Midterm Proposal & Midterm PROJECT - A very High Quality Work Required. 24-26 Hours

Daily Instructional Lesson Plan

Content Area(s)/Course/Grade: Insert

Unit: Insert

Lesson Topic: Core concepts, branches, and canons of classical rhetoric

Date: Insert

Teacher: Insert Comment by Author: I hadn’t commented on these in the rough drafts earlier because I assumed you marked these to add later. I think for the lesson plans to work, you would indicate the grade level and school to make it a bit clearer.

School: Insert

Indicator(s)/Sub-Outcome(s)/Expectation(s):

· Purpose – gain more knowledge of classical rhetoric as documented by Aristotle

· Materials needed – Aristotle’s books (Book I, II, & III), writing materials such as a notebook and a pen, audio/video resources on rhetoric.

· In-class activity – role-playing acts on persuasion

· Link to past and future work – the first lesson will cover the specific topics under rhetoric and for the successive three lessons, the previous lesson’s work will be revisited briefly.

Student Outcome(s):

By the end of the course (semester’s end), students should be able to:

· Demonstrate fundamentals of rhetoric as documented by Aristotle in his books and other empirical materials highlighting the concept of rhetoric. They should determine and describe the three branches of rhetoric and its five canons. In other words, students should be able to explain classical rhetoric, deliberative rhetoric, and judicial rhetoric as the main categories of rhetoric. Lastly, learners should have the capacity to apply the art of persuasion in practice as learned from the concepts, branches, and canons above. In the end, learners should be able to construct great rhetoric used in different situations.

Context for Learning

The context of learning lies in the value of gaining knowledge of classical rhetoric. The combination of the above three lessons shall be contextualized to professional fields that significantly rely on rhetoric such as education, politics, marketing, and the likes. The main aim of the lessons is to help students become exceptional at the art of persuasion.

In the course, students can learn not to entirely rely on teachers for knowledge and skills but undertake personal initiatives to acquire additional knowledge that would otherwise not be provided in class.

Instructional Delivery

Opening Activities/Motivation:

The transfer of knowledge on the stated themes will, in most part, follow the conventional classroom setting with the teacher assuming the role of instructing the students. Both offline and online teaching techniques will be employed. Comment by Author: Lecture-based?

Procedures:

In addition to the traditional teaching model, discussions, learning activities, assignments, and role-playing practical will be applied as strategies for administering knowledge, demonstrating concepts, and transferring skills.

Assessment/Evaluation (Formative/Summative)

Tests and assignments touching on various areas of the themes.

· Purpose – introduce students to classical rhetoric and its concepts

· Materials – textbooks, audio-video materials,

· In-class activity – progymnasmata (preliminary rhetorical exercises)

· Link to past and future – expound on rhetoric

Closure:

Questions and answers

i. What are the core concepts of rhetoric? Comment by Author: So these questions have very established, clear answers. Will there be questions in the class that allow students to express their individual thoughts one rhetoric, how they view it, or for general questions they may have about the concepts themselves?

ii. Identify and describe the main branches of rhetoric.

iii. Describe the five canons of rhetoric as outlined by Aristotle.

Daily Instructional Lesson Plan

Content Area(s)/Course/Grade:

Unit:

Lesson Topic: Modern/contemporary rhetoric

Date:

Teacher:

School:

Indicator(s)/Sub-Outcome(s)/Expectation(s):

· Purpose – gain insight into the state of rhetoric since the 20th century.

· Materials needed – textbooks on modern rhetoric (for instructor), writing materials (notebooks and pens), and audio/visual materials on contemporary rhetoric.

· In-class activity – discussions, a role-playing activity

· Link to past and future work: how the rhetoric concepts in previous lesson exist in today’s context.

Student Outcome(s):

At the end of the unit, students should be able to describe the state of rhetoric since the 20th century. In particular, learners should be able to provide a brief overview of contemporary rhetoric.

Context for Learning

The context of learning lies in the value of gaining knowledge of modern rhetoric. The lesson above shall be contextualized to professional fields that significantly rely on rhetoric such as education, politics, marketing, and the likes . The main aim of the lessons is to help students become exceptional at the art of persuasion. There are multiple in-class activities but the most appropriate for the lesson and promoting the notion of classic rhetoric is known as “superstitions,” as proposed by Dainville and Sans (2016). According to the rule of the exercise, everyone has a right to be respected by fellow students and teachers. The activity involves refraining from activities one feels terrible about. For example, deciding not to participate in a test. Comment by Author: Be careful with this phrasing. Modern rhetoric as you are using it here is different from the term that is understood by the academic community. Comment by Author: If it’s not important enough to list out, I tell students they can omit this as well.

Instructional Delivery

Opening Activities/Motivation:

Teaching classical rhetoric should be unique and yet extremely useful. There are a number of ways teachers have transferred knowledge to students. However, the most effective include progymnasmata will be used.

Procedures:

Fable, refutations, discussions, narrative, invective, comparison, characteristics, description, and anecdote.

Assessment/Evaluation (Formative/Summative)

Tests, assignments, sequenced exercises.

· Purpose – insight into branches and canons of classical rhetoric

· Materials – textbooks, audio/visual materials, etc.

· In-class activity – discussions, progymnasmata

· Link to past and future – make students best persuaders

· Aristotle’s significance as a rhetoric philosopher:

Closure:

Questions and answers

i. Provide an explanation of the state of modern rhetoric Comment by Author: See my comment above about this terminology.

ii. How has classical rhetoric manifested into what it is today?

iii. Name some of the great modern rhetoricians and their philosophical works. Comment by Author: Your lesson plans have not indicated specific philosophers or rhetoricians whom you plan to discuss. Who would be the major focus of this lesson?

Daily Instructional Lesson Plan

Content Area(s)/Course/Grade:

Unit:

Lesson Topic: Aristotle Influence on Modern Rhetoric.

Date:

Teacher:

School:

Indicator(s)/Sub-Outcome(s)/Expectation(s):

· Purpose – a brief review of the previous lesson and attempt practice with application of rhetoric.

· Materials – books on both classical rhetoric (Book I, II, III by Aristotle) and modern rhetoric.

· In-class activity – review notable rhetoricians of today.

· Link to past and future – relevance of today’s theorists in terms of the impact and effect they have on the application of rhetoric.

· Our own use of rhetoric today

Student Outcome(s):

Students should gain knowledge of the manifestation of rhetorical studies and the establishment of rhetoric and speech academic institutions and organizations. Students should also describe the importance of rhetoric today and how it was influenced by the ancient version of the concept as written by Aristotle. Also, they should illustrate the practical applications of rhetoric and speech in real-life and careers. Comment by Author: This part of the sentence is hard to follow Comment by Author: So how does this lesson connect or follow the second lesson?

Context for Learning

Modern rhetoric and Aristotle

The relevance of the lesson to the past and future work of the course centers on the contributions of Aristotle, especially as the father of rhetoric. An important lesson to learn from all this is to perfect the art of persuasion with the end goal of the course being every student should be an effective persuader. The institutional structure of rhetoric that Aristotle outlines in his book is sufficient to enable a person to sharpen their persuasive skills. For instance, the canons above illustrate the process of creating perfect rhetoric. In one way or another, we find ourselves in compelling situations even without our knowledge. This makes persuasion a critical life skill that we must all develop. A classroom activity to help achieve this include conducting discussions and debates on burning social, economic, and political issues that require the participation of everyone. Comment by Author: Watch for pronoun antecedent agreement

Instructional Delivery

Opening Activities/Motivation:

The conventional classroom setting with a teacher in charge of transferring knowledge and giving instructions. Students will also gain knowledge through guided research and discussions. Comment by Author: This is a loaded term in today’s pedagogical theory discussions.

Procedures:

Teaching, discussions, exercises, and debates.

Learn how in one way or another, we find ourselves in persuasive situations even without our knowledge. This makes persuasion a critical life skill that we must all develop. A classroom activity to help achieve this include conducting discussions and debates on burning social, economic, and political issues that require the participation of everyone

Assessment/Evaluation (Formative/Summative)

Tests and experiments Comment by Author: What would be the “experiments” you might use in this?

Closure:

Questions and answers

i. How important is Aristotle to today’s use of rhetoric?

ii. How do we use Aristotle’s philosophical work to enhance the application of rhetoric?