Teacher: Samantha Phillips

Unit: Rhetoric
Learning Segment: Letter from Birmingham Jail (Three Days)
GOALS/ DESIRED RESULTS
Central Focus
Analyze the use of rhetorical devices in a piece of complex text.
Standards
CCSS.ELA-LITERACY.RI.11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority
opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The
Federalist, presidential addresses).
CCSS.ELA-LITERACY.RI.11-12.6: Determine an author's point of view or purpose in a text in which the
rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or
beauty of the text.
CCSS.ELA-LITERACY.W.11-12.2.B: Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other information and examples
appropriate to the audience's knowledge of the topic.
Learning Objectives
1. Identify types of illogical argument supports used in Public Statement Directed to Martin Luther King, Jr.,
by Eight Alabama Clergymen, for the purpose of understanding how to evaluate the effectiveness of an
argument.
2. Identify rhetorical devices used in Public Statement Directed to Martin Luther King, Jr., by Eight Alabama
Clergymen, for the purpose of understanding how to analyze the use of rhetoric in an argument.
3. Identify and analyze the use of ethos, pathos, and logos in Letter from Birmingham Jail, for the purpose of
understanding how to analyze the use of rhetorical devices in a complex piece of text.
4. Identify types of logical argument supports used in Letter from Birmingham Jail, for the purpose of
understanding how to evaluate the effectiveness of an argument.
5. Determine why the argument formed in Letter from Birmingham Jail, is effective for the purpose of
understanding how to evaluate the use of rhetorical devices.
6. Utilize textual evidence to support claims, for the purpose of understanding how to effectively prove a claim
in a piece of writing.
Assessment
Rhetorical Analysis of Letter from Birmingham Jail Summative Essay
Students will write a rhetorical analysis of Letter from Birmingham Jail, focusing on Kings use of a
specific rhetorical device.
Students will use a template to support them during the writing process.

LESSON PLAN - Day One

Learning Targets
I can identify types of illogical argument supports used in Public Statement Directed to Martin Luther King,
Jr., by Eight Alabama Clergymen.
I can identify rhetorical devices used in Public Statement Directed to Martin Luther King, Jr., by Eight
Alabama Clergymen.
Instructional Resources and Materials
Teacher will need: Computer/ laptop, projector, Internet connection, daily Google document, PowerPoint
presentation, Kahoot, full copy of Eyes on the Prize, document camera, copy of Public Statement Directed
to Martin Luther King, Jr., by Eight Alabama Clergymen, and a pen.
Students will need: Chromebook, Internet connection, daily Google document, electronic copy of rhetorical
device mini-lecture note sheet, paper copy of Cloze Note worksheet, paper copy of Public Statement
Directed to Martin Luther King, Jr., by Eight Alabama Clergymen, and a pen or pencil.
Instructional Strategies/ Learning Tasks
Introduction: Review Central Focus, Learning Targets, and Vocabulary (3 min.)
Teacher shares daily Google document with class, which includes the schedule, central focus,
learning targets, vocabulary, and links to all other electronic documents needed for that days lesson
Teacher reads central focus for the week and explains it to the class
Students read the learning targets out loud
Teacher reads the vocabulary words for the week: Rhetorical Device, Ethos, Pathos, Logos,
Refutation, and Rhetorical Analysis
Transition: Last week we started our unit about argument. The goal of any argument is to persuade others.
People try to persuade others by making an effective argument, using logical supports. Lets recap what we
learned last week about logical and illogical supports with a Kahoot game.
Task One: Kahoot Quiz Games (5 min.)
Teacher asks students to into log into Kahoot (an online quiz game program)
Teacher asks students to take out Logical and Illogical Arguments notes from previous lesson
Quiz: Students view tweets from celebrities, athletes, and public figures and determine if they are
examples of logical or illogical arguments
o After each question, teacher calls on volunteers to explain how they got to the correct answer
o If students do not volunteer, teacher uses Stick Pick app to call on students
Transition: The difference between an effective argument and an ineffective argument is how someone
supports their ideas. There are many different ways to support ideas and persuade others, and we call these
different types of supports rhetorical devices.
Task Two: Mini-lecture: Rhetorical Devices (10 min.)
Students open note-taking document with via Google Docs
o Teacher tells students to focus on taking notes that will help them to understand and
remember the different terms
Teacher displays PowerPoint about rhetorical devices
Teacher discusses the origin of the study of argument and rhetoric (Aristotle)

Teacher checks in with students to make sure they are taking good notes by asking students to
share examples of what they have written
Teacher reads through ethos, pathos, and logos slides
For each rhetorical device, the teacher reads the slide and walks through first example, explaining
how the advertisement uses ethos, pathos, or logos for persuasion.
o For the second example, the teacher asks for volunteers to explain how the advertisement
uses ethos, pathos, or logos to persuade.
Teacher discusses refutation as an important argument strategy
o

Transition: Our main focus for this week is going to be analyzing the use of rhetorical devices in Martin Luther
King Jr.s Letter from Birmingham Jail. We will talk more about that tomorrow, but first, we need to look at
some background information to better understand the context in which he wrote the letter.
Task Three: Background Information Cloze Note (12 min.)
Teacher passes out Cloze Note worksheet
Teacher reads through document adapted from Eyes on the Prize by Juan Williams
Students use active-listening skills to identify words missing from the information
If students have missed any words, students check with their buddies to identify the word
Teacher calls on students to summarize the important points of the text
Transition: As you can see, this was an intense situation. The Letter Dr. King wrote was a direct response to
the letter from the Alabama Clergymen that this document described. Now, we are going to read the
clergymens letter and annotate the argument for rhetorical devices.
Task Four: Letter by Alabama Clergymen Annotation (15 min.)
Teacher passes out paper copy of Public Statement Directed to Martin Luther King, Jr., by Eight
Alabama Clergymen
Teacher displays letter using the document camera
Students take turns reading the letter out loud, paragraph by paragraph
Teacher models how to annotate letter, identify illogical arguments, and identify rhetorical devices with
first two paragraphs of the letter
Teacher continues to annotate the letter and calls on students to identify illogical arguments and
rhetorical devices
If students are grasping the concept, teacher may ask student volunteers to model annotating using
the document camera
Transition: Today, we learned how rhetorical devices are used to persuade. Lets wrap things up by using
what we learned about rhetorical devices and illogical arguments to reflect on why the letter is so ineffective.
Task Five: Letter by Alabama Clergymen Discussion (5 min.)
Teacher asks students what they notice about the letter, and why its ineffective
Students first think about their answer, then discuss their ideas with the small group in which they are
seated
Each group takes a turn to share their ideas with the class
Homework: Read Letter from Birmingham Jail by Martin Luther King, Jr.

LEARNING MATERIALS Day One

Junior English Survey
Mrs. Phillips
Rhetorical Device Mini-Lecture Notes
Junior Survey English

Rhetorical Device
Definition:
History:
Ethos
Definition:
Example:
Logos
Definition:
Example:
Pathos
Definition:
Example:
Refutation
Definition:
Example:
Note: This is not a rhetorical device. However, it is another important strategy for crafting a strong argument.

LESSON PLAN - Day Two

Learning Target
I can identify and analyze the use of ethos, pathos, and logos in Letter from Birmingham Jail.
I can identify types of logical argument supports used in Letter from Birmingham Jail.
Instructional Resources and Materials
Teacher will need: Computer/ laptop, projector, Internet connection, daily Google document, a paper copy of
Letter from Birmingham Jail, and a digital copy of the rhetorical analysis graphic organizer.
Students will need: Chromebook, Internet connection, daily Google document, a paper copy of Letter from
Birmingham Jail, and a digital copy of the rhetorical analysis graphic organizer.
Instructional Strategies/ Learning Tasks
Introduction: Review Central Focus, Learning Targets, and Vocabulary (2 min.)
Teacher shares daily Google document with class, which includes the schedule, central focus,
learning targets, vocabulary, and links to all other electronic documents needed for that days lesson
Teacher reads central focus for the week and explains it to the class
Students read the learning targets out loud
Teacher reads the vocabulary words for the week: Rhetorical Device, Ethos, Pathos, Logos,
Refutation, and Rhetorical Analysis
Transition: Yesterday, we learned a lot of new information about rhetorical devices. So, before we jump into
todays lesson, lets refresh our memories.
Task One: Kahoot Quiz (5 min.)
Teacher asks students to into log into Kahoot
Students match the vocabulary words for the week to their definitions
o After each quiz question, teacher calls on volunteers to explain how they got to the correct
answer
Transition: Now that weve had a refresher on these terms, we are going to put this knowledge to use with a
quick group activity.
Task Two: Ethos, Pathos, Logos Practice Activity (8 min.)
Students work with their groups to think of a new club that theyd like to start at their high school
o If needed, teacher may give students a club category (food, music, etc.) to get them started
Student work with their groups to develop a short statement or slogan that uses ethos, pathos, or
logos, which they would use to convince their friends to join the club
Groups take turns sharing their ideas with the class
Teacher provides students with immediate feedback and clarifies any misunderstandings
Transition: We just heard a lot of great examples of how to use rhetorical devices. Now we are going to take
what we have learned about ethos, pathos, and logos, as well as illogical and logical arguments, and use it to
analyze the letter that Dr. Martin Luther King, Jr. wrote while he was in solitary confinement in Birmingham
Jail.

Task Three: Letter from Birmingham Jail Graphic Organizer (30 minutes)
Teacher explains the significance of the letter and the conditions under which it was written
Teacher asks students to open up graphic organizer using Google Docs
Teacher reads the instructions and explains the activity
Class completes first section all together
o Teacher selects sentence to analyze
o Teacher calls on students to help analyze using the questions in the graphic organizer
o Teacher types student responses into the graphic organizer and provides feedback
Students work with their groups to complete the graphic organizer for their designated section
o Teacher walks around, checks in with groups, and provides feedback
o If students finish early, they may analyze a second sentence in their assigned section of the
letter
Groups take turns sharing the ideas they developed during the activity
o Teacher records student responses into document, inquires about student thought processes,
and provides feedback
o Students should also record their peers responses into the document, as the information will
be useful for the summative assignment
Transition: Today, we found some great examples of how rhetorical devices are used to persuade. Lets wrap
things up by using what we learned about rhetorical devices to reflect on why the letter is so effective.
Task Four: Letter from Birmingham Jail Discussion (5 min.)
Teacher asks students what they notice about the letter, and why its effective
Students first think about their answer, then discuss with their groups, and then share their ideas with
the class
Homework: Review the Letter from Birmingham Jail as needed

LEARNING MATERIALS Day Two

Junior English Survey
Mrs. Phillips
Letter from Birmingham Jail Rhetorical Analysis Group Activity
Directions:
1. Select one example (a few sentences at most) of a logical support from your assigned section of the
text.
2. Examine the example further, answering the questions in the graphic organizer below.
Quote from the text
Intro/
Example
Paragraphs
1-2
Part 1
Paragraphs
3-12
Part 2
Paragraphs
13-17
Part 3
Paragraphs
18-24
Part 4
Paragraphs
25-32

Rhetorical
device

Type of logical
support

What is he trying to accomplish?

Why is it effective?

LESSON PLAN - Day Three

Learning Target
I can analyze the use of ethos, pathos, and logos in Letter from Birmingham Jail.
I can determine why the argument formed in Letter from Birmingham Jail is effective.
I can use textual evidence to support a claim.
Instructional Resources and Materials
Teacher will need: Computer/ laptop, projector, Internet connection, daily Google document, a digital copy of
They Say / I Say group activity, a digital copy of They Say/ I Say templates, a digital copy of the rhetorical
analysis writing assignment, a digital copy of graphic organizer from previous days lesson, and access to
Turnitin.com.
Students will need: Chromebook, Internet connection, a paper copy of Letter from Birmingham Jail, daily
Google document, a digital copy of They Say / I Say group activity, a digital copy of They Say/ I Say
templates, a digital copy of the rhetorical analysis writing assignment, a digital copy of graphic organizer from
previous days lesson, and access to Turnitin.com.
Instructional Strategies/ Learning Tasks
Introduction: Review Central Focus, Learning Targets, and Vocabulary (2 min.)
Teacher shares daily Google document with class, which includes the schedule, central focus,
learning targets, vocabulary, and links to all other electronic documents needed for that days lesson
Teacher reads central focus for the week and explains it to the class
Students read the learning targets out loud
Teacher reads the vocabulary words for the week: Rhetorical Device, Ethos, Pathos, Logos,
Refutation, and Rhetorical Analysis
Transition: By the end of class today, youll be well on your way to writing a strong rhetorical analysis. Before
we get started, we are going to do a quick warm-up activity using the They Say/ I Say templates we showed
you last week.
Task One: They Say / I Say Group Activity (13 min.)
Students open up They Say / I Say templates document and teacher projects the document
o Based on They Say / I Say: The Moves That Matter in Academic Writing by Graff, Gerald, and
Cathy Birkenstein
Students work with groups to identify a quote from Letter from Birmingham Jail that is an example of
a logical support
o This should be a new quote that students have not yet worked with
Students work with groups to write two sentences
o First sentence - Introduce a quotation using a They Say / I Say Introducing a Quotation
sentence template
o Second sentence - Explain the quotation in your own words using a They Say / I Say
Explaining a Quotation sentence template
Groups write their sentences using Chromebooks
o Groups copy and paste their sentences onto shared class document
o Groups take turns reading their sentences out loud to the class
o Teacher provides students with immediate feedback

Transition: Great job! This is the structure you will use to introduce and explain quotations in your rhetorical
analysis. Lets get started working on our writing assignment for this week.
Task Two: Introduce Writing Assignment (5 min.)
Teacher displays the Letter from Birmingham Jail Rhetorical Analysis Assessment using projector
Students open up the Letter from Birmingham Jail Rhetorical Analysis Assessment Google Doc
Teacher reads writing assignment instructions
o Teacher explains that, in their rhetorical analysis, students will pick one rhetorical device to
focus on
Teacher introduces evaluation criteria (rubric) for the assessment
o Student reads second box in rubric, which describes an exemplary rhetorical analysis
Teacher walks through rhetorical analysis template
o Students will use the template to write the rhetorical analysis
o Students should copy their sentences from the template and paste them together to form their
paragraphs
Teacher calls attention to additional resources students can use while writing
o Rhetorical analysis group activity document from previous lesson
o They Say/ I Say sentence templates
o They Say/ I Say group activity from earlier in class
o Notes, presentations, and documents used throughout the week
Transition: You will have the remainder of the class period to work on this. When youre done, you can submit
it on Turnitin.com. If you dont finish, you should complete the assignment for homework.
Task Three: In-class Writing Assignment (30 min.)
Students work to complete a rhetorical analysis of Letter from Birmingham Jail
Teacher walks around to check in with students, providing clarification, assistance, and feedback
Homework: Complete Rhetorical Analysis
Note: Based on students assessments, teacher will select skills to focus on for the in-class revision process
(next learning segment)

LEARNING MATERIALS Day Three

They Say/ I Say Templates

Using a Quotation (i.e., Backing up your argument with proof)

X states, _______ ( ).
o Example: Standage states, Some [drinks] have served to highlight the power and
status of the elite (2).

According to X, ____ ( ).
o According to Standage, Wine was the lifeblood of [Greece] (3).

X himself writes, _______ ( ).

o Standage himself writes, Six beverages... chart the flow of world history (2).
o Odysseus himself says, I longed for sweet Penelope (9.21).

In his book, ______________, X maintains that ________ ( ).

o In his book, A History of the World in Six Glasses, Standage maintains that Greek and
Roman knowledge... had been safeguarded and extended by scholars in the Arab
world (4).

Writing in the magazine ________, X complains that ____________ ( ).

o Writing in the online magazine Salon, Weitz complains that reality television is little
more than gladiatorial combat (3).

X agrees when she writes, _____ ( ).

o I believe wine was the most influential drink in history. Standage agrees when he
writes, Wins was the lifeblood of [Greece] (4).

Explaining a Quotation (i.e., Showing that you understand what the quote says)

Basically, X is saying _______.

In other words, X believes ____________.
In making this comment, X urges us to ________.
o In making this comment, Cepeda urges us to look consider whether we do, actually,
like hard work.
Xs point is that _________.
The essence of Xs argument is that _____________.

Junior English Survey

Mrs. Phillips
Rhetorical Analysis Paragraph Template

Introduction
Introductory In Letter from Birmingham Jail Martin
sentence
Luther King Jr. uses _____ (ethos, pathos,
logos) to build an effective argument.
Main idea

Kings use of _____ (ethos, pathos, logos)

is most effective in his argument because
______.

Supporting Evidence
First
Sentence

Quote a sentence from Letter from

Birmingham Jail that is an example of
strong supporting evidence.
Use a They Say / I Say sentence
template (Using a quotation).

Second
Sentence

Explain the quotation in your own words.

Use a They/Say / I Say sentence
template (Explaining a quotation).

Third
Sentence

Here, he is using ____ (ethos, pathos, or

logos) to support his argument.

Fourth
Sentence

Explain how this quote uses ethos,

pathos, or logos.

Fifth
Sentence

Explain what type of logical support he is

using.

Sixth
Sentence

Explain why this is an effective way to

support his argument.

Conclusion
Conclusion

By using _____ (ethos, pathos, or logos),

King builds an effective argument that
ultimately _________ (state what he
accomplishes).