Rochelle Coleman - Lesson Plan

Time: 9.05 10.00am (period 1) Room: A4 Topic: Persuasive Speeches Comparison between Martin Luther Kings I have a dream speech and Kevin Rudds Sorry speech Date: Monday, 10 June 2013 Class/Group: Year 10, AEP Australian Curriculum Objectives: This lesson has a particular focus on the language strand, in particular, text and organisation: Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566). Specific Objectives/Learning Goals: At the end of this lesson, students will have completed a table comparing the text structure and language features in a given page of Martin Luther Kings I have a dream speech and Kevin Rudds apology to the stolen generation. They will also begin to identify the purpose for persuasive language techniques. Prior Learning: students have listened to both Resources/Materials required: 8x excerpts from Martin Luther Kings I have a dream speech and Martin Luther Kings I have a dream speech and Kevin Rudds Sorry speech; understand imagery, Kevin Rudds Sorry speech, Speech Comparison positively-loaded language and repetition. PowerPoint, Speech Comparison table (on OneNote).

Lesson Steps
Time: 5 min Procedure 1. Introduction Mental Set (context to speech) Randomise student seating by handing each student a Uno card as they walk in and telling them to find the table that matches their card (to mitigate issues with students seating arrangements on Friday). Have question relating to student homework on the projector to focus students attention straight away. Ask students to take their laptops out of their bag, but ask students to keep lids shut. Call roll and read daily notices. Call on several students to share their answers to the question: You listened to Kevin Rudds Sorry speech to indigenous Australians on the weekend after listening to Martin Luther Kings speech on Friday. What similarities did you notice between this speech and Martin Luther Kings I have a dream speech? (both deal with racial issues, both tried to engage the audience with unifying language, both used repetition etc). 2. Teacher Input and Modeling Were going to have a look at some of these similarities now, as well as the context to the two speeches. Go through PowerPoint of context/comparison to the two speeches. The forced removal of Aboriginal and Torres Strait Islander children began as early as the mid 1800s and continued until 1970. The forced removal still effects people today because many indigenous people have lost touch with their families and their culture. Grandchildren of those stolen worry that one day someone may take them too. This is called intergenerational trauma. As we talked about at the beginning of the lesson, there were many similarities in the context of the speeches from Martin Luther King and Kevin Rudd. Today, each group is going to look at a part of the speech and try to examine these similarities. Explain to the class that each group has two copies of a page from Kings speech and two copies of a page from Rudds speech on their tables. As a group, you will need to look at both speeches and compare the persuasive language techniques we discussed on Friday. To help us do this, I have loaded a summary table on your virtual classroom. Please go on to the virtual classroom and save the Similarities Between King & Rudd Speeches document to your computer. Once students have saved the table, explain the task. Students will be working in groups. We have already discussed the context. You will need to interpret some of the information we have discussed in class to fill in this section. Model first example. Project table on to whiteboard and write answers on table. If we consider the imagery section, Rudd talks about a blemished chapter in our nations history. King talks about a great beacon light of hope. The examples dont have to be similar we are just looking at similar techniques. Keep going for all the examples you can find in your section.

15 min

Rochelle Coleman - Lesson Plan

Then move on to emotive language, repetition, and unifying language. Work through next together with input from the class. Ask class to find an example of emotive language in each speech. Write answers on the board. Ask students to complete the table with their own extracts. Remind them they are working in groups, but everyone must individually complete the table.

25 min

3. Learning Activity- Guided practice Groups to complete the table with their speech extracts. Call on several students to share their findings. 4. Conclusion Regain attention of the class. If table is incomplete, ask students to write it in their diary for homework. If time, students to write answers to the following questions and I will call on several students to share their answers. If time is short, discuss the answers in class (think-pairshare). Question: Why do you think there are so many similarities in these speeches? Question: Why are the techniques used? What purpose is achieved?

10 min

Evaluation of Student Learning: This lesson will be successful if students have completed a table comparing the text structure and language features in a given page of Martin Luther Kings I have a dream speech and Kevin Rudds apology to the stolen generation. They will also begin to identify the purpose for persuasive language techniques. Self-Evaluation/Reflection: