Ethos, Pathos, Logos

Overview

This 60-minute online lesson introduces a Year 10 student to rhetorical devices focusing on the Aristotelian appeals: Ethos, Pathos, and Logos. The lesson supports the National Curriculum for England’s requirements in English, specifically developing skills in comprehension, analysis, critical evaluation, and persuasive writing.

This interactive session fosters confidence in identifying persuasive techniques and applying them effectively in both written and spoken forms.

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National Curriculum Links

English Programmes of Study (Year 10)

• Reading: Understand and critically evaluate texts, recognising how writers’ use of rhetorical devices influences meaning and persuades audiences.
• Writing: Plan and compose coherent, cohesive arguments using a range of persuasive techniques and rhetorical devices.
• Spoken Language: Develop the ability to use rhetorical strategies to influence and engage listeners.

Specific statutory objectives being addressed:

• Analysing how writers’ choices of language, structure, and presentation contribute to meaning and effect (Reading)
• Using rhetoric to persuade, argue, and influence (Writing and Spoken Language)
• Developing accurate and fluent writing adapted for audience and purpose

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Learning Objectives

By the end of the lesson, the student will be able to:

1. Define Ethos, Pathos, and Logos with clear understanding.
2. Identify examples of each appeal in short texts.
3. Analyse how each appeal contributes to persuasion.
4. Apply the three appeals to create a short persuasive paragraph.
5. Reflect on how understanding appeals enhances their own communication skills.

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Resources Required

• Interactive whiteboard or shared screen function
• Short persuasive extracts (e.g., speeches, adverts)
• Virtual whiteboard or shared document for notes
• Timer or stopwatch
• Assessment prompt
• Audio or video clips demonstrating appeals (optional)

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Lesson Breakdown

1. Introduction (10 minutes)

• Set the context: Explain what rhetoric is — the art of persuasive speaking and writing. Emphasise how it is used in everyday life (advertising, debates, speeches).
• Connect to prior knowledge: Briefly discuss common persuasive techniques the student might know (e.g., emotive language, facts, credibility).
• Learning objectives: Share the lesson’s goals so the student knows what they will achieve.

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2. Explanation and Examples (20 minutes)

Ethos (7 minutes)

• Define Ethos: Credibility or ethical appeal — persuading by establishing the speaker’s/writer’s trustworthiness or authority.
• Give an example: “As a doctor with 20 years of experience, I recommend...”
• Discuss how Ethos builds trust.
• Show a short written or video example and identify Ethos.

Pathos (7 minutes)

• Define Pathos: Emotional appeal — persuading by evoking feelings such as sympathy, anger, or excitement.
• Example: “Every day, thousands of animals suffer — please help save them.”
• Discuss how Pathos connects on an emotional level.
• Identify Pathos in a short text or clip.

Logos (6 minutes)

• Define Logos: Logical appeal — persuading using facts, statistics, and reason.
• Example: “Studies show that recycling reduces landfill waste by 40%.”
• Discuss how Logos appeals to rationality.
• Find Logos in an example text.

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3. Interactive Activity (15 minutes)

• Activity 1: "Appeal Detective"
  Present three short persuasive statements or extracts (can be adapted from real adverts, speeches, or social campaigns). The student must:

  • Identify which appeal(s) are used (Ethos, Pathos, Logos).
  • Explain how they work to persuade.

• Activity 2: Crafting Persuasion
  Ask the student to choose a topic they care about (e.g., encouraging recycling, supporting mental health).

  • They will write a short persuasive paragraph that includes at least one example of each appeal.
  • The teacher provides real-time guided feedback.

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4. Assessment and Reflection (10 minutes)

• Assessment prompt:
  "In your own words, explain how Ethos, Pathos, and Logos help make arguments more convincing. Give one example of each appeal from what we discussed today."

• Reflection:
  Ask the student to consider:

  • Which appeal do they find most effective for their own writing or speaking?
  • How might they use these appeals in different contexts (e.g., school debate, essay, informal conversation)?

• The teacher evaluates the response for understanding, clarity, and ability to apply concepts.

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5. Plenary and Next Steps (5 minutes)

• Summarise key points: remind the student of the three appeals and their purpose.
• Suggest the student identify Ethos, Pathos, and Logos in their homework or daily media consumption (e.g., adverts, speeches, social media posts).
• Set a brief homework challenge to collect three examples of persuasive appeals found in newspapers, magazines, or social media to discuss in the next lesson.

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Differentiation and Accessibility

• Use clear, accessible language suited to Year 10 (14-15 year-olds).
• Provide visual aids and examples for different learning styles (visual, auditory).
• Check understanding frequently and allow time for discussion.
• Tailor activities to suit the single student’s prior knowledge and interests.

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This lesson plan is designed to be dynamic, interactive, and directly tied to the statutory goals of the National Curriculum for England, enriching the student’s comprehension and expression of persuasive language techniques in real-world contexts.