Persuasive Appeals in Action

Overview

Time: 50 minutes
Subject: English
Year Level: Year 9
Curriculum Reference: Australian Curriculum: English - Language and Literacy Strands

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Lesson Objectives

• Students will deepen their understanding of ethos, pathos, and logos within the context of advertising.
• Students will create a detailed poster demonstrating knowledge of persuasive appeals.
• Students will analyse how ethos, pathos, and logos are tailored to different target audiences.
• Students will discuss the influence of these appeals in advertisements.
• Students will compile a list of words associated with each appeal.

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Materials Needed

• A3 poster paper (one per group)
• Coloured markers and pencils
• Scissors and glue
• Magazines and printouts of advertisements
• Whiteboard and markers

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Lesson Structure

Introduction (10 minutes)

• Hook: Start by showing a few well-known Australian advertisements on the classroom screen. Discuss briefly which elements are appealing and why.
• Review: Recap the simple definitions of ethos, pathos, and logos that students learned previously.
  • Ethos: Credibility or ethical appeal
  • Pathos: Emotional appeal
  • Logos: Logical appeal

Activity 1: Group Analysis (15 minutes)

1. Divide students into groups of four.
2. Task: Provide each group with a magazine or printout with various advertisements. Have each group identify one ad for each of ethos, pathos, and logos.
3. Guidance: Encourage students to consider:
   • Who is the target audience?
   • How does the advertisement appeal to ethos, pathos, or logos?
   • Which visual and textual elements support each appeal?

Activity 2: Poster Creation (15 minutes)

1. Explain the Task: Each group will create a poster showcasing their understanding of ethos, pathos, and logos, using the advertisements they analysed.
2. Instructions:
   • Divide the poster into three sections: one for each appeal.
   • Include the selected advertisement images or drawings.
   • List at least five words associated with each appeal.
   • Include a brief explanation of how the ad appeals to the target audience.
3. Circulate and Support: Walk around to provide guidance and support as needed. Prompt students to think about how advertisers use language and images to persuade.

Presentation and Discussion (10 minutes)

1. Group Sharing: Have each group briefly present their poster to the class, focusing on one of the appeals in detail.
2. Class Discussion: Encourage students to provide feedback on each group's interpretation and reasoning. Discuss how recognising these persuasive techniques can help them in other disciplines, such as history and psychology.

Conclusion (5 minutes)

• Reflection: Ask students to individually write a short reflection on what they learned about the use of persuasive appeals in advertising.
• Check for Understanding: Pose a question to the class: Why is it important to understand ethos, pathos, and logos in everyday life?

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Assessment

• Formative Assessment: Observe group discussion and participation in the poster activity to assess comprehension.
• Poster Evaluation: Use a simple rubric to assess the posters based on creativity, understanding, and completeness.
• Reflection Piece: Collect and review the written reflections to gauge personal understanding and connection to the material.

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Differentiation Strategies

• Extension: Encourage advanced students to find and analyse a fourth advertisement or explore cultural variations in advertising techniques across different countries.
• Support: Provide scaffolded templates for posters to assist students who may struggle with organising information visually.

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Links to Australian Curriculum

The lesson is aligned with the Australian Curriculum for Year 9 English, specifically within the Language and Literacy strands. It supports students' development of the ability to "understand how texts vary in their complexity and technicality" and to "analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose." Students are encouraged to critically engage with media texts, as described under the critical and creative thinking general capability.

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Teacher Reflection

After the lesson, consider whether students were able to grasp the detailed aspects of ethos, pathos, and logos. Reflect on the effectiveness of the group activities and how well students could articulate their understanding during presentations. Consider adjustments for future lessons.