1. Moving from Knowing to DoingA Non-Keynote Keynote

2. The Move from Knowing to Doing What will we be DOING today Higher Order Thinking Skills,Technology, and Common CoreStandards 3. The Rhetorical Appeals:Logos Pathos Ethos 4. Logos WHAT IS IT: An appeal to logic WHAT DOES IT LOOK LIKE:Facts, figures, statistics, concreteevidence WHY ITS EFFECTIVE: Objective, fact-based, tangible 5. A Logos-Based Argument:Dad, I need a new car. This study shows that my1973 Ford Pinto is unsafe to drivebecause, statistically speaking, there is a goodchance it might catch fire if struck from behind.Thank you for your consideration. 6. The Evidence: 7. Ethos WHAT IS IT: An appeal to the authority ofthe speaker WHAT DOES IT LOOK LIKE:Qualifications, institutionalsupport, education, credentials WHY ITS EFFECTIVE: Assures the audiencethat the speaker is qualified to speakknowledgeably about the subject 8. An Ethos-Based ArgumentI am a doctor. I graduated summa cum laudefrom Harvard Medical School and have manyarticles published in prestigious medicaljournals. I strongly urge you to quit driving your1973 Ford Pinto, as I believe it poses asignificant risk to your health and well being.Thank you for your consideration. 9. Pathos WHAT IS IT: An appeal to theemotions of the audience WHAT DOES IT LOOK LIKE:Pity, love, hate, nostalgia, greed,vanity, altruism WHY ITS EFFECTIVE: We arehuman beings and we feel things 10. A Pathos-Based ArgumentDad, if you really love me you willbuy me a new car. All the other kidslaugh at my 1973 Ford Pinto, and Icry myself to sleep every night as aresult. If you buy me a new car, Iwill love you forever. 11. Activity One: Find a partner Using your notes, explain one of therhetorical appeals to your partner Make sure you and your partner explaindifferent appeals 12. Activity Two: Watch the following video Look for rhetorical appeals As you see an appeal, identify it inwriting and explain why it fits thatcategory REMEMBER: We are interested inthe FORM of the argument, not thecontent. 13. Jamie Oliver on Food in Schools: 14. Activity Three: In your groups, share the appeals yousaw in the video (one appeal perparticipant) Then compare the effectiveness of twoappeals you saw, using specificevidence from the video to supportyour collective opinion 15. Activity Four: In your groups, choose one appeal todiscuss and write a brief paragraph inwhich you do ALL of the following:1) Identify the type of appeal2) Make a specific value judgment about the effectiveness of the appeal3) Provide specific evidence from the video to support your opinion 16. Activity Five: In your groups, propose an idea ofwhere this lesson could gowhatwould be the next step in a classroom? 17. Some Ideas:-At the secondary level students could writea persuasive speech on the topic of theirchoice, record themselves delivering thespeech, and upload the video to Edmodo orYouTube.-At the elementary level students couldcreate a commercial that uses the appeals.Classmates could then analyze thecommercials and evaluate theireffectiveness. 18. What Did We Just Do? This will be Kathleens slide Cite specific anchor standards here Talk about technology? Stefan and Beccas real-life roles