Tag Archive for logical fallacies

World Lit: DiCaprio Sheds Light on The 11th Hour

Standards

  • ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Georgia ELA
  • ELAGSE9-10RI6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Georgia ELA

Learning Target
Students will analyze an interview to evaluate the impact of subjectivity on a text and identify fallacies in order to evaluate a text’s credibility.

Opening Session
Read the article “DiCaprio Sheds Light on 11th Hour” in Springboard, page 413, and then answer the Second Read questions that follow it if you finish early.

Work Session
While I cue up the DVD, look at the fallacies on page 415 in Springboard. Read over them and highlight the important information that will help you remember them. I’m going to show you a clip from the movie we just read about, The 11th Hour, which is a documentary about climate change made by Leonardo DiCaprio. While I show you chapter 5 of the movie, take notes using the SMELL organizer on page 416 of the Springboard book.

Next, we’re going to do the chart on page 417 together. We’ll look for each fallacy in the clip, then consider if it is fair or not.

Closing Session
Flip to page 418 and look at the Check Your Understanding question. Write a short response and then we will share out!

Assessment
Formative (book check)

Differentiation
Process (scaffolding, learning style) Interest

AP Lang: Logical Fallacies, Day 2

Standards

  • ELAGSE11-12RI5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Georgia ELA
  • ELAGSE11-12L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Georgia ELA
  • ELAGSE11-12L6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Georgia ELA

Learning Target
Students will analyze their own writing for use of logical fallacies and then strengthen their writing by incorporating the rhetorical devices we have studied.

Opening Session
FRIDAY POP QUIZ!!! We’ll be quizzing over the logical fallacies we studied earlier this week 🙂

Work Session
I’m going to hand back the letters you wrote on Monday. Our goal today will be to revise your letters to remove any logical fallacies you wrote in before, and to add in some of the best rhetorical strategies you can.

Read through your letter on your own first, and then trade with a friend. Read through your friend’s letter and mark any logical fallacies you see, as well as places where you think your friend could strengthen their writing.

After we do our peer editing, grab a fresh new sheet of paper and rewrite a final draft of your letter, taking into account everything you have learned this week and the advice you were given by your friend.

If you want an extra challenge, take the letter home and see if you can convince mom or dad or whomever you stay with to do the thing!

Closing Session
Share out! I’ll take two volunteers to share their letters with the class 🙂

Assessment
Formative (letter revisions)

Differentiation
Interest (student choice of topic)

AP Lang: Logical Fallacies, Day 1

Standards

  • ELAGSE11-12RI5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Georgia ELA
  • ELAGSE11-12L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Georgia ELA
  • ELAGSE11-12L6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Georgia ELA

Learning Target
Students will analyze various logical fallacies and use them to “sell” something to their classmates.

Opening Session
Everyone take ten minutes to look up these logical fallacies. We will go over them as a class!

  • Straw man
  • Slippery slope
  • Glittering generalization
  • Guilt by association
  • Bandwagon
  • False dilemma
  • Irrelevant authority
  • Equivocation
  • No true Scotsman
  • Not a cause for a cause
  • Appeal to fear
  • Ad hominim

Also…

  • Affirming the Consequent
  • Composition and division

Work Session
Today’s assignment should sound a little similar to yesterday’s! We’re going to be making another round of commercials to sell something to each other, but this time you need to choose a logical fallacy to use. You guys can pick your own groups this time, since some of these products may appeal to you more than others:

  • Nissan GT-R
  • Takis
  • Fanta
  • Jordans
  • Netflix
  • iPhone X
  • Kylie Cosmetics
  • OHS Football tickets

Choose your logical fallacy and sell your product to the class in a 30-second spot. The class will then have to figure out which fallacy you used 🙂

Closing Session
VOTE! Which group do you think did the best (bad) job selling their item and why?

Assessment
Formative (logical fallacies skits)

Differentiation
Learning style (visual, kinesthetic)

AP Lang: Rhetorical Devices

Standards

  • ELAGSE11-12RI5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Georgia ELA
  • ELAGSE11-12L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Georgia ELA
  • ELAGSE11-12L6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Georgia ELA

Learning Target
Students will analyze the various types of persuasive appeals and rhetorical devices and use one to “sell” something to their classmates.

Opening Session
Let’s review this rhetorical devices PowerPoint! You should be taking notes and choosing your favorite 🙂

Work Session
I’m going to put everyone into random groups now. You’ll draw the name of a product from my jar and then group up with the other people who drew the same thing. Your job today is to choose a rhetorical device and create a commercial for the product you have chosen using the best rhetorical device for the job.

Here is the list of products you’ll be selling:

  • hunting rifles
  • deodorant
  • dry erase markers
  • bar soap
  • toilet seats
  • bandaids
  • a Mexican-Sushi fusion restaurant
  • the trailers our classrooms are in

Choose a rhetorical device we’ve talked about and sell your item to the class in a 30-second commercial spot. Don’t tell us the rhetorical device – we should be able to figure it out! We will all present our commercials at the end of class 🙂

Closing Session
VOTE! Which group do you think did the best job selling their item and why?

Assessment
Formative (persuasive appeals skits)

Differentiation
Learning style (visual, kinesthetic)

American Lit: Fallacies 101

Standard: ELAGSE11-12RI6 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.

Learning Target: I can identify fallacious logic, appeals, and rhetoric in sample texts.

Opening Session: Fallacies matching game! Match the name of the fallacies with the definitions using the cards I give each group!

Work Session: Fallacy Face Off! Following the directions in your book on page 259, we are going to have a mock debate. We will choose the issue as a class and your group will have ten minutes to prepare your argument. But here’s the catch… your group will use a specific fallacious appeal to argue your side! None of that silly “logic” stuff need apply in this debate, people! It’s all fallacy, all day long!

Closing Session: Reflect on our Fallacy Face Off. Which argument was most convincing? Would logic have been more convincing? Why or why not?

Assessment: Informal (class discussion)

Differentiation: Process (Scaffolding)