Professional Documents
Culture Documents
Designing Teaching and Learning Assessment Two
Designing Teaching and Learning Assessment Two
Resources:
Billy Collins’ Litany Broken into 5 Sections:
– Litany – Section 1
– Litany – Section 2
– Litany – Section 3
– Litany – Section 4
– Litany – Section 5
Magazine pictures
Assessment:
The student’s ability to recognize metaphors and imagery will be assessed through his or
her annotations as well as the exit slip turned in at the end of the first class.
The student’s ability to create metaphors will be assessed through the writing assignment
to be completed during the second class period.
Conclusion (10 mins): Write a metaphor comparing the person you admire to one
of the images you have selected. Then write one to two
sentences explaining why you chose to use that metaphor.
Evaluate the lesson plan according to the following Australian Professional Standards for
Teachers. Only standards directly addressed in Designing Teaching & Learning that are
relevant to this assignment have been included. However, this does not mean the other
standards are irrelevant to lesson planning and evaluation more generally.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3– Comments: Not mentioned, however this could be integrated within the
4–5 lesson plan.
1.5 Differentiate teaching to meet the specific learning needs of students across the full
range of abilities
1–2–3– Comments: No differentiation mentioned, however students placed in
4–5 groups of five. This allows potential for collaborative learning for students
of varying abilities.
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
Comments incl. evidence for evaluation score (2 sentences)
1 Intellectual quality
1.1 Deep knowledge
1–2–3– Comments: Key concepts of metaphor and imagery are sustained
4–5 throughout lesson with connection to personal ‘role models’. However,
occasional superficial interference with magazine pictures.
1.5 Metalanguage
1–2–3– Comments: Use of ‘metaphor, ‘imagery’ metalanguage used throughout
4–5 lesson. Lesson is centralized on understanding the metalanguage, however
no specific commentary on what ‘metaphor’ or ‘imagery’ are.
2.2 Engagement
1–2–3– Comments: Engagement may be variable. Potential disengagement through
4–5 advanced learners. However group work and discussion could provide
checking points for engagement from the teacher.
3 Significance
3.1 Background knowledge
1–2–3– Comments: Trivial integration of student’s background knowledge through
4–5 ‘role models’. Substantial or relevant background knowledge not elicited.
3.4 Inclusivity
1–2–3– Comments: Inclusivity for culture or social groups not specifically
4–5 mentioned within the lesson. Minor form of inclusion potentially through
group work.
3.5 Connectedness
1–2–3– Comments: Trivial or minimal connection to beyond the classroom, through
4–5 ‘role models’. However, connection is superficial.
3.6 Narrative
1–2–3– Comments: Discussion of personal stories through who students admire,
4–5 and why they look up to their role models. Narrative not used consistently,
however does contribute minimally to the substance of the lesson.
Identify the two APST standards and two NSW QT model elements you are targeting for
improvement.
APST
1) 1.4 Strategies for teaching Aboriginal 2) 2.6 Information and Communication
and Torres Strait Islander students Technology (ICT)
QT model
1) 2.6 Student Direction 2) 3.2 Cultural knowledge
YouTube Clip:
https://www.youtube.com/watch?v=oyWB0RQpEmM
Photo resource:
http://www.abc.net.au/radionational/image/
4807894-3x2-340x227.jpg
General Capabilities
Information and communication technology
(ICT) capability
Critical and creative thinking
Intercultural understanding
Body In the yarning circle, Teacher: Ask students to discuss photo, and Student
direct students to introduce Oodgeroo Noonuccal’s poetry as a Led
discuss importance of form of storytelling and connect to
storytelling and oral importance of place and country in
Collaborative tradition for Aboriginal Aboriginal tradition. Ask students to get out
Group cultures. their smart devices, and load up
Discussion Noonuccal’s poem ‘We Are Going’.
(10 mins) Relate this to
Oodgeroo Noonuccal’s
poetry through imagery Student: Students discuss the image on the
and metaphor. projector, and discuss their belief in the
importance of and experience with
storytelling and load up Noonuccal’s poem
‘We Are Going’ on their smart
devices/computers.
Resources:
Photo set up on projector for discussion.
Oodgeroo Noonuccal’s poem ‘We Are
Going’ in Microsoft Word format
Teacher asks students Teacher: Group class into smaller circles of Student
to form smaller groups 4-5 (5 groups). Load up poem to project Led
for collaborative group onto the board. Ask students to create an A3
work. Students then sized T-chart around metaphor in the poem.
use T-charts to Walking around the room discussing with
After deconstruct metaphors. students and helping where applicable.
Reading
Strategy:
Rereading, Students Student: Students create a T-chart with
Annotation, collaboratively work to “What it says” on the left side and “What I
and use of T- create relationship think it means” on the right side, placing the
chart (15 between metaphors to metaphors they underlined in regards to
min) create imagery. Noonuccal’s poem.
Resources:
Pen and A3 sized paper for each group to
create T-chart.
Oodgeroo Noonuccal poem ‘We Are Going’
on board.
Conclusion Focus on individual Teacher: Project snippet from poem onto Student
reflection. board. Ask students to regroup in a yarning Led
circle for discussion on perspectives on the
Snippet of poem is poem. Then have students brainstorm and
projected onto board to create their own metaphor for attachment
show metaphor to to a personal object, place or person.
emphasise attachment
to a place: Student: Students in a group take turns to
Reflection ‘We are the corroboree discuss differing perspectives of place and
(15 mins) and the bora ground, culture, and write down a metaphor that
We are the old conveys their attachment to an object, place
ceremonies, the laws of or person to end the lesson.
the elders.’
Resources:
Students discuss how Projector
the metaphor and Snippet of ‘We Are Going’ by Oodgeroo
imagery provided in Noonuccal:
Oodgeroo Noonuccal’s ‘We are the corroboree and the bora
poem conveyed ground,
perspective. We are the old ceremonies, the laws of the
elders.’
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
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?
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