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

Attached is your project with more comments.  If I could give you a general bit of advice, it would be "give specifics."  I think you have made those improvements in several areas, but I've noted some where you might need to add a little more.  

I think your essay at the end might need more of that as well.  Think of it this way: you're often talking about the lessons hypothetically and theoretically.  Granted, it is a hypothesis as to how this will work, but when you talk about introducing students to rhetoric in modern contexts, that's a really immense subject itself.  Identify statements in both the lesson plans and the essay that might be too conceptual and need to be narrowed a bit more.

Again, I know much of this is "up in the air" because it's new and not yet practiced, but if you were to take your lesson plans to an administrator and had it all planned out without the generalizations, he/she would be hard-pressed to turn it down.

PLEASE READ THE COMMENTS BELOW AND FIX IT

Rhetoric

Name

Institution

Date

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	School: Insert
Indicator(s)/Sub-Outcome(s)/Expectation(s): · Purpose – gain in-depth 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 lesson will expound on the fundamentals of classical rhetoric.
Student Outcome(s): By the end of the course , 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 learnt 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 three lessons 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. 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.
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 · Link to past and future – expound on rhetoric
Closure: Questions and answers i. What are the core concepts of rhetoric? 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 , writing materials (notebooks and pens), audio/visual materials on contemporary rhetoric. · In-class activity – discussions, a role-playing activity · Link to past and future work: how ancient classical rhetoric helped shape today’s rhetoric.
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 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.
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 ii. How has classical rhetoric manifested into what it is today? iii. Name some of the great modern rhetoricians and their philosophical works.

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 – understand the state of rhetoric today, and the length Aristotle has had an influence on it. · 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 · 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.
Context for Learning
Modern classical rhetoric and Aristotle The relevance of the lesson to the past and future work of the course centres 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.
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.
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
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?

Explanation

 Although the lessons touch on varying aspects of rhetoric and education as a whole, they can be seamlessly integrated into a single and much broader lesson on the subject matter. For instance, the first lesson looks into the basics of rhetoric. Here, learners are introduced to the concepts, branches, and canons of rhetoric as proposed by Aristotle and modified by other rhetoricians. The second lesson explores the state of rhetoric today. Here, students learn a broad range of aspects of rhetoric used today. They do not only learn about their significant theoreticians but also look into how it is used in learning institutions, practice, and education. In other words, learners get to know the prevalence of rhetoric and its importance to society.  

The third lesson, which looks into the significance of Aristotle in classical and today’s rhetoric, touches on a number of elements. As the discussion shows, it helps learners familiarize themselves by learning about some of the major influences of Aristotle such as gifting the world with scholarly materials on rhetoric and how he has influenced generations of rhetoricians throughout history . The lesson more so focuses on the role of teachers in a class session. Traditionally, teachers are believed to be the custodians of knowledge that is passed down through teaching. This is an indisputable fact; however, how they transfer the knowledge matters. As shown above, some techniques from Aristotle would help improve teaching.  

On the question of how the lessons are interconnected, they lie within the spectrum of a single broad theme – a distinguished philosopher in the discipline of classical rhetoric. The idea behind the discussion is to offer an all-round analysis of Aristotle and his views on the concept of rhetoric contextualized in the ancient Greek times. Having done so, because rhetoric, which also translates to the art of persuasion, applies to most aspects of everyday life, is understood deeply. Overall, the collective goal of the three lessons is to enable students to become excellent at persuasion at the end of the course and later stages of life. 

The objective of the unit is to communicate to teachers, administrators, and other key players in education about various aspects of classical rhetoric in accordance with Aristotle’s teachings. In specific, the lesson narrows down to the expectations of teachers on improving learning as far as rhetoric is concerned. With the objective having been established, the question of the means of achieving them remains a concern. Not in this case, however. The discussion suggests courses of action educators or even school administrators can adopt to successfully achieve objectives of the unit and improve learning in general. What this means is that lecturers can learn from the most notable Greek philosopher and also a successful teacher. 

Referencing Aristotle to today’s education brings up the subject of what the modes of teaching Aristotle practised and why they should matter for this particular unit. As Oleg Donskikh (2019) highlights, as a mentor and tutor of Alexander the Great, Aristotle utilized a multifaceted approach to teaching that incorporated a wide array of aspects including empirical, analysis, observation, and critical. In this method, students employ techniques such as data collection through observations or other methods, categorize and classify such data to come up with generalized principles or theories. Essentially, this is a scientific method, also the backbone of the thinker’s philosophy. 

Typically, a student of Aristotle would independently discover facts and employ critical thinking through inductive and deductive reasoning methods. This is the Aristotelian way, which also forms the strategy he used to construct his unique approach to rhetoric. In the end, Aristotle’s student would construct logical arguments, although with the philosopher’s guidance, but without his influence. The approach is precisely what the unit needs to guarantee the accomplishment of the specified objectives. Although the guidance of teachers is crucial, their influence on learners’ capacity to think should be zero or minimal. 

The value to student’s educational experience and beyond is immense. As mentioned earlier, knowledge from the project is invaluable to educators, people in technical professional fields requiring intense communications such as politicians, professional marketers, negotiators, and the likes. The lessons work together to help students with aspirations along those lines achieve them in the future. Studying classical rhetoric helps improve the ability to speak persuasively. Many people struggle to prove a point due to the lack of persuasive skills. The lessons will help practice convincing people through activities such as persuading lecturers or fellow students. The knowledge of the field would help students research a topic, come up with well-organized information, and use them to engage in various areas. In other words, it would help students become better speakers and persuaders. 

Knowledge of classic rhetoric does not only help an individual become better at persuasion, but it also protects one from manipulation. Therefore, the unit will place a student in a position that will enable them to recognize fallacies in logic and standard tactics of manipulation to avoid being taken advantage of by peers, bosses, colleagues, or any other persons in the future. A well-educated student in classic rhetoric will recognize problems such as faulty logic, fallacies, or truth enabling him/her make wise decisions on various personal and professional issues (Marsh, 2013). For example, politicians are renowned serial liars and in most cases, we fall for their lies because of their impressive rhetoric abilities. The unit would help its beneficiaries make wise voting and political decisions by looking through the lies in the campaigns and selecting the deserving candidates. 

By accomplishing the course as expected, students will improve their ability to analyze and speak effectively. Effective analysis requires keen listening, an essential skill in effective communication. When we listen closely, we analyze more of what the other parties are communicating. The implication of this is that it makes a person more careful and intentional in conversations either as listeners or speakers. Studying classical rhetoric prepares everyone for public speaking and presentations. Research shows that public speaking is the leading fear amongst a significant number of people; it is scarier than snakes as findings assert. The course would help students overcome this fear and replace it with the confidence necessary for situations such as debates, weddings, pitching business ideas, and the likes. 

References

Dainville, J., & Sans, B. (2016). Teaching Rhetoric Today: Ancient Exercises for Contemporary Citizens. Educational Research and Reviews, 11(20), 1925-1930.

Donskikh, O. A. (2019). Significance of Aristotle’s Teaching Practice for Modern Education. In Teacher Education in the 21st Century. IntechOpen.

Hottel-Burkhart, N. G. (2000). The Canons of Aristotelian Rhetoric. Diversity in Language: Contrastive Studies in Arabic and English Theoretical and Applied Linguistics, 93.

Kennedy, G. A. (2009). A new history of classical rhetoric. Princeton University Press.

Marsh, C. (2013). Classical rhetoric and modern public relations: An Isocratean model. Routledge.

� Assuming this will be added later, correct?

�If this is high school or below, then “in depth” still might be a little too much.

�Yes, so how does this specific lesson on Aristotle connect to something before and then another lesson later? If this is the first lesson on rhetoric, then you can say this is the initial discussion. Or you can explain how it connects to general discussions of writing?

�Course or class? This is fine if it is meant for the end of the semester/year.

�So are the students learning about rhetoric for the first time and also applying it within the same day?

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�Again, if this is for the end of the course, that’s okay. If this is for one class, this would be a challenge.

� There is only one lesson above, correct?

�You have a lot listed here, but I’d be very interested in how you will conduct the role-playing activity for this. (

�I’m assuming you will explain what this means to the students as well? (

�Is this a question or statement?

�So is this something the students need to have, or is this for the instructor? If the student, that’s quite a few textbooks for one lesson, and then they also need a separate textbook for the previous lesson, right?

�This is a very, very deep topic. This is the basis of all modern rhetoric, correct?

Now, what you might be discussing is how Aristotle’s specific concepts that you introduced in the previous lesson exists in current contexts.

�Okay, so this is what I mentioned in the previous lesson. You might want to think about how you can revise the previous lesson to bridge your first one and this one, or you can make something like this the second lesson and have your last lesson be more of a practice with application and execution of rhetoric.

�You can’t leave this too vague. At times, you’re mentioning theorists, but you’re not identifying who they are specifically.

�I’m not sure about this terminology

�This is still too broad. It’s not that the idea isn’t good (it is!); it’s too conceptual without any clear, concrete focal points.

�This is more specific, which is why I think it might work for the second lesson.