Graduated Difficulty Lesson

Properties
Title: Graduated Difficulty

Type: Lesson Plan
Subject: ELA
Grade Range: 10
Description:
Duration: 1 – 2 Class Periods
Author(s): Mike Womack
Instructional Unit Content

Standard(s)/Element(s)
ELA
 ELAGSE9-10RL 1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
 ELAGSE9-10RI 1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
 ELAGSE-9-10W 1: Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
 ELAGSE9-10W 4: Produce clear and coherent writing in which the development, organization,
and style are appropriate to ask, purpose, and audience.
TAG
 ACS 2: The student produces written and/or oral work that is complex, purposeful, and
organized, includes relevant supporting examples and manipulation of language.
 ACS 6: The student anticipates and addresses potential misunderstandings, biases, and
expectations in communication with others.
 ACS 10: The student supports and defends his/her own opinions while respecting the opinions of
others.
 HO/CTS 2: The student responds to questions with supporting information that reflects in-depth
knowledge of a topic.
 HO/CTS 4: The student makes and evaluates decisions using criteria.
 HO/CTS 7: The student examines an issue from more than one point of view.
 HO/CTS 8: The student separates one’s own point of view from that of others.
 HO/CTS 11: The student draws conclusions based upon relevant information while discarding
irrelevant information.
 HO/CTS 14: The student identifies and illustrates basic principles and the foundational concepts
that are central to understanding the essence of a field of study.
 HO/CTS 15: The student recognizes that the responsibility to examine and challenge existing
ideas and theories is an ongoing process.
Summary/Overview
Students will use this lesson to assess their own understanding of how to write an argumentative
essay by increasing the amount, type, and quality of rhetorical devices in a paragraph.
Enduring Understanding(s)
At the end of this lesson the student will understand that
a. argumentative essays vary in form but can be more effectively written by using a diverse
means or rhetorical strategies
Essential Question(s)
What appeals (written or verbal) are effective at persuading others?
Concept(s) to Maintain
Ethos, logos, and pathos are rhetorical appeals used in persuasive writing.
Knowledge of rhetoric (the art of effective persuasive speaking or writing) helps writers and
speakers communicate effectively.
Evidence of Learning
What students should know:

a. Rhetorical appeals are the means to writing persuasive essays and that the careful selection
and use of these appeals strengthens an argument.
b. Essay structure greatly influences the persuasiveness of an argument
What students should be able to do:

a. Demonstrate an understanding of paragraph structure
b. Use rhetorical appeals (ethos, logos, pathos) in writing to effectively persuade the reader
Suggested Vocabulary
Rhetoric
Procedure(s)
Phase 1: Hook
1. a. “The commercial we’re about to watch was aired during the Super Bowl. After we watch this
ad, I want you to identify what is being sold other than soda and what makes those of us
watching this want to buy this product?”
b. After watching the commercial students will share what product they believe is being sold
other than Coke and how the Coke company is appealing to the viewer.
Phase 2: Acquiring Content
2. Pose the Essential Question. “What appeals (written or verbal) are effective at persuading
others?” Gather student responses.
3. Explain that today we are going to learn about three ways to structure paragraphs for writing
persuasive essays and that each of the three structures will use increased and varying rhetorical
appeals (ethos, logos, and pathos).
4. Remind students of the essay structure we’ve already learned in class (C.L.E.A.T.). In that formula,
only one rhetorical appeal is used (usually logos/the author’s appeal to logic by using textual
evidence). Direct students to review the following documents on the classroom website:
 Ethos/Logos/Pathos PowerPoint
 C.L.E.A.T. Paragraph structure
Phase 3: DECIDE and Practice and DECIDE
5. Explain “You will now be given an opportunity to practice what you have learned. Because
everyone learns at a different pace, I will leave it up to you to decide which problem set is most
appropriate for you. To help you make the best choice let’s consider a few questions.”
6. Distribute the DECIDE handout and three problem sets. Provide time for students to examine the
three sets and decide which challenge is the most appropriate to complete.
7. After reading the AP writing prompt, students will complete the problem set of their choice and
check their work using the graduated writing rubric. Students who quickly and accurately
complete their selected set should try the next level. Students who quickly and accurately
complete Level C should trade paragraphs with other students who quickly and accurately
complete Level C and offer counterarguments and identify problematic/faulty reasoning in the
paragraph. Students will revise their writing and again attempt to trade paragraphs and find
problematic/faulty reasoning.
8. When all students have had an opportunity to complete and check at least one problem set, lead
the students in a discussion to identify the criteria they used to make their choice, determine if
the first choice was the best choice, and determine the knowledge/skills needed to move to the
next level.
9. Each student will establish a learning goal to improve their own achievement related to
understanding and using multiple rhetorical appeals.
Summarizing Activity
 Buy My Product!: Create the most persuasive 15 second commercial advertisement you can.
Try to incorporate multiple rhetorical appeals as possible. (e.g., “Using this product will make
you grow 33% more hair than ever before. Remember, I’m not only the president of the
company, but I’m also a client.”)
Resource(s)
Technology:
Video for hook: https://www.youtube.com/watch?v=LhP5sDUnF6c (Coca-Cola)
PowerPoint on teacher website: http://misterwomack.weebly.com/freakonomics.html
Paragraph structure on teacher website: http://misterwomack.weebly.com/writing-materials1.html
Anchor Text(s):
Kahn, Chris. “Pssst—How Do Ya Spell Plagiarism? Cheating Scandal Tests Honor Code at U. Va.” Daily
Press. Daily Press Media Group, 14 April 2002. Web. 10 Sept. 2013.
Technology:
Surfaces (to access web documents)
Handouts:
Handout 1: DECIDE
Handout 2: AP Writing Prompt
Handout 3: Level A Problem Set (Paragraph Structure - one appeal)
Handout 4: Level B Problem Set (Paragraph Structure - two appeals)
Handout 5: Level C Problem Set (Paragraph Structure - three appeals)
Handout 6: Buy My Product!
Handout 7: Level A-C Writing Rubric
Determine what you know about the skill to be practiced.
 What skills or knowledge do I need to write a persuasive argument?
Examine the levels of difficulty and choose the level that is best for you.
 What makes one level harder than the next?
 What level do you think will work best for you to start with? Why?
Check your work using the persuasive writing rubric. Change your level or trade
papers with another classmate and offer counterarguments and identify
problematic/faulty reasoning in the paragraph.
 What was easy about the level you chose?
 What was difficult about the level you chose?
Identify the criteria you used to make your choice.

 What criteria did you use to select the level at which you wanted to work?
 If you are given another opportunity to choose the difficulty of your class work,
will you change the criteria? Why?
Determine if you made a good choice and decide what you need to know/understand
to move to the next level.
 Was your choice a good one for you? Why or why not?
 What do you need to know/do you move to the next level?

__________________________________________________________________
Establish a goal for improvement with solving two-step equations.

2015 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS
Source D
Kahn, Chris. “Pssst—How Do Ya Spell Plagiarism ?
Cheating Scandal Tests Honor Code at U. Va.”
Daily Press. Daily Press Media Group, 14 April
2002. Web. 10 Sept. 2013.
The following is excerpted from an article in a regional newspaper headquartered in Newport News, Virginia.
At the University of Virginia, there’s a saying that students soon commit to memory: “On my honor as a student, I
have neither given nor received aid on this assignment/exam.”
Students write this on every test in every class during their college career, pledging as their predecessors have since
1842 never to lie, cheat or steal. It’s a tradition that’s made Thomas Jefferson’s school a richer academic environment,
students say, as well as an easier place to find lost wallets.
But even here, where honor is so well defined and policed by an elite student committee, plagiarism has become a
problem.
Since last spring, 157 students have been investigated by their peers in the largest cheating scandal in memory. Thirty-
nine of those accused of violating the school’s honor code have either dropped out or been expelled—the only
penalty available for such a crime.
Some students who had already graduated lost their diplomas.
“It’s not like we’re saying we hate you, it’s just that we have standards here,” said 22-year-old Cara Coolbaugh, one of
the students on U.Va.’s Honor Committee who has spent countless hours this year determining the fate of her peers.
The scandal began in a popular introductory physics class designed for non-majors. The course, which explores
pragmatic topics such as why the sky is blue and how light bulbs work, usually attracts 300 to 500 students per
semester—too many to watch closely. Instructor Lou Bloomfield said he started to worry about plagiarism after a
student confided that some of her friends had copied papers from a file at their sorority. To find out for sure,
Bloomfield spent an afternoon programming a computer to spot repeated phrases.
He fed in computer files of 1,500 term papers from four semesters of classes, and matches started popping up.
“I was disappointed,” Bloomfield said. “But I wasn’t so surprised—I have a large class.”
A few of his students had simply copied from earlier work. Others had lifted at least a third of their papers from
someone else.
The Honor Committee, whose 21 members were elected just before the plagiarism scandal hit, was overwhelmed.
Most professors usually have a few people they’d like to investigate. Bloomfield handed over a list of more than 100.
Philip Altbach, a higher education scholar at Boston College, said he isn’t surprised. “Plagiarism is more common
now,” he said. “It’s just easier to do.”
The Internet provides an inexhaustible source of information, and it’s tempting to simply insert phrases directly into
reports, Altbach said. Used with permission of The Associated Press. Copyright © 2013. All rights reserved.
Appeal type and appropriate
Level A (1 Appeal) location of incorporation
Body Paragraphs (CLEAT)
“Howdy! I’m Tiny
Body paragraphs are truly the most important part of the essay. Without the information contained here, the
Aristotle and I love
thesis is merely conjecture. Once an argument has been made, it is essential to support the argument. rhetoric. Look for me
Remember to always dig in (use CLEATs) when structuring your body paragraphs. below to understand how
to build stronger and more compelling
The following is a list of structure for a body paragraph using one appeal: arguments!”
1. Claim: (1 sentence)
- State the argument you’re addressing in this paragraph
(Careful! It’ easy to word your argument too broadly or narrowly. Find the middle and
check in while you’re writing to make sure you’re talking about what you stated.)
. - Must be an argument – never a fact.
2. Lead In (at least 2 sentences)

- Set up the quote from the text by providing context.
- What’s happening?
- Where is the character when s/he speaks?
- To whom is s/he speaking?
- What does the reader need to know in order to understand the context of the quote?
3. Evidence/LOGOS (length depends on quote; usually appealing to logic)

- Choose a quote from the book that directly supports the topic sentence.
- MLA formatting guidelines. Use one of the following methods.
Appeal: Logos – Use the
author’s words to directly
1. Salinger gave voice to the emptiness and hopelessness Holden felt as he crossed the street and believe
support your argument.
he would “disappear (198). This emptiness continues when… Remember, he’s the expert
and his authority matters.
2. As Holden crosses the busy streets he reveals his loneliness and hopelessness by crying “Allie, don’t let
me disappear...Please Allie” (Salinger 198).
. - Pay close attention to where you place your punctuation. It matters!

Level B (2 Appeals) location of incorporation
Body paragraphs are truly the most important part of the essay. Without the information contained here, the rhetoric. Look for me
thesis is merely conjecture. Once an argument has been made, it is essential to support the argument. below to understand
Remember to always dig in (use CLEATs) when structuring your body paragraphs. how to build stronger and more
compelling arguments!”
The following is a list of structure for a body paragraph using two appeals:


Appeal: Logos – Use
- MLA formatting guidelines. Use one of the following methods.
the author’s words to
directly support your
3. Salinger gave voice to the emptiness and hopelessness Holden felt as he crossed the street and believe he argument. Remember,
would “disappear (198). This emptiness continues when… he’s the expert and his
authority matters.
4. As Holden crosses the busy streets he reveals his loneliness and hopelessness by crying “Allie, don’t let me
disappear...Please Allie” (Salinger 198).

Level C (3 Appeals) location of incorporation
Body paragraphs are truly the most important part of the essay. Without the information contained here, the rhetoric. Look for me
thesis is merely conjecture. Once an argument has been made, it is essential to support the argument. below to understand
Remember to always dig in (use CLEATs) when structuring your body paragraphs. how to build stronger and more
compelling arguments!”
The following is a list of structure for a body paragraph using three appeals:

Appeal: Logos – Use

the author’s words to
directly support your
- MLA formatting guidelines. Use one of the following methods. argument. Remember,
he’s the expert and his
5. Salinger gave voice to the emptiness and hopelessness Holden felt as he crossed the street and believe he authority matters.
would “disappear (198). This emptiness continues when…
6. As Holden crosses the busy streets he reveals his loneliness and hopelessness by crying “Allie, don’t let me
disappear...Please Allie” (Salinger 198).

Appeal: Ethos – After
Level A (1 Appeal) Rubric
Criteria Plato’s apprentice Aristotle Rising Star Aristotle Super Nova Aristotle
Argument and The prompt was vaguely addressed The prompt was moderately addressed I clearly and accurately addressed the
Persuasion but the logic was confused. but the logic used to explain my position prompt, referring back to the text regularly. I
wasn’t perfectly clear. was very clear in my position.
My evidence was very well selected and most

My evidence wasn’t compelling – I My evidence was somewhat well selected accurately supported my position.
didn’t find the best source material but my choice could have been better.
from the author.
I used my appeal accurately and like a
I managed to use my appeal accurately professional. While there is always room for
I struggled to use my appeal accurately but not expertly. There is room for growth, I did a really good job of presenting
or efficiently. growth. I could have expanded on the the author’s position and using his/her
author’s position further. experience to bolster my argument.
Organization My writing did not follow the structure My writing mostly followed the structure My writing was well organized. I had a strong
as explained in the CLEAT paragraph as explained in the CLEAT paragraph claim, followed by a lead in to my evidence.
outline. I had four or more errors in outline. There were three or fewer errors. The evidence was followed by analysis that
organizing my ideas. contained both mean and matter.
Use of language My use of language consisted of My use of language consisted of some My use of language was very mature and
unsophisticated words and phrases. sophisticated words but also included sophisticated. I used few if any rudimentary
some colloquial language. words and no colloquial language.
My sentence structure was varied. I

My sentence structure did not vary. My sentence structure was somewhat composed complex patterns of language.
varied. Aristotle would be proud.
Mechanics There are a lot of errors in my paper There are some errors in my paper but There are no distracting or noticeable errors
making my argument harder to follow nothing too distracting. My explanation in my essay. The mechanics surrounding my
and difficult to understand, especially of the appeal is mostly clear because my argument and appeal are clear of error.
in consideration of explanation of the spelling/grammar are mostly error free.
appeal.
Level B (2 Appeals) Rubric

Argument and The prompt was vaguely addressed but The prompt was moderately addressed but I clearly and accurately addressed the prompt,
Persuasion the logic was confused. the logic used to explain my position wasn’t referring back to the text regularly. I was very
perfectly clear. clear in my position.

My evidence wasn’t compelling – I didn’t My evidence was somewhat well selected but accurately supported my position. My
find the best source material from the my choice could have been better. My counterargument was expertly chosen as well as
author. counterargument was adequate but not demonstrating its weakness.
wonderful
I struggled to use both of my appeals I managed to use both of my appeals I used both of my appeals accurately and like a
accurately or efficiently. accurately but not expertly. There is room for professional. While there is always room for
growth. I could have expanded on the growth, I did a really good job of presenting the
author’s position further OR provided a author’s position and using his/her experience
clearer counterargument. to bolster my argument. My counterargument
was clear but well rebuffed.
Organization My writing did not follow the structure as My writing mostly followed the structure as My writing was well organized. I had a strong
explained in the CLEAT paragraph outline. I explained in the CLEAT paragraph outline. claim, followed by a lead in to my evidence. The
had four or more errors in organizing my There were three or fewer errors. Two evidence was followed by analysis that
ideas. Both appeals may not be evident. appeals are apparent. contained a counterargument as well as both
mean and matter.
unsophisticated words and phrases. sophisticated words but also included some sophisticated. I used few if any rudimentary
colloquial language. words and no colloquial language.
My sentence structure was varied. I composed

My sentence structure did not vary. My sentence structure was somewhat varied. complex patterns of language. Aristotle would
be proud.
Mechanics There are a lot of errors in my paper There are some errors in my paper but There are no distracting or noticeable errors in
making my argument harder to follow and nothing too distracting. My explanation of the my essay. The mechanics surrounding my
difficult to understand, especially in appeals is mostly clear because my argument and appeals are free of error.
consideration of explanation of the spelling/grammar are mostly error free.
appeals.
Level C (3 Appeals) Rubric

Argument and The prompt was vaguely addressed but The prompt was moderately addressed but I clearly and accurately addressed the prompt,
Persuasion the logic was confused. the logic used to explain my position wasn’t referring back to the text regularly. I was very
perfectly clear. clear in my position.

My evidence wasn’t compelling – I didn’t My evidence was somewhat well selected but accurately supported my position. My
find the best source material from the my choice could have been better. My counterargument was expertly chosen as well as
author. My counterargument wasn’t counterargument was adequate but not demonstrating its weakness. I made a
clearly defined. I did not draw a clear ear wonderful. My response from the reader was connection to the reader.
response from the reader. present but not clear.
I used all of my appeals accurately and like a
I managed to use all of my appeals accurately professional. While there is always room for
I struggled to use all of my appeals but not expertly. There is room for growth. I growth, I did a really good job of presenting the
accurately or efficiently. could have expanded on the author’s position author’s position and using his/her experience
further, provided a clearer counterargument, to bolster my argument. My counterargument
OR developed a stronger connection to the was clear but well rebuffed. I made a clear and
reader. precise connection to the reader.
Organization My writing did not follow the structure as My writing mostly followed the structure as My writing was well organized. I had a strong
explained in the CLEAT paragraph outline. I explained in the CLEAT paragraph outline. claim, followed by a lead in to my evidence. The
had four or more errors in organizing my There were three or fewer errors. One of the evidence was followed by analysis that
ideas. All three appeals may not be three appeals were not apparent. contained a counterargument as well as both
evident. mean and matter. I ended the paragraph with a
connection to the reader.
unsophisticated words and phrases. sophisticated words but also included some sophisticated. I used few if any rudimentary
colloquial language. words and no colloquial language.
My sentence structure was varied. I composed

My sentence structure did not vary. My sentence structure was somewhat varied. complex patterns of language.
Mechanics There are a lot of errors in my paper There are some errors in my paper but There are no distracting or noticeable errors in
making my argument harder to follow and nothing too distracting. My explanation of the my essay. The mechanics surrounding my
difficult to understand, especially in appeals is mostly clear because my argument and appeals are free of error.
consideration of explanation of the spelling/grammar are mostly error free.
appeals.
Buy My Product!
Product Advertisement Text Appeals Used
Using multicolored highlighters, mark the specific appeal used in the ‘advertisement text’ column with the appeal
written in the ‘appeals used’ column. match your listed appeal in the far right column with the actual use in the
advertisement text.

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Title: Graduated Difficulty

Instructional Unit Content

What students should know:

What students should be able to do:

Phase 2: Acquiring Content

Phase 3: DECIDE and Practice and DECIDE

 What was difficult about the level you chose?

Identify the criteria you used to make your choice.

 What do you need to know/do you move to the next level?

Establish a goal for improvement with solving two-step equations.

Some students who had already graduated lost their diplomas.

2. Lead In (at least 2 sentences)

3. Evidence/LOGOS (length depends on quote; usually appealing to logic)

. - Pay close attention to where you place your punctuation. It matters!

2. Lead In (at least 2 sentences)

3. Evidence/LOGOS (length depends on quote; usually appealing to logic)

. - Pay close attention to where you place your punctuation. It matters!

2. Lead In (at least 2 sentences)

Appeal: Logos – Use

. - Pay close attention to where you place your punctuation. It matters!

My evidence was very well selected and most

My sentence structure was varied. I

Level B (2 Appeals) Rubric

My evidence was very well selected and most

My sentence structure was varied. I composed

Level C (3 Appeals) Rubric

My evidence was very well selected and most

My sentence structure was varied. I composed

Product Advertisement Text Appeals Used

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