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Logical Fallacy

Lesson Plan

Logical Fallacy

Objectives

In this lesson, students will examine logical fallacies. Students will: [IS.6 - Language Function]

  • define common logical fallacies.
  • practice reasoning and identifying weaknesses in argument by writing a dialogue. [IS.7 - Level 1]

Essential Questions

  • How does interaction with text provoke thinking and response?

Vocabulary

[IS.1 - Preparation ]

[IS.2 - ELP Standards]

  • Cause and Effect: Cause statements stem from actions and events, and effects are what happen as a result of the action or event. [IS.3 - All Students]
  • Propaganda Techniques and Persuasive Tactics: Propaganda techniques and persuasive tactics are used to influence people to believe, buy, or do something. Students should be able to identify and comprehend the propaganda techniques and persuasive tactics listed below.  [IS.4 - All Students]
  1. Name-calling is an attack on a person instead of an issue. [IS.5 - ELL Students]
  2. A bandwagon appeal tries to persuade the reader to do, think, or buy something because it is popular or because “everyone” is doing it.
  3. A red herring is an attempt to distract the reader with details not relevant to the argument.
  4. An emotional appeal tries to persuade the reader by using words that appeal to the reader’s emotions instead of to logic or reason.
  5. A testimonial attempts to persuade the reader by using a famous person to endorse a product or idea (for instance, the celebrity endorsement).
  6. Repetition attempts to persuade the reader by repeating a message over and over again.
  7. A sweeping generalization (stereotyping) makes an oversimplified statement about a group based on limited information.
  8. A circular argument states a conclusion as part of the proof of the argument.
  9. [IS.2 - All Students]

Duration

4–5 hours/4–5 class periods

Prerequisite Skills

Prerequisite Skills haven't been entered into the lesson plan.

Materials

This video excerpt may be used to introduce Socrates and the concept of humility in knowledge.

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

Formative Assessment

  • View
    • To assess students’ grasp of the concepts, call on different pairs and individual students during the discussion times and circulate to lend assistance during activities.
    • Offer reteaching and provide additional resources for individual practice.
    • Provide feedback on written dialogues and allow students to revise as needed to demonstrate logical reasoning and counterarguments. Provide guiding questions to clarify logical fallacies.

Suggested Instructional Supports

  • View
    Scaffolding, Active Engagement, Modeling, Explicit Instruction
    W: Guide students through a sample Socratic circle to explore the question of what is a logical reason or belief.
    H: Engage students through an analysis of a humorous video scene and philosophical claim.
    E: Guide a sample Socratic circle to introduce students to the questioning method for discovery.
    R: Use a Socratic circle to help students determine whether their arguments are logical or illogical.
    E: Provide the opportunity for students to express understanding through their Socratic circle, peer evaluation, and self-assessment.
    T: Tailor instruction by providing alternative or additional dialogues to analyze.
    O: Organize learning through direct instruction, guided practice, and independent work.

     

    IS.1 - Preparation
    Preparation: List ELLs and their level(s) of ELP  
    IS.2 - ELP Standards
    List ELP standard(s) to be addressed in this lesson  
    IS.3 - All Students
    For all learners, consider using this video to illustrate the idea of “cause and effect”: https://www.youtube.com/watch?v=IQWBnwu1oZs&feature=related 
    IS.4 - All Students

    Consider this user-friendly definition of Propaganda Techniques: Methods and approaches used to spread ideas that further a cause. Causes could be political, commercial, religious, or civil. See: http://academic.cuesta.edu/acasupp/as/404.htm

    To build background knowledge, consider having students view the following brief overview of propaganda techniques:

    https://www.youtube.com/watch?v=Pw8mQFCfGxE&feature=related 
    IS.5 - ELL Students
     ELL students need many opportunities to say these words in context. They can answer WH questions with a partner to practice these terms.
    IS.6 - Language Function
    Add a language function to increase oral development during this lesson (e.g., “if . . . then” clauses, comparative/superlative words and phrases)  
    IS.7 - Level 1

    Level 1

    Level 2

    Level 3

    Level 4

    Level 5

    Entering

    Beginning

    Developing

    Expanding

    Bridging

    Repeat key vocabulary and/or meaning in choral response

    Ask WH questions to define or identify examples of key vocabulary with a partner

    Suggest ways to resolve falacies from a list of logical fallacies in a small group

    Compare and contrast points of view of differnt arguments given in response to Socratic statement using a graphic organizer

    Explain metacognitive strategies for solving problems presented in Socratic statements that will determine where fallacies exist
     
    IS.8 - ELL Students
    How are these materials culturally relevant for ELLs? Use your response to activate prior knowledge.  
    IS.9 - Struggling Learners
    For struggling learners, consider using a Gradual Release Model to deepen understanding. (I do, we do, you do) See: http://reading.ecb.org/downloads/itb_GradualRelease.pdf 
    IS.10 - ELL Students
    Recognize that different cultures use different rhetorical styles. How will Socratic method be understood / perceived by the ELL in this class?  
    IS.11 - Struggling Learners

    For struggling learners, offer some synonyms for the term “truth”.  For example:

    Agreement, consensus, understanding.
    IS.12 - All Students
    For all learners, consider providing students with some type of graphic organizer to facilitate the note taking process.  
    IS.13 - All Students
    For all learners, consider having students do a formalized evaluation of the Socratic experience: See this document: http://www.paideia.org/wp-content/uploads/2011/05/seminar_process_script_final.pdf 
    IS.14 - ELL Students
    Can you identify other approaches from other cultures that are valued for “improving thinking skills?”  
    IS.16 - All Students
    For all learners, consider modeling Part 3 with another student(s).  
    IS.17 - All Students
    For all learners, consider modeling Part 3 with another student(s).  
    IS.18 - All Students
    For all learners, consider creating, sharing and reviewing a “Rubric for Analyzing  and Determining Truth”.  

Instructional Procedures

  • View

    Focus Question: How does the Socratic method improve reasoning skills and critical thinking?

    Play the “Dust, Wind, Dude” YouTube scene from Bill and Ted’s Excellent Adventure.

    Part 1

    Say, “Different types of fallacies may be revealed through dialogues and persuasive arguments, including essays, speeches, and various campaign mailings.”

    Distribute copies of the Socratic Rhetoric handout (L-L-8-3_Socratic Rhetoric.doc). Read aloud and discuss the terms and examples. Then have students independently complete the short matching quiz. [IS.9 - Struggling Learners] Have them verify their answers with a partner. (KEY: 1. B, 2. G, 3. E, 4. F, 5. A, 6. D, 7. C)


    Part 2

    Write the following statement on the board/interactive whiteboard:

    The only true wisdom is knowing that you know nothing. (Socrates)

    Say, “We will use a method called the Socratic circle to analyze the statement.” [IS.10 - ELL Students]

    Arrange students into two circles, one inside the other. Explain the following guidelines and post them for students’ reference:

    • “The inner circle will discuss the statement and come to a ‘truth’ all members can accept. [IS.11 - Struggling Learners] This is not a debate; it is a logic reasoning exercise.
    • Inner circle students must listen carefully and voice their thoughts without interrupting one another.
    • I may silence one or more of you to encourage others to participate.
    • The outer circle will listen and take notes on the approaches and strategies the inner circle participants use to make their cases. [IS.12 - All Students] You may use prior lesson propaganda and persuasion techniques.
    • I may ask follow-up questions to your positions and examples, trying to identify errors or weaknesses in the argument.”
    • Guide students through the process by asking members of the inner circle what is meant by the statement “The only true wisdom is knowing that you know nothing.” Explain that the goal is to reach a consensus. Remind members of the outer circle to take notes on the discussion and to notice what kinds of rhetoric are used. As the dialogue continues, intervene as necessary to ensure that students follow the guidelines for the Socratic circle.

    If consensus is not reached in 10 minutes, stop the discussion. Ask members of the outer circle to share their observations. Ask, “What types of reasoning or persuasive strategies did you hear the inner circle using? Which, if any, did you feel were effective in reaching a consensus about the initial statement?”

    You may wish to end the exercise at this time or have the circles switch places and roles. Provide time for the new inner circle to discuss the statement. Repeat the process for feedback from the outer circle.

    Explain that this was a sample of how Socratic circles and reasoning may be used. Ask, “How do Socratic circles improve reasoning and critical thinking skills?” [IS.13 - All Students] Suggested answers include the following: [IS.14 - ELL Students]

    • Students learn from one another.
    • They expand understanding through hearing the views of others.
    • Socratic circles provide an opportunity to get feedback about the types of reasoning and logical fallacies used in the arguments.

    Additional information about Socratic circles is provided under Related Resources. [IS.15 - All Students]


    Part 3

    Write the following statements, or others of your choice, on the board/interactive whiteboard for students’ reference:

    “Courage is based on love.”

    “Fear is the strongest emotion.”

    “Moderation can be damaging” or any number of other claims.

    “The unexamined life is not worth living.” (Socrates)

    Have students work in pairs to write a dialogue to determine the truth of one of the statements (or another of their choice). [IS.16 - All Students] Provide the following guidelines:

    • Use the question and discussion pattern in your dialogue. [IS.17 - All Students]
    • Be alert for logical fallacies and counter them appropriately in the dialogue.
    • Continue the dialogue until you reach a definite truth about the statement.
    • Evaluate, revise, and edit dialogues before submitting them as part of your unit assessment portfolio. [IS.18 - All Students]

    Extension:

    • Have students who are ready to go beyond the standard research political speeches and identify persuasive techniques and logical fallacies. Encourage students to highlight and explain why they are flawed thoughts.
    • Have students who need additional opportunities for learning read a dialogue excerpt and choose the correct reasoning fallacy from multiple-choice options.

Related Instructional Videos

Note: Video playback may not work on all devices.
Instructional videos haven't been assigned to the lesson plan.
DRAFT 06/14/2011
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