer may use personal experience in building an argument, but usually that writer also uses other strategies. (For example, King.) [20 min]
      

6. Go over the homework.

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