PowerPoint Source Section: 01   

Learning Goals: Understand what rhetoric is and identify the three core components of the Aristotelian Rhetorical Triangle (Ethos, Pathos, Logos).  

Hook / Minds-On : * Show the introductory video linked on the slide while students take structured initial notes.  

    Run the "I Should be Allowed!" icebreaker activity. Have students pick one of the three real-world scenarios from the slide:  

        Taking a gap year to travel/volunteer instead of going straight to university.  

        Attending a 3-day summer music festival with friends.  

        Getting a large body tattoo.  

    Give them 3 minutes to draft a mini-pitch to their parents/guardians detailing exactly how they would convince them to say yes. Have a few students share their strategies out loud.  

Direct Instruction : * Introduce Aristotle as a 4th-century BCE Greek philosopher and define rhetoric formally as "the art of persuasive speaking or writing".  

    Map out the Rhetorical Triangle on the board:

        Ethos (Speaker): Establishing credibility, status, professionalism, or trust.  

        Pathos (Audience): Tapping into emotions (happiness, fear, anger, motivation) to prompt action.  

        Logos (Message): Utilizing facts, research, evidence, and clear logical construction.  

Guided Class Practice : * Display the "Sleep Deprivation" paragraph example. Read it aloud as a class.  

    Have students color-code or highlight where the doctor uses Ethos ("As a doctor who has studied sleep cycles...") , Logos ("According to the national highway traffic safety administration, sleep deprivation contributes to 100,000 car crashes each year") , and Pathos ("Do you really want to kill someone behind the wheel... Do you want that kind of guilt...?").  

Consolidation / Independent Work : * Have students look back at their "I Should be Allowed!" pitch from the beginning of class. Task them with rewriting it or labeling it to ensure it contains at least one explicit element of Ethos, one of Pathos, and one of Logos.  

Assessment: Formative assessment through monitoring the guided highlighting activity and checking the labeled parental pitches.

Overview

This 90-minute lesson introduces Grade 12 English students to the concept of rhetoric, with a focus on Aristotle’s Rhetorical Triangle—Ethos, Pathos, and Logos. The lesson builds students’ foundational understanding of persuasive communication, aligned with Ontario’s English curriculum expectations for Grades 11 and 12. Designed for a small, international class, the lesson integrates varied teaching strategies and differentiation to engage diverse learners.

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Curriculum Connections

Overall Expectations:

• Use language with precision and skill in oral, written, and media texts for effective communication.
• Analyse and create texts that explore identity, culture, and social issues through oral, written, and media forms.

Specific Expectations:

• Analyse a variety of oral, literary, and media texts, identifying rhetorical devices and persuasive techniques.
• Demonstrate understanding of rhetorical strategies in speaking and writing by applying Aristotle's appeals (Ethos, Pathos, Logos).
• Use rhetorical strategies to create oral and written communication for specific purposes and audiences.
• Reflect on and identify strategies that help clarify meaning and engage audiences.

(Reference: The Ontario Curriculum, Grades 11 and 12, English, 2007)

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Learning Goals (I Can Statements)

• I can define rhetoric and explain its purpose as the art of persuasive speaking or writing.
• I can identify and describe the three components of the rhetorical triangle: Ethos, Pathos, and Logos.
• I can analyse a sample text to recognise Ethos, Pathos, and Logos.
• I can apply Ethos, Pathos, and Logos explicitly in creating persuasive arguments.

Success Criteria

• Use correct terminology (rhetoric, Ethos, Pathos, Logos) accurately in discussion and writing.
• Highlight and explain examples of each rhetorical appeal in a provided paragraph.
• Revise an original persuasive pitch to include at least one Ethos, one Pathos, and one Logos appeal.
• Participate actively in class discussions and peer sharing with clear, relevant points.

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Materials Needed

• PowerPoint slide deck (Source Section: 01) with video embed and scenarios
• Projector and screen for video and slides presentation
• Printed copies or digital access to "Sleep Deprivation" paragraph
• Colour-coding highlighters or coloured pencils (3 different colours) for ethos, pathos, logos
• Notebooks or structured notes template for students
• Whiteboard and markers
• Handout for “I Should be Allowed!” icebreaker pitch instructions
• Sample rubric/checklist for self-assessment of rhetorical elements

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Teaching Strategies

Phase	Strategy Type	Description
Minds-On / Hook	Interactive Instruction	Show introductory video to engage students and provide structured notes; conduct icebreaker mini-pitch activity based on real-world scenarios to spark interest.
Direct Instruction	Direct Instruction	Define rhetoric, introduce Aristotle and the rhetorical triangle; use clear examples and notes on whiteboard.
Guided Practice	Indirect Instruction	Analyse the "Sleep Deprivation" paragraph together; students highlight appeals using colour codes with teacher facilitation.
Independent Work	Independent Study	Students revisit and revise their mini-pitch to clearly include Ethos, Pathos, and Logos; use self-assessment checklist to reflect.
Class Discussion / Feedback	Interactive/Observation	Students share examples and reflections aloud; teacher facilitates and evaluates understanding through questioning and observation.

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Lesson Procedure

1. Minds-On (15 minutes)

• Video & Notes (7 minutes): Present the PowerPoint slide with embedded introductory video on rhetoric. Students take guided structured notes.
• Icebreaker “I Should Be Allowed!” (8 minutes): Students choose one scenario (gap year, music festival, tattoo). They draft a mini-pitch to convince parents/guardians to allow the activity, focusing on quick persuasion strategies.
• Select 2-3 volunteers to share their pitches aloud.

2. Direct Instruction (20 minutes)

• Introduce Aristotle (brief historical context) and define rhetoric as “the art of persuasive speaking or writing.” Write definition on board.
• Draw and explain the Aristotelian Rhetorical Triangle:
• Ethos (authority/credibility of speaker)
• Pathos (emotion of audience)
• Logos (logic of the message)
• Provide clear, age-appropriate examples for each appeal.
• Encourage students to ask clarifying questions to check understanding.

3. Guided Practice (20 minutes)

• Distribute or project the “Sleep Deprivation” paragraph. Read aloud as a class.
• Assign colours: Purple for Ethos, Blue for Logos, Orange for Pathos.
• Students highlight/circle evidence of each appeal.
• Discuss as a class, with teacher guiding them to identify and explain each rhetorical device in context.

4. Consolidation / Independent Work (25 minutes)

• Students revisit their initial icebreaker pitches.
• Task: Rewrite or annotate their pitch to explicitly include one example each of Ethos, Pathos, and Logos.
• Provide a checklist for self-evaluation of inclusion of all three rhetorical appeals.
• Teacher circulates, offering individual feedback and support as needed.

5. Closing & Reflection (10 minutes)

• Invite 3-4 students to share their revised pitches, explicitly explaining how they used Ethos, Pathos, and Logos.
• Summarize main takeaways, linking back to learning goals.
• Assign a brief reflective journal prompt: “Why is it important to understand rhetorical appeals in everyday communication?”

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Differentiation Strategies

Learner Needs	Strategy
English Language Learners (ELLs)	Provide note templates with key vocabulary and sentence starters; visual aids; pair-share for oral activities.
Students with Special Education Needs (SEN)	Use multisensory approaches - colour coding, graphic organisers; extended time; allow oral explanation instead of written.
Advanced Learners	Challenge with identifying appeals in complex texts or persuasive speeches; create an original persuasive piece for a community issue.
Students needing engagement boosts	Connect topics to their cultural backgrounds and personal experiences; provide real-life scenario choice for pitch activity.

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Assessment Strategies

Assessment Type	Description	Alignment
Observation (AFL)	Monitor participation during discussion, video note-taking, and guided practice.	Formative, ongoing
Student Product (AFL)	Colour-coded paragraph highlighting and annotated/revised pitch.	Formative, checks understanding
Conversation (AAL)	Oral sharing of mini-pitches and explanations of rhetoric use.	Assesses oral communication
Self-Assessment	Checklist for rhetorical appeals presence in pitch.	Encourages metacognition

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Extension Activities

• Advanced Text Analysis: Analyse a famous political speech or advertising campaign for Ethos, Pathos, and Logos.
• Creative Persuasion Project: Develop a multimedia persuasive presentation on a school policy or social issue using rhetorical appeals.
• Debate Preparation: Form teams around a controversial topic and prepare arguments explicitly using each appeal.

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Reflection and Next Steps

This lesson sets the groundwork for critical analysis and creation of persuasive texts aligned with Ontario’s Grade 12 English curriculum. In subsequent lessons, students will practise identifying deeper rhetorical strategies, explore counterarguments, and refine persuasive writing and speaking skills essential for academic and real-world success.

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Teacher Notes

• Leverage the diverse cultural backgrounds of students by prompting them to consider persuasion techniques they have encountered in their own countries.
• Emphasise respectful classroom dialogue, especially during sharing and debating stages.
• Use anecdotal notes to track individual student progress on rhetorical understanding for tailored support in future lessons.

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This comprehensive, Ontario-aligned lesson combines direct instruction and hands-on practice with assessment for, as, and of learning — offering a rich, engaging introduction to the power of rhetoric.