Spot That Fallacy: Nine Faulty Arguments

SubstitutePlans.com
English Language Arts · English 9-12
SP-ELA912-003 · Free to print and use in your classroom · substituteplans.com
Page 2
Spot That Fallacy: Nine Faulty Arguments
English Language Arts · English 9-12 · Grades 9-11 · 45 minutes
Time needed
45 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). No board work needed.
Technology
None.
Student
independence
Medium-high. Individual work, then a short whole-class check.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet
Goal for today: Students will identify common logical fallacies in short original arguments and rewrite a faulty
argument so it is reasonable.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Read the definitions list on the worksheet once yourself so you can answer simple questions. The key
explains every answer.
☐ Optional: write on the board, “A fallacy is a mistake in reasoning that makes an argument weaker, even if it
sounds convincing.”
Say this to start
Good morning! Today you are going to be argument detectives. A logical fallacy is a mistake in reasoning that can
make a weak argument sound strong. You will match nine short arguments to the fallacy each one commits. Then you
will fix one and write one of your own. Take your time and use the definitions list.
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet and read the
definition of a fallacy aloud from the board, then point out
the list of fallacies beside the matching section.
Look over the definitions list.
5–10
Walk through one example together. Read example 1
aloud and ask, “Is the writer attacking the idea or the
person?”
Answer and begin Part A.
10–27
Tell students to complete the matching (questions 1–9).
Walk the room. Partners may compare after they finish.
Match each example to its fallacy letter.
27–33
Tell students to answer question 10 on their own.
Choose the sound argument.
33–42
Tell students to complete the writing questions 11 and 12.
Rewrite example 4 and invent an original
example.
42–45
Collect the worksheets and place them in a stack.
Hand in the worksheet.

SubstitutePlans.com
English Language Arts · English 9-12
SP-ELA912-003 · Free to print and use in your classroom · substituteplans.com
Page 3
If things go wrong
• If students say two fallacies fit one example, tell them to choose the best fit. Each letter is used once.
• If students ask what a term means, point them to the definitions on the right side of the matching section.
• If students giggle at the examples, redirect: the goal is to explain why the reasoning fails, not to mock
anyone.
• If a student finishes early, use the early finisher list.
Early finishers
• Write a dialogue between two students in which one uses a fallacy and the other calmly points it out.
• Look for a fallacy in an ad you remember and describe it in two sentences without naming a brand.
Support and challenge
• Support: Provide the first three matches as a model and let students work in pairs on the rest.
• Challenge: Ask students to explain why a fallacy might still be persuasive to an audience.
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: