Coleman+Field+Experience+Lesson


 * Unit: ** Rhetoric **Lesson:** //Logic & Fallacies// **Date:** 11-22-13 **Approx. Length:** 45 minutes


 * Academic Standard(s): **

1. [| **CC.1.5**: Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.]

2. ** CC.1.5.11-12.D: ** Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.


 * Instructional Objectives: **


 * 1)  1. Students will be able to identify the different types of logical fallacies by reading “Love is a Fallacy” in order to avoid using them in their future writing.


 * 1)  2. Students will create their own fallacies in order to show their understanding of the provided logical fallacies.


 * Procedure: **


 * 1)  1.  We will define what logical fallacies are. (5 minutes)


 * 1)  2. One example of a fallacy will be taken from the short story and explained to students.

- A dicto simpliciter (2 minutes)


 * 1)  3. Once the example from the story has been explained, we will give an example of our own.

- A dicto simpliciter (2 minutes)


 * 1)  4. We will provide students with definitions of the various logical fallacies found in the short story. (Resource for students to use)


 * 1)  5. Students will be assigned to predetermined groups:

CJ, Karen, Marvens, Claudia

Yazmine, Trent, Beau, Olivia

Logan, Justin, Dallas, Holden

Bailey, Kylene, Gi, Harrison


 * 1)  6. Each group will be given worksheets. They will also be assigned to 2 of the logical fallacies listed on the worksheets.


 * 1)  7. In their groups, they will find one example of each fallacy from the story and place these examples on their worksheets.


 * 1)  8.  Each group will then create their own short story with 2 examples of each fallacy they’ve been assigned.


 * 1)  9. Once their stories are finished, they will present them to the class. In addition, they will share their examples from the story “Love is a Fallacy” to enable their peers to fill out the remainder of their worksheets. (We will project these from the screen.)


 * 1)  10. After students have all presented, we will pass out the feedback sheet.


 * 1)  11. Closure – Ask if anyone has questions.

** Materials Needed: ** Short story, Fallacy definition worksheet

** Technology Needed: ** none

** Homework: ** Finish writing examples of fallacies if students did not finish during class time.

** Resources: ** Calarco’s PowerPoint, Short story:[]