Lesson Plan Template

01

For Educators

Lesson

Plan

A complete lesson planning template

• Learning objectives with measurable outcomes
• Timed lesson procedure & activity breakdown
• Formative & summative assessment sections
• Differentiation for advanced & struggling learners

Objectives Procedure Differentiation Assessment

Lesson Plan

Grade 10 English · Persuasive Writing: The Art of Argument

Lesson Info

Subject English Language Arts

Grade Level 10th Grade

Duration 60 minutes

Date March 18, 2025

Teacher Ms. Rachel Torres

Standards CCSS.ELA-LITERACY.W.9-10.1

Learning Objectives

• Students will identify and define at least two of the three rhetorical devices (ethos, pathos, logos) from a provided op-ed article.
• Students will analyze a persuasive text in pairs, locating specific textual evidence of each rhetorical device used by the author.
• Students will independently write a 3-sentence argument using at least one rhetorical device on a topic of their choice.

Materials Needed

• Printed NYT op-ed article (class set)
• Rhetorical devices reference handout
• Mini-whiteboards & markers
• Rubric for persuasive writing
• Projector / presentation slides
• Highlighters (3 colors per student)

Lesson Procedure

Time	Activity	Description	Notes
0–10 min	Warm-UpHook & Discussion	Display a controversial headline. Ask: "Do you agree or disagree — and why?" Students write stance on whiteboards and share. Introduce concept of persuasion.	Use a local headline for higher engagement. Accept all responses.
10–25 min	Direct InstructionEthos / Pathos / Logos	Introduce three rhetorical appeals with slides. Examples: ethos (Dr. Fauci), pathos (charity ad), logos (statistical argument). Students note definitions on handout.	Pause after each example — cold-call to check understanding.
25–45 min	Guided PracticePair Analysis	Distribute the NYT op-ed. In pairs, use 3 highlight colors to identify ethos (yellow), pathos (pink), and logos (blue). Pairs share one finding each before class debrief.	Circulate and prompt pairs who struggle.
45–55 min	Independent PracticeWrite Your Argument	Students independently write a 3-sentence argument using at least one rhetorical appeal on a topic of their choice. Label which device in the margin.	Provide sentence starters for struggling writers.
55–60 min	Exit TicketReflection	Students write two things: (1) one rhetorical device they identified with a text example, and (2) one question they still have. Collect before dismissal.	Review exit tickets — address confusions at start of next class.

Assessment

Formative

Exit ticket (rhetorical device identification + remaining question). Observation during pair analysis. Mini-whiteboard warm-up responses.

Summative

Full persuasive essay due next week. 5-paragraph argument using all three rhetorical appeals on a self-selected issue. Scored with provided rubric.

Differentiation

Advanced / Extension

Extend 3-sentence argument into a full paragraph with claim, evidence, and conclusion. Identify which appeals are strongest and why.

Struggling / Support

Provide sentence starters ("I believe… because…"). Pre-highlight one example of each appeal. Allow verbal response for exit ticket.

Notes & Reflection