Professional Documents
Culture Documents
Student computers
8 http://www.youtube.com/watch?v=_1zxq0TCjIg&cc=1
9 http://www.youtube.com/watch?v=HeRus3NVbwE&cc=1
3
Date: NA
1/
Outcomes
Students learn about
speeches as powerful
spoken texts by
considering two speeches
from different contexts.
Assessment
students
Students learn
about
Students learn to
Lesson
assessment
Speeches, spoken
texts, context,
Research, discuss,
construction of Venn
diagram, critical
analyse,
1.4 Higher-order
thinking
1.5 Metalanguage
1.6 Substantive
communication
3.1 Background
knowledge
3.2 Cultural
knowledge
3.3 Knowledge
integration
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative
element
Time
Intro
Body
10
minute
s
5
minute
s
Conclus
ion
Organisation
1.
Remind students of the range of
text types they have studied and indicate
that this lesson will be focused on
speeches as powerful examples of
spoken texts
2.
Provide students with a short
amount of time to research Martin Luther
King Jr. and Richard Gill, ensuring that
everyone in the class has some
knowledge of both people. Ask volunteer
students to share their findings so that
the whole class has a similar level of
background knowledge.
3.
Provide students with the I Have
a Dream worksheet to look over and the
opportunity to ask questions before
viewing Martin Luther King Jrs speech
(8 mins). Note: make sure your students
know that this is only half of the speech.
4.
Students then write down their
initial thoughts in answer to the
questions regarding Kings speech.
5.
Facilitate small group discussions
where students can share their answers
6.
Facilitate a class discussion where
students can contribute their ideas about
what it is they liked about either or both
of the speeches. This is another way of
ensuring that students are considering
the effectiveness of the speeches.
7.
Further discussion can briefly
explore the concept of how written
language when presented to an audience
orally, can affect the power of the written
word.
8.
Students then commence writing
their own short speech using the Plan
Your Own Speech worksheet. Emphasise
the importance of students
demonstrating that they have a clear
understanding of audience and purpose.
Teache
r
Teache
r
Studen
t
Studen
t
Studen
t
Studen
t
Reflection
What have I learned about the teaching and learning process when
preparing this lesson?
Centr
ed
T/S
Teache
r
Other considerations
Complete the table below by inserting the AISTL graduate
standards that you are demonstrating and indicates the evidence
from this lesson that should comply with the standard.
Graduate
Standards
WHS
What are the key risk issues that may appear for and need to be
reduced/eliminated in this lesson? Using your syllabus and support
documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
http://www.youtube.com/watch?v=HeRus3NVbwE&cc=1
10 http://www.australiancurriculum.edu.au/Elements/3b341913-791e4790-a049-9e4600a2a3f9
Standard
1 Know
students
and how
they learn
2 Know the
content and
how to
teach it
3 Plan for
an
implement
effective
teaching
and
learning
4 Create
and
maintain
supportive
and safe
learning
Evaluation score
Comments incl. evid
1 (poor) 5
maximum)
(excellent)
1.1 Physical, social and intellectual development and characteristics of students -3- Further acti
1.2 Understand how students learn -3- Lesson plan uses multiple learning platforms and directe
1.3 Students with diverse linguistic, cultural,
Not mentioned
1 2 3 4 5 NA
religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and
Not mentioned
1 2 3 4 5 NA
Torres Strait Islander students
1.5 Differentiate teaching to meet the specific
learning needs of students across the full
1 2 3 4 5 NA
range of abilities
1.6 Strategies to support full participation of
Not mentioned
1 2 3 4 5 NA
students with disability
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
1 2 3 4 5 NA
Respond to and comp
environmen
ts
5 Assess,
provide
feedback
and report
on student
learning
1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
meets sections
Teacher opportunities
assessments of class
assessments of quiz re
Not mentioned
Not mentioned. Cultur
open up opportunity f
would benefit from pro
based on previous les
No mention.
Teacher opportunities
assessments of group
assessments of quiz re
Not mentioned. Provid
provide teachers with
students may relate to
Teacher reflection on t
used to modify teachi
learning.
7 Engage
professiona
lly with
colleagues,
parents/car
ers and the
community
Element
Intellectu
al quality
Deep knowledge
Deep understanding
Problematic knowledge
Quality
learning
environm
ent
12345
NA
12345
NA
Higher-order thinking
12345
NA
Metalanguage
12345
NA
Substantive communication
12345
NA
12345
NA
12345
NA
Engagement
High expectations
Social support
Students self-regulation
Student direction
Significan
ce
Code
(refer to QT
model
documentation
for criteria for
each number)
12345
NA
Background knowledge
Cultural knowledge
Knowledge integration
Inclusivity
12345
NA
12345
NA
12345
NA
12345
NA
12345
NA
12345
NA
12345
NA
12345
Comments incl. e
maximum)
Cultural identity, hi
would benefit from
involve specific foc
thinking strategies
Lesson plan does m
Pittaway, 2014. p. 1
and evaluation and
contexts to develop
Lesson plan instruc
English metalangua
features and texts.
Reading the speech
Communication ma
of topic between, te
Teacher must focus
retaining lesson foc
learning, reciprocat
toward the key con
cultural relevance.
.
Not mentioned
Mention of identifyi
to past lessons, als
for volunteers to sh
Lesson plan offers a
Not mentioned.
Research time to cr
background knowle
A degree of cultura
research and scaffo
MLKs context will r
Meaningful connect
context, literacy an
Students are requir
NA
Connectedness
12345
NA
Narrative
12345
NA
conversations, deve
parallels between M
The Venn diagram p
connectedness. Apa
connectedness defi
Narrative is found i
speeches, and clas
Date: NA
Outcomes
Students learn about
speeches as powerful
spoken texts by
considering two speeches
from different contexts.
Assessment
Diagnostic
Formative
TAP
Students learn
about
Students learn to
Speeches, spoken
texts, context,
Culture, self-awareness,
Indiginous Australian
culture.
Research, discuss,
construction of Venn
diagram, critical
analyse,
1/
1.4 Higher-order
thinking
1.5 Metalanguage
1.6 Substantive
communication
3.1 Background
knowledge
3.2 Cultural
knowledge
3.3 Knowledge
integration
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative
Time
Intro
Body
10
minute
s
5
minute
s
Organisation
Centred
T/S
Teacher
Student
Resources: I Am Human
https://www.youtube.com/watch?
v=4iZc8SuWML8
Student
Teacher
Student
Teacher
Student
their answers
Students then write A letter to
MLK addressing a culture
students choose to identify
with. This task must combines
Australian curriculum objectives
#1 which responds to and
composes increasingly
sophisticated and sustained
texts for understanding,
interpretation, critical analysis,
imaginative expression and
pleasure
7.
Further discussion
can briefly explore the
concept of how written
language when presented to
an audience orally, can affect
the power of the written
word. Apply TAP here to
assess and identify
discrepancies between ideas
and application.
Conclus
ion
8.
Students then
commence writing their own
short speech using the Plan
Your Own Speech
worksheet. Emphasise the
importance of students
demonstrating that they
have a clear understanding
of audience and purpose.
Evaluate 1.1 Deep Learning,
1.2 Deep Understanding
Student
Teacher
Reflection
What have I learned about the teaching and learning process when
preparing this lesson?
Other considerations
Complete the table below by inserting the AISTL graduate
standards that you are demonstrating and indicates the evidence
from this lesson that should comply with the standard.
11 http://www.australiancurriculum.edu.au/Elements/3b341913-791e4790-a049-9e4600a2a3f9
Graduate
Standards
WHS
What are the key risk issues that may appear for and need to be
reduced/eliminated in this lesson? Using your syllabus and support
documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
http://www.youtube.com/watch?v=HeRus3NVbwE&cc=1
I Had A Dream Speaks
https://www.youtube.com/watch?v=3vDWWy4CMhE
Indigenous Role Models.
https://www.humanrights.gov.au/publications/face-facts-2012/2012-facefacts-chapter-1
Kahoot (2016) Martin Luther King speech
https://create.kahoot.it/?
_ga=1.227905241.556042965.1475226097&deviceId=1127a0edbd82-4de9-99fb-08d580af4705R#public/kahoots?
filter=1&tags=Martin%20Luther%20King&audience=All
%20audiences&kahoots=all-kahoots&cursor=
I Am Human, So I Must Be Stereotyped. (2016).
https://www.youtube.com/watch?v=4iZc8SuWML8
Academicjustification.
APST 5.1: Assess, provide feedback and report on student learning.
APST 3.3: Use teaching strategies. I will begin adaptation of the
lesson by incorporating diagnostic assessment (Clark, Pitaway,
2014) to assess students prior knowledge and abilities relating to
lesson outcomes via public Kahoot quiz on Martin Luther Kings
Dream speech. Quiz results are of informal consequence therefore
no records need to be kept. Throughout the lesson I will use
formative assessments (Clark, Pitaway, 2014) observing students
participation and facial registry while encouraging questioning and
discussion of key concepts to evaluate the degree of knowledge and
learning being done. This approach will aid in the application of
Quality Teaching 1.1 Deep Knowledge and 1.2 Deep Understanding.
During the lessons writing task I will apply a new strategy called the
Think aloud Protocol or TAP. The TAP assessment is reported to be
especially efficient to gauge audience awareness, which addresses
APST 5.1 also assess student learning, interpretation of the task,
and self-evaluation which both address 1.6 Strategies to support full
participation of students with disability (Beck, S. W., Llosa, L., Black,
K., & Trzeszkowski-Giese, A. 2015).
APST 1.3:Demonstrateknowledgeofteachingstrategiesthatareresponsivetothe
learningstrengthsandneedsofstudentsfromdiverselinguistic,cultural,religiousand
socioeconomicbackgrounds.Strategiesforteachingculturallydiverseand
marginalisedstudentsincludepedagogypracticesthatencourageinclusion.Ullman
(2014)stateslanguageanddiscourseplaysabigpartincreatinganinclusivelearning
environment,whichleadsmetoincludeinclusivediscourseandselfreflectionand
applyCriticalRaceTheorytocriticallyexamineeducationalopportunities,school
climate,representation,andpedagogy(Parker,Ledesma&Caldern,D.2015)asa
modificationofthelessonplan.Teachermustbeawareofexistingstereotypesand
culturalbiasexistingintheclassroomandinselfasaresultofculturalprivilegeand
inandbereadytodeconstructitifitcomesup.Furtherlessonplanmodificationto
accommodateanddealwithsuchissueshasbeenaddedintheformofinstructionfor
teacherstoselfassess.IhaveincludedanantidiscriminationYouTubevideocreated
byyoungAustralianstudentschallengingculturalstereotypesfortheteachertohave
onhand.Ifteacherbelievesaclasshaspotentialtoshowculturaldiscriminationorit
arisesduringthelessonIhaveincludedinstructiontoshowthevideo.
Direct referral to the connections present between the 2007
Northern Territory National Emergency Response (The Intervention)
drawing on Indigenous issues, and the teachings of Martin Luther
King (MLK) will build on prior knowledge of global interconnectivity.
This directly responds to APTS Professional Competence 2.2.5: How
is learning designed to regularly and explicitly (built) from students
background and cultural knowledge, and APST 1.4 Strategies for
teaching Aboriginal and Torres Strait Islander students.
APST 1.4: Strategies for teaching Aboriginal and Torres Strait
Islander students, I will further modify the original lesson plan
toregularly and explicitly build from students background and
cultural knowledge by imparting knowledge of Martin Luther Kings
historic sociocultural relevance in the continuing global movement
toward equality by unpacking segments of his Dream speech.
Instead of the original facilitation of a class discussion where
students can contribute their ideas about what it is they liked about
either or both of the speeches I employ changes to invite class
discussions directed toward the parallels existing between MLKs
crusade and its reliability to contemporary figures who stand
culturally significant to my classs student diversity. From that
discussion I will set a short creative writing task titled A letter to
MLK about a culture my students choose to identify with where
students apply creative writing skills, and negotiate contextual
differences throughout time in a letter to MLK asking for his help in
an issue the student themselves identify with promoting diversity
and indigenous inclusion.
QualityTeachingModel1.2DeepUnderstanding I will be looking for such
responses from students that illustrate deep understanding of
cultural significance within the lesson. Signs of understanding
complex relationships between concepts may be made visible by a
students inclusion and explanations of concepts. In the lesson plan I
have added the use of prompt questions and reminders to identify
and record students demonstration of how much they are learning
during the lesson. If the learning outcomes are too high, it is
possible the information delivered is too simple and needs to be
more demanding for students before they become restless and
bored. If the majority of the students are only showing signs of
shallow or superficial knowledge then the lesson may need clearer
delivery or clearer explanations
Students achieving deep knowledge and understanding will be given
extension work and encouraged to work in groups with their peers
who may benefit from a different mode of teaching. I will set
autonomous research extension work, on smart devices, offering
students the opportunity to develope Deep Knowledge (1.1) and
Deep Understanding (1.2,). Additional element of the QTM (Quality
Teaching Model) directly relatable to this additional learning is 1.3,
1.5, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4 and 3.3
References