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Evaluate the lesson plan according to the following NSW Quality Teaching model elements.
Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
1 Intellectual quality
1–2–3–4– Comments: The lesson focuses on a “small number of key concepts” (QTF) and does briefly
5 mention the relationship between and among previous concepts in the introduction to the
lesson.
1–2–3–4– Comments: This is addressed by getting students to write and present their own speeches, but
5 this is only included in the conclusion of the lesson, where there will not be time do to this,
1–2–3–4– Comments: This is briefly addressed in the worksheets that are to be given out; and may be
5 brought up in discussions with peers. This needs further development to properly meet the
QTF requirements.
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1–2–3–4– Comments: This is addressed in the writing and presenting of speeches, but this is only
5 included in the conclusion of the lesson; meaning that there is not enough time to properly
address this.
1.5 Metalanguage
1–2–3–4– Comments: This lesson requires students to analyse the use of persuasive language in its
1–2–3–4– Comments: Students are regularly required to discuss the content of the lesson and concepts
1–2–3–4– Comments: While the lesson plan implies the quality that is expected from the students, it is
2.2 Engagement
1–2–3–4– Comments: While the lesson sounds repetitive and does not provide students with the
5 opportunity to reinforce their learning. I cannot give full marks without seeing the lesson in
action.
1–2–3–4– Comments: The writing and presenting of speeches does communicate some high
5 expectations, but this is not evident throughout the rest of the lesson.
1–2–3–4– Comments: This relies on the presentation of the speeches. This could be encouraged
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1–2–3–4– Comments: Evident in the regular encouragement and opportunities to share answers with
5 peers. Also evident in the opportunity to allow students to conduct their own research tasks,
as this shows that the teacher trusts the class enough to allow this.
1–2–3–4– Comments: This lesson requires more time to fully allow students to direct themselves, as the
5 speeches take up half the lesson, though the Venn diagram and small groups allow for
3 Significance
1–2–3–4– Comments: Evident in the use of a short research task to make sure students all have the same
5 level of background knowledge. This lesson also seems to build on student’s previous
1–2–3–4– Comments: Though this lesson includes speeches from King and Gill, it is not very diverse
5 as they are both well-known men form a time that students have not lived in. Making one of
the speeches a more recent example would also be appreciated, also finding a speech from a
1–2–3–4– Comments: This lesson could require students to think from an historical context such as the
5 Black Rights Movement of the 1960’s, in which King’s speech takes place. This, though is
not explicit in the lesson, but may be discovered in the online research task.
3.4 Inclusivity
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1–2–3–4– Comments: This lesson includes all students in the use of small group discussions and the
5 presenting of speeches. It also includes ethnically diverse students with the use of King’s “I
3.5 Connectedness
1–2–3–4– Comments: The lesson gives students skills that they can apply in real-life contexts; and does
5 give some opportunity to share their own speeches outside of the classroom, such as
community events, as the students could write speeches for upcoming school and community
events.
3.6 Narrative
1–2–3–4– Comments: The lesson does not provide much opportunity for more use of narrative. This
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EN5-1A: A student:
increasingly sophisticated
analysis, imaginative
and
power of language in an
texts
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contribute to specificity,
Effectiveness
purposes
and effects
Intro 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. Ask students what sorts of language
features they think would be evident in powerful speeches, and why speeches would need to employ
Body Provide students with a short amount of time to research Martin Luther King Jr. and Malala Yousafzai, in
small groups 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.
5 mins
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Provide students with the ‘I Have a Dream’ worksheet to look over and the opportunity to ask questions
https://www.youtube.com/watch?v=I47Y6VHc3Ms&t=14s
Note: make sure your students know that this is only half of the speech.
Students then write down their initial thoughts in answer to the questions regarding King’s
Allow students a quick debrief/ answer any questions they might have before starting the second speech
Show students Malala Yousafzai’s United Nations Speech 2013 (6:37-17:40 [11 mins])
https://www.youtube.com/watch?v=QRh_30C8l6Y
Once again, students write down their initial thoughts in answer to the questions regarding Malala’s
5 mins
speech. Do this while they are watching the speech
As a class, allow students to construct a Venn diagram which identifies the similarities and differences in the
speeches of King and Malala with a focus on the language features used. As more content is added to the
Venn diagram, continually highlight the vastly different contexts of the speeches. Use butcher’s paper and
markers for the Venn diagram so that it can be displayed in the classroom to reinforce what students have
learnt
Further discussion can briefly explore the concept of how written language when presented to an audience
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using the ‘Plan Your Own Speech’ worksheet. Emphasise the importance of students demonstrating that
Conclusion Conduct a short Kahoot! Quiz to reinforce key points of the lesson.
(ACELA1553)
WORKSHEETS
Http://www.capthat.com.au/sites/default/files/Close%20look%20at%20speeches%20worksheet%201.doc
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http://www.capthat.com.au/sites/default/files/Close%20look%20at%20speeches%20worksheet%202.doc
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Identifying Areas for Improvement
Identify the four NSW QT model elements you are targeting for improvement.
QT model
Justification
Higher-Order Thinking
Higher-order thinking is only addressed at the very end of the lesson, which I have
attempted to rectify by moving the writing and presenting of speeches to earlier in the
lesson. Liberante (2012) states that “classrooms high in intellectual quality encourage
all students to engage in work that provides opportunities for the development in
Moving the writing of the speeches to earlier in the lesson, allows for students to
implement the knowledge that they are acquiring. I have also change the format in
which the Venn diagram is made so that it allows students to construct it, rather than
the teacher, thus achieving higher-order thinking. I have also added a Kahoot! Quiz at
the end of the lesson as a fun and engaging way to once again reinforce what students
have learnt and challenge them intellectually once more before the lesson concludes.
The New South Wales Department of Education and Training (NW DET) (2003) state
that “High quality student outcomes result if learning is focussed on intellectual work
that is challenging, centred on significant concepts and ideas, and requires substantial
cognitive and academic engagement.” The Kahoot! Quiz achieves this by employing
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key concepts and intellectual challenges in a way that students find fun. Students may
work together or against each other during the quiz as both options will still meet
Cultural Knowledge
The original lesson included speeches form Martin Luther King Jr and Richard Gill,
while that does include racial diversity at the minimum, I believed that it was not
enough for the students to connect and relate. I had switched the Richard Gill speech
to that of Malala Yousafzai as she is a more recent example and is closer to the
student’s age. This also broadens the plane of cultural diversity so that more diverse
groups will be able to connect with the lesson. Ladwig states that “in the NSW model
of pedagogy, the psychological and sociological are part and parcel of making
learning significant for students.” Giving the lesson more cultural diversity makes the
lesson more significant to more students, especially if one of the speeches given to the
students is from somebody their own age. This demonstrates that age, nor gender, nor
Problematic Knowledge
This is briefly addressed in the worksheets that are to be given out; and may be
brought up in discussions with peers. To further meet the requirements of the Quality
Teaching Framework, I have added to the question that was already posed in the
lesson plan and added another question to encourage students to question the
construction of the knowledge. The questions are posed before the students
commence writing their speeches so that they are able to question what makes a
powerful speech and why while they are writing and implement these thoughts into
their own speeches. These questions are not straight forward, and are chosen to “instil
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deep thinking, immerse the student in disciplinary inquiry… and involve substantive
aware that knowledge is interrelated and, in turn best developed through experiences
disconnected elements” (p.4). The questions are an attempt to connect the impact of
the speeches to the world today; and are to get the students thinking about how the
Engagement
The original lesson is a little repetitive, so I have put the viewing of the speeches at
the beginning, and made students write down their initial thoughts and questions
during the viewing, to allow for time and to allow for more opportunity for student
engagement and engaging activities later in the lesson. I have added A small debrief
and an opportunity to answer any questions between speeches to give students a break
between speeches and get any pressing questions that they have answered before
discussing answers for both speeches in small groups after the viewing of the second
speech. The rest of the lesson is then devoted to small group/ whole class activities
where students can interact and work through problems together. Alton-Lee states that
learners to maintain intellectual engagement with the curriculum content” (p.25). This
is what I have attempted to do by creating more time for group/ whole class work in
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References
http://intra.bay.net.nz/Learning_objects/datas/quality.pdf
Through the Lens of the NSW Quality Teaching Model. Journal of Student
content/uploads/2012/02/qt_EPSColor.pdf
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