The use of persuasive techniques will be taught to the students. At the end of this lesson, students are going to: 
- learn how to argue. 
- determine the arguing techniques used in essays and stories.

- What is the objective?
- What makes writing clear and effective?
- Why do authors write?
- Who is the target audience? 
- What will appeal to the audience the most?

- Aristotle’s Three Appeals: Strategies used to influence an audience. These methods include appeals to emotions (pathos), ethics (ethos), and logic (logos). 
- Counterargument: A point that is against the thesis or claim statement. 
- Style: The writer’s choices regarding language, sentence structure, voice, and tone that communicate with the reader. 
- Tone: The writer’s established attitude toward the audience, characters, subject, or work itself.

- projector or interactive whiteboard to show the PowerPoint presentation or a printout of the presentation (LW-7-2-1_ Presentation) (https://docs.google.com/presentation/d/11ox8pb1dxSv7IKv8R9aUvsyUZT1PtQlgsECtH2o3-vk/edit?usp=sharing), or a textbook with a section on argumentative writing
- Sandra Cisneros. (1991). A Rice Sandwich. Vintage. 
- Karen Kaufman Orloff. (2004). I Wanna Iguana. Putnam.

- If students are ready to go on to the next lesson or if they need more practice applying the strategies, it will be clear from their performance on the dialogue assignment.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Students gain knowledge of the three argumentative techniques that they can apply in their argumentative writing: pathos, ethos, and logos. 
H: Before diving into the lesson, students think back on their arguments and share instances when they have disagreed in books, movies, television shows, and real life. In creative conversations with other students, the teacher, or a parent/guardian, students can apply all three strategies. 
E: By creating and acting out dialogues and listening to their peers' dialogues, students investigate three argumentative techniques. 
R: Students identify the argumentative strategies in a vignette or picture book and engage in small-group discussion to reflect on them. 
E: Students demonstrate their comprehension by presenting their dialogues to the class, and the group then debates how successful each dialogue's tactics were. 
T: Students can examine essays written by previous students or letters to the editor in the local newspaper to get more experience recognizing and applying argumentative strategies. 
O: Students have had the chance to discuss argumentative strategies with their classmates before being asked to create an argumentative dialogue in a small group. 

Focus Question: How can we identify and employ argumentative writing strategies?

Part 1

Get students to define argumentative writing for you. Encourage them to come up with examples from real life—such as letters to the editor or elected officials—as well as from fiction, movies, and textbooks. "We frequently employ arguing techniques. It's critical to understand the strategies we employ to back up our assertions or opinions."

Give students a quick overview of argumentative writing using your textbook or the PowerPoint presentation (LW-7-2-1_ Presentation).

"People have employed these strategies to bolster their beliefs or assertions ever since the Greek philosopher Aristotle first recognized the three appeals. Ethic (ethos), logic (logos), and pathos (emotions) are the three appeals." Write the following so that the class can see it: Keep this up for the rest of the unit.

Ethos (an appeal to ethics, demonstrating the writer's expertise, dependability, fairness, and consideration of opposing views)
Logos (a logical argument that makes use of careful justifications and proof)
Pathos (emotional and psychological appeal)

"Good writers concentrate on persuading readers to agree with them through the use of ethics or logic. Even though they work well in casual settings like conversations, emotional appeals are not advised when writing. Put a lot of effort into utilizing ethos and logos in your assignment writing."

Part 2

"It's time to witness these appeals being fulfilled. The three appeals are frequently employed by characters in stories who are debating a viewpoint or assertion." Read the short story "A Rice Sandwich" by Sandra Cisneros from The House on Mango Street or the picture book "I Wanna Iguana" by Karen Kaufman Orloff. Ask the students to name the strategies that the main characters employ.

Assign small groups to write a conversation between a teacher and a student. "Remember to consider your tone and audience when making an argumentative appeal. Speaking or writing differently depends on who we are speaking to." The dialogue needs to have both ethos and logos, and it needs to be developed persuasively for each role. You might ask students to use pathos, but you should make it very apparent that they are not to use this technique for their next assignment. Give each group a scenario, like this one:

A student requests that a teacher extend a due date.
A student claims that a teacher should give students work time during class.
A student suggests that teachers allow students to work in groups.
A student claims that a teacher should allow the class to leave early for lunch.
A student suggests that a teacher move the class outside.
A student claims that a teacher should allow the class to play a review game.
A teacher advises a student to study for an exam.
A teacher is asserting that it is the responsibility of the student to proofread their essay.

Ask groups to present their discussions to the class. Talk about how successful the tactics used in each dialogue are.

Extension:

Students can use letters to the editor from the local newspaper to examine the efficacy and strategies of argumentation.

Students can evaluate the potency of argumentative techniques in other writing. Use an essay that you wrote, an essay that a previous student wrote, a passage from a curriculum guide or textbook, or any handbook, such as Write Source at http://www.thewritesource.com/studentmodels (or any other handbook), that you purchased.