Video 1 Critique and Lesson Plan

Video Critique

What are my strengths?
I use prompting questions when students don’t know the answer right away, or re-word the question if there is confusion. I also speak loudly and clearly so that I can be heard well even at the back of the room. I appear comfortable in front of the classroom. I provide many different interactive components for the students, and give them opportunities to listen, read, write, and engage in conversation before they are assessed on their knowledge.

In what areas do I need to improve my instructional delivery?

I use sentence fillers (um, er, like, so, ok) often while I am speaking. Sometimes I start sentences with phrases such as “why don’t we” or “how about” while giving instructions, which makes the instructions seem like an option. When I gave directions for students to talk at their table, they responded very slowly, showing that I did not adequately prepare them for that transition.

How will I improve my teaching effectiveness?
When I ask a question to the class and no one answers, I need to either provide more wait time, or call on someone to answer. Sometimes I may need to give more specific instructions, and when I ask students to switch from listening to talking, it would be helpful to give them a few minutes to write down their thoughts first, especially so early in the morning. I would also like to focus on using less filler language and not phrasing instructions like a question.

Pathos, Ethos, Logos in Advertising Lesson Plan

Materials:

• Presentation
• Pathos, Ethos, Logos cards (one set per table) 
• Printed ads 
• Chalk 
• Notecards (one per student) 
• Pathos/Ethos/Logos example sentences for quiz 

Length of Lesson:

• 1 class period (90 minutes)

Activities:

Journal- Students will write in response to the journal prompt: Choose a topic that is important to you. Using a pathos appeal, try to convince an audience of people who knows very little about this topic to agree with you.

Presentation- Teacher will present lesson from google slides on pathos, ethos, and logos, using examples from advertising. This will serve as a reminder of what an author appeals to when using each rhetorical strategy, as well as providing examples for students. After explaining the slide about the three strategies, teacher will show slide with pathos examples, and briefly explain why each advertisement appeals to pathos. This will continue for the next to slides on ethos and logos. (If students are losing interest, show a slide, then have them discuss which strategy it is at their tables before teacher calls on a table to answer and explain why for each advertisement.)

Videos- Teacher will show one video at a time from the last slide of the presentation. Students will briefly discuss at table which strategy they think the ad is using, then hold up a card at the table that says either Pathos, Ethos, or Logos. This will serve as formative assessment/knowledge check.

Printed Ads- Each table will have a small stack of printed advertisements. At their tables, they will discuss which domain (Pathos, Ethos, Logos) they think all of the ads belong to. They will then write down in chalk the domain, and one reason why the ad appeals to that domain next to the advertisement.

Assessment:
Quiz- Teacher will provide students with a sentence. On a notecard students will individually write down the domain and why it appeals to that domain. Repeat for Pathos, Ethos, and Logos example sentences. As an EXAMPLE: "The veterinarian says that an Australian shepherd will be the perfect match for our active lifestyle." So I would write that this sentence is an example of Ethos because it appeals to the authority of the veterinarian, and assumes that vets know a lot about dogs.


Example Sentences-
"More than one hundred peer-reviewed studies have been conducted over the past decade, and none of them suggests that this is an effective treatment for hair loss."
"As a doctor, I am qualified to tell you that this course of treatment will likely generate the best results."
"You should consider another route. I heard that that street is far more dangerous and ominous at night than during the daytime."