Rationale

What Are You Teaching?

These sequenced lessons explore speeches as a text type, in conjunction with the

textual concept argument (Textual Concepts, 2017). With an analysis of Stan

Grant’s Racism and the Australian Dream and Adam Goodes’ Australian of the

Year speech, students learn the language techniques, structure of speeches and

how they are composed to create persuasive meaning. (Ref Syllabus, Hattie,

2012; Department of Education and Training, p.12). Contextualising racism from

an Australian perspective, students begin to think critically and evaluate the

content of the speeches while integrating ICT and group interactivity (ref Artful

English Teachers). In the final lesson, students will be assessed by writing and

delivering an impromptu speech, to identify how well they grasped and can

apply the concepts (ref). Lessons are designed to meet Outcome 1: ‘Responds to

and composes texts for understanding, […] EN4-1A ‘ (Ref) and content points

‘ACELY1750: Identify and explore the purposes and effects of different text

structures […] and use this knowledge to create purposeful texts (Page 52)” and

“(ACELY1719) Identify and discuss main ideas, concepts and points of view in

spoken texts to evaluate qualities, for example the strength of an argument.”

(Pg?).

Why Are You Teaching it?

To demonstrate to students how argument in a powerful speech can address

important issues and by applying these concepts, begins to identify the

performative functions of speeches and become persuasive communicators. They

will also begin to understand that these concepts can benefit them outside the

1
classroom (Allison, Tharby & Lemov, 2015). Referring above, syllabus

curriculum for Stage 4, Outcome 1 (ref) in conjunction with content points

ACELY1750 and ACELY1719, (ref) students begin to critically examine and

express the big idea of rhetoric, argument and persuasion. This adequately meets

the content point for stage 4 and allows students to gain mastery of their own

language and immediately use the skills in context to their own lives (ref).

Therefore, students are taking ownership of skills that make them critical

thinkers, sustaining the national agenda education goals, creating students that

are an informed, active citizenry (The Melbourne Declaration, 2008, p. 8).

How Are You Teaching it?

The lessons’ are guided with teacher self-assessment of the Quality Teaching

Model, focussing on Deep Knowledge, Substantive Communication and

Intellectual Quality (Ref). This is to ensure quality teaching highlighted as best

practice pedagogy (ref Ladwig). Further, journal reflections will be used with

three key questions from each lesson to help increase teacher self-awareness

(ref).The first lesson introduces spoken texts and the concept of argument.

Students participate in continual group discussion using the Socratic Method.

Example questions are: ‘Why study speeches?’ ‘What is significant about this

form?’, directing students to lesson cornerstones that are linked to the syllabus

outcome and content point ( Ref check Department of Education and Training,

p.13). Students are provided with speech technique worksheet that they will use

over the next three lessons. Stan Grant’s speech is put into context with Julia

Zemiro’s Home Delivery interview. Then Racism and The Australian Dream is

played. Students are then given transcripts, do pair work and annotate and create

2
a presentation of the speech. This emphasises robust delivery of the lesson

(Dorovolomo, Phan & Maebuta, 2010). As referenced by (ref) as good practice

the use of ICT is incorporated throughout all lessons with the viewing of the

speeches and the use of software keynote (ref). This will first be modelled by the

teacher to articulate clear instruction as identified by Ladwig (2009) as strong

practice.

The second lesson will give a deeper understanding of Racism and the Australian

Dream. The focus on this lesson will be allowing students to use the concepts

they have been learning in the previous lesson. This is achieved by doing

activities I Speak, You Listen and Jigsaw (ref). These activities are designed to

cement and deepen student understanding through peer teaching and practical

use of the techniques, giving immediate relevancy (ref). The informal debate will

help to utilise the rhetorical skills of argument to further understand how Grant

has used argument to make a persuasive text. Through clear and concise

instruction as guide by QTM point substantive communication students should

be able to navigate easily through activity transitions (ref).

Finally, the third lesson, which extends the context of Stan Grant’s Australian

Dream. Students will identify public figure Adam Goodes’ his significance and

why Grant has referenced him in his speech. Further context is provided with a

viewing of Ahn Do’s Brush with Fame on which Adam Goodes’ was a guest and,

then, Goodes, Australian of the Year speech will be presented. Upon this stimulus

and after extensive discussion, students will be presented with the question:

What motivates individuals to step up, step out and become the voice of a

3
community? Using this as stimulus, students will construct their own impromptu

speech and present to the class. A speech scaffold will be provided and modelled

by the teacher as recognised as good practice (ref). This allows students to

imaginatively recreate and engage with the spoken texts they have been viewing

and examine firsthand how rhetoric is used to create persuasive spoken texts

(ref).

How Does It Relate to Your Reading in the Unit?

Choices teachers make in content and texts and how to teach the curriculum

often underpin student success (ref). To empower students to meet syllabus

outcomes and content points Atwell (1987) has been used to give visual

representation and modelling (visual proof) to show students what they are

learning and give them a quantifiable effect of it. Further, Imaginative Recreation

from (ref) has been adapted to engage students in the issues presented in both

speeches. This is reinforced by students writing their own speeches on the

question: ‘What motivates individuals to step up, step out and become the voice

of a community?’ This allows them to recreate the social context and using the

same techniques that both Stan Grant and Adam Goodes have used (ref)

deepening their understanding of the texts reflecting upon how speeches can be

used as powerful tools of communication ref).

Further, aesthetic, presented by (ref) are represented through scaffolding of class

and homework activities, exploring the form of spoken texts through annotation,

the speech techniques sheet, discussion and explicit modelling. Students

understand how the techniques of speeches and structure of speeches creates

4
the locus for a text (ref). This is crucial for spoken texts as argument and rhetoric

inform how a speech is received (ref). Therefore, in conjunction with the Textual

Concepts frame (ref), the aesthetic is amplified as a crucial schema in English

that allows students to command and interrelate the many modes of language in

our culture (ref).

This is further articulated by privileging spoken word communication and

articulating its real world value (ref). In towards a rhetorical perspective (ref)

students experience new forms of language and modes that perhaps the

traditional teaching of literature as marginalised. By centralising the lessons

around the concept of argument, rhetoric is then used to allow students to

participate in meaningful ways (ref) and addresses ‘the art of discourse (ref).

The use of visual stimulus, with both speeches being presented and

contextualised on the Smart Board and, then, giving students the opportunity to

assert interpretation and ‘enables students to examine the connection between

the verbal and the visual and examine their effects in a communication situation”

(Towards a reh, p 41). Ultimately using the concepts of rhetoric and argument as

stated by (Ref reh p 41) to see the relationship of language and society and

language and power something that is, perhaps, missed in traditional studies of

the novel (ref).

Finally, ICT as highlighted in (Ref the artful English teacher) to allow students to

engage and interact in a multimodal way (ref) and supports Standard 2, 2.6.1 in

the Australian Professional Standards of Teaching (NESA, 2012, p. 11). The lesson

is further supported with the Quality Teaching Model, particularly markers: Deep

5
knowledge, Substantive Commination and Intellectual Quality (Department of

Education and Training, 2006, p. 3). These cornerstones of practice have guided

lesson activities to include guided discussions and group work, focussing on

articulating dialogue between students, ensuring their perspectives are

privileged, allowing them to gain deeper insight into the concepts of aesthetic,

imaginative recreation, guiding them the a rhetorical perspective of argument, as

highlighted as good practice (Hattie, 2012).

6
ENGLISH LESSON PLANNING TEMPLATE (Lesson 1 , Stan Grant Racism and

the Australian Dream)

Class: Stage 5 Year 10 Time: 60 minutes

Pre-service teacher’s Objectives

I aim for my teaching to be detailed and of a high standard so to ensure student

engagement and deepen intellectual understanding. In order to do so, I am

following the guidelines of the Quality Teaching Model. I am particularly

concerned with Intellectual Quality, Deep Knowledge and Substantive

Communication (ref). I’ll be assessing myself against this rubric and extend my

reflection to asking crucial and quantifiable questions as to what each of my

students are taking away from the lessons, which is identified as crucial practice

for teachers (ref).

Outcomes

Syllabus outcomes:

 Concept Focus: Argument; speeches as powerful spoken text types of

rhetorical persuasion (ref).

 Outcome 1: Responds to and composes texts for understanding, interpretation,

critical analysis, imaginative expression and pleasure EN4-1A (ref)

7
Content Points:

 ACELY1750: Identify and explore the purposes and effects of different text

structures and language features of spoken texts, and use this knowledge

to create purposeful texts that inform, persuade and engage (Page 52)

 ACELY1719: Identify and discuss main ideas, concepts and points of view

in spoken texts to evaluate qualities, for example the strength of an

argument or the lyrical power of a poetic rendition (Pg?)

Materials (for 24 students)

 24 copies: Speech Techniques Sheet

 Smart Board connected to internet

 White Board Markers (different colours)

 Video file (YouTube clip) Julia Zemiro’s Home Delivery

 Video file (YouTube clip) Illustrating Rhetorical and Persuasive

Perspectives: Stan Grant Racism and the Australian Dream

 12 IPADS with Keynote installed and internet connection to access

speech.

 24 copies-transcripts of Grant’s speech.

Procedures

Time Organisation Teaching/ learning activities

5 Greet Welcome students and highlight to them the range of

minutes students and texts they have studied.

mark roll.

Inform that the next sequence of lessons (three) will

8
 Brainstorming focus on exploring speeches as persuasive rhetorical

activity-use text types, framing it with the concept of argument.

whiteboard They will evaluate their composition and discover

and different how speeches inform, persuade and engage. Finally,

coloured at the end of the unit, they will compose their own

white board imaginative type of speech on a social justice issue.

markers for

colour code. This connects to a brainstorming activity on the

white board and with the use of the Socratic method,

students will discuss: ‘Why are speeches important?’

‘How do they differ from other modes?’ ’What is the

purpose of the communication of spoken texts?’

N.B. Conclude brainstorming activity and introduce

the first speech students will examine: Stan Grant’s

Racism and the Australian Dream. Inform students

that they will view Stan Grant’s Racism and the

Australian Dream, critically analysing how Grant has

constructed his speech, for example, language

techniques and form and therefore, how he creates

cultural and social significance.

5 Allocate one Hand out speech techniques sheet to the class. Go

minutes student to through the sheet with students, emphasising some

hand out literary techniques are used in more than one mode

techniques and that others are more pertinent to spoken texts

9
 sheet. and the art of argument rhetoric. Inform students

that this sheet will be used throughout the three

lessons to help them learn the metalanguage of

spoken texts.
15 Clear Continue with discussion using the whiteboard to

minutes instruction: identify with the students the uses and definitions of

continue what audience, purpose and context are and defining

whiteboard the concept of argument and rhetoric. Assess their

discussion background knowledge. Ask leading questions such

leaving room as, What is the purpose of this communication? Who

to explore is the audience? In the context of spoken texts what

clearly does argument and rhetoric mean? Record on

audience, whiteboard and make sure students write notes in

purpose and their workbooks.

context.

Following this, use the Smart Board to play Julia

Ensure Zemiro’s Home Delivery featuring Stan Grant talking

students have about his life and context. This is to contextualise his

their work speech Racism and the Australian Dream. To deepen

books and the context points, briefly discuss with students who

pens. Provide Stan Grant is, his perspective as a first Australian and

spare sheets his standing as a journalist within Australian society.

of paper and

pens if not. Inform students that they are now going to view Stan

Grant’s speech Racism and the Australian Dream.

10
 Bring up and

play Julia

Zemiro’s

Home Delivery

on

Smartboard
20

minutes Handout 24 Hand out transcript and have students pair up and

Copies of read transcript.

transcript

Propose a series of questions that lead back to the

lesson’s rationale: Can you identify the purpose?

What line of argument is Stan Grant using? Can you

see what Rhetorical devices he is using?

Record

answers on Then initiate class discussion with closed questions

board to move students to a particular end point: What

makes Stan Grant’s speech have currency? Questions

lead to: 1. The speeches’ content and ideas 2. How

Stan Grant uses argument and rhetoric to deliver the

content in a persuasive way.

Have a

student hand

out 16 Ipads Inform students that through using Keynote (they

11
 with Keynote have used this software before) that they will in pairs

installed annotate two paragraphs of Stan Grant’s speech and

present their presentation in the next class. Firstly,

Annotate Students and teacher will annotate the first

speech on paragraph of Stan Grant’s speech on the Smart Board

Smartboard using their speech techniques sheet.

for modelling

Then instruct students to work with their partner to

Have students annotate a paragraph of their choosing from the

animate transcript and with their techniques identify how

presentation Grant has used the rhetorical techniques of argument

and send to to explain his key themes.

Drop box in

given Students will then briefly make a short students will

timeframe then briefly make a two minute presentation on

keynote, demonstrating their analysis of the language

techniques and forms of Grant’s speech and therefore

how rhetoric is used to create persuasive spoken

texts. Have them send to a dropbox for viewing.

15 Write Set for homework short response: From your

minutes homework on perspective, what makes Stan Grant’s Speech relevant

board and to contemporary Australia? Students provided

TEEL scaffold using TEEL paragraph structures from The

paragraph Artful English Teacher (topic sentence, explanation,

12
 structure evidence, linking sentence).

Explain to them that taking risks and participating is

beneficial.

Evaluate the lesson. Touch upon what has been

explored and how this can benefit themselves as

individuals and the wider community. Inform them

that next lesson they will present their Keynote and

that we will further explore the big ideas of Grant’s

speech particularly in relation to Rhetoric and how it

creates meaning with in the speech.

Homework 200 word response on what makes Stan Grant’s

speech relevant to contemporary Australia.

Evaluation/ Extension

200 word response on what makes Stan Grant’s speech relevant to contemporary

Australia.

In retrospect

In the frame of the Quality Teaching Model, I will at the end of the lesson self

assess against the rubrics I have chosen. That is Intellectual Quality, Deep

Knowledge and Substantive Communication.

13
After marking myself against the rubric, I would write a reflection on whether I

achieved adequate objectives for my students. My major aim was to provide

students with a strong introduction to spoken texts, their forms and features, and

how through their composition create meaning.

In this context the three questions I ask in my reflection are:

 Have students gain a strong theoretical understanding of spoken texts?

 Can students identify the language forms and features of spoken texts?

 Do students engage with and interpret meaning from Stan Grant’s Racism

and the Australian Dream speech?

I will evaluate what I can improve and streamlined.

ENGLISH LESSON PLANNING TEMPLATE (Lesson 2) Stan Grant: Racism and

the Australian Dream

Class: Stage 5 Year 10 Time: 60 minutes

14
Pre-service teacher’s Objectives

After evaluating my reflection from the previous lesson I will modify my

teaching practices and continue to evaluate myself under the rubric

of the Quality Teaching Model, that of Intellectual Quality, Deep

Knowledge and Substantive Communication (ref). In conjunction with this

I will be analysing three crucial questions at the end of the lesson to

assess my student progress and provide myself with a valuable reflection

for improvement.

Outcomes

 Concept Focus: Argument; speeches as powerful spoken text types of

persuasion.

 Outcome 1: Responds to and composes texts for understanding, interpretation,

critical analysis, imaginative expression and pleasure EN4-1A

Content Points:

 ACELY1750: Identify and explore the purposes and effects of different text

structures and language features of spoken texts, and use this knowledge

to create purposeful texts that inform, persuade and engage (Page 52)

 (ACELY1719) Identify and discuss main ideas, concepts and points of

view in spoken texts to evaluate qualities, for example the strength of an

argument or the lyrical power of a poetic rendition (Pg?)

Materials

 Smart Board connected to internet

15
  Dropbox containing students’ Keynote presentations

 White board Markers

Procedures

Time Organisation Teaching/ learning activities

5 Welcome Brief recap for students on the topic persuasive

minutes students and speeches and how rhetoric are used to formulate

mark roll. argument. Highlight that we will continue to

examine Grant’s speech specifically, how rhetoric

creates persuasive argument to address social

issues. Then instruct students that they will view

three Keynote presentations of which speech

structure and composition will be analysed.

15 Play Keynote Pick three pairs of students who will present their

Minutes presentations Keynote presentations. Ask for file names from the

on Smart Dropbox. Play each Keynote with students giving a

Board. brief introduction of what segment of speech they

focussed on and what techniques they identified, this

is to aid student teaching and reinforce peer learning.

After presentations are played, initiate a brief

classroom discussion emphasising critical analysis of

the “language features of spoken texts” and “Identify

and discuss main ideas, concepts and points of view in

spoken texts” (ref).

20 Move into two interactive activities.

16
Minutes

Clear Strategy 1: You Speak, I Listen.

instructions: Have students break up into pairs (clearly state it is to

Organise be with people they have not worked with) and to

students into take their speech techniques sheet with them.

pairs. Begin Round 1: Have students nominate speaker 1

and speaker 2 for each pair. Have timer come up on

Students to Smart board so all pairs are timed together.

be divided Play climatic segment of Racism and the Australian

into speaker Dream.

1 and

speaker 2. Then prompt question: What techniques of spoken

Play climatic texts is Stan Grant using to create a rhetorical point of

segment of view? In your opinion, do you think it’s effective?

speech. Students are timed for two minutes to speak to their

partner.

Bring up After time is up speakers swap over.

timer on After speaker two has given their response inform

Smart Board. speaker 1 to stay in place and speaker 2 to find

another speaker one (going clockwise).

Clear

instruction to Show Prompt 2: Another segment of Stan Grant’s

find another speech.

partner. Question: In your own terms, how do you think

spoken communication, particularly argument is

17
 Play prompt already apart of your day to day life? Repeat exercise.

2 and ask

question. After students conclude. Ask Speaker 2’s to move to

another speaker 1 and follow up with prompt

question that will remain visible: In your assessment

has Stan Grant’s speech changed your perspective in

Clear any way about racism in Australia?

instructions

of activity Strategy 2: Jigsaw conclusion

and to make Ask pairs to join up (four) and ask them to agree on

a group of three general statements. Then ask them to join

four. Help another group of four (consisting now of 8) and have

students who them identify and agree on three general statements

can’t find and disagree on two other statements about Stan

group. Grant’s speech and spoken texts. Ask students to

present their disagreements and pick the most

Clear pertinent one. Recap the exercise highlighting to

instructions students that they have been using the idea of

telling argument and rhetoric in spoken texts through out the

students to whole activity and that through this have used

form a group negotiation and command of language to convey

of 8. In an meaning to others, which is the modus of operandi for

orderly Stan Grant’s speech.

fashion ask

students to

18
 present their

conclusions.

Conclude

exercise.

15 Clear Informal Debate (Agree/Disagree): Allocate to ends

minutes instruction: of the room, one agree and one disagree with this

Form even statement: “In your view, does Stan Grant present a

group of valid argument about racism in Australia?” Inform

students students that they will be debating this statement

allocated to with the objective of compelling people from the other

either side of side to join their group. They have to back their

the arguments up by identifying the techniques used and

classroom. how Grant has used rhetoric to present the ideas of

his speech in a compelling way or not.

5 Have Ask students to go back to their seats. Then highlight

minutes students that through these exercises today they have had to

settled in formulate an argument to convince their peers of their

their seats. position, that they have used the forms of spoken

texts, particularly argument and rhetoric, to inform,

persuade and engage their peers.

Evaluate Then ask the question: Why do you think having

lesson clear communication like this is important in your

lives? Have a couple of responses and then posit to

19
 them that in order to address social issues, like the

one Stan Grant is presenting, and so that they can

express themselves freely and confidently in society,

the mastery of spoken language is essential. Inform

them of no homework and that next week they will

look at Adam Goodes’ Australian of the Year speech,

which they will use as a stimulus to provide a short

speech on a social justice topic of their choosing.

Homework

Evaluation/ Extension

Assessed on their Keynote presentations to understand whether they have

understood the concept of argument. Through participation of strategies

adaptation can be gauged by assessing students’ progress of understanding

throughout the lesson. No home work.

In retrospect

Reassessment on the rubric of the Quality Teaching Model: Substantive

Communication, Intellectual Quality and Deep Knowledge.

Journal reflection answering the questions:

 Have students sufficiently understood content from the last lesson?

 In the activities today, did students apply their knowledge and if not, why

not?

20
  Are the activities I provided appropriate for age and stage and give the

opportunity to embody the content?

ENGLISH LESSON PLANNING TEMPLATE (Lesson 3) Adam Goodes Australian

of the Year Acceptance Speech

Class: Stage 5 Year 10 Time: 60 minutes

21
Pre-service teacher’s Objectives

After evaluating my reflection from the previous lesson I will modify my

teaching practices and continue to evaluate myself under the rubric

of the Quality Teaching Model, that of Intellectual Quality, Deep

Knowledge and Substantive Communication (ref). In conjunction with

this, I will be analysing three crucial questions at the end of the lesson to

assess my student progress and provide myself with a valuable reflection

for improvement.

Outcomes

 Concept Focus: Argument; speeches as powerful spoken text types of

persuasion.

 Outcome 1: Responds to and composes texts for understanding, interpretation,

critical analysis, imaginative expression and pleasure EN4-1A

Content Points:

 ACELY1750: Identify and explore the purposes and effects of different text

structures and language features of spoken texts, and use this knowledge

to create purposeful texts that inform, persuade and engage (Page 52)

 (ACELY1719) Identify and discuss main ideas, concepts and points of

view in spoken texts to evaluate qualities, for example the strength of an

argument or the lyrical power of a poetic rendition (Pg?)

Materials

 Smart Board Connected to Internet

 White Board Markers (Different Colours)

22
  Video file (Youtube Clip) Anh Do’s Brush with Fame, featuring Adam

Goodes.

 Video file (Youtube clip) Adam Goodes Australian of the Year Speech

 24 transcripts of Adam Goodes’ Australian of the Year Speech

 24 copies of scaffold for impromptu speech structure

Procedures

Time Organisation Teaching/ learning activities

5 mins Welcome Recap previous lesson. What are the key ideas of

students Stan Grant’s speech. Inform them that today as a

and mark evaluation of the lesson they will be delivering their

roll own short speech on a stimulus question.

10 Context Who is Adam Goodes why is he referenced in Stan

minutes Grant’s speech? Some students will know about Adam

Goodes as a Swans AFL player.

Play excerpt from Anh Do’s Brush with Fame where

Adam Goodes is the guest in conversation. The excerpt

explores what happened in 2015. This provides

students with an understanding of who he is and why

Stan Grant referenced him.

15 Adam https://www.youtube.com/watch?v=3EV-cLb_Ttg

minutes Goodes Provide students with transcript. In pairs, discuss and

Australian of then record in their own books their answers to each

the Year question. Answers in full sentences.

acceptance What is the purpose of the speech?

speech 2014 Who is the audience?

Why is this speech significant?

23
 Write What is Adam Goodes key message?

questions on Students provide answers which are recorded on the

white board white board or smartboard.

20 Language Announce that now students will be given their own

minutes features opportunity to write a speech based on the question:

Hand out What motivates individuals to step up, step out and

speech become the voice of a community?

scaffold.

Inform them that this speech is strictly brief in scope

and a maximum of two to four minutes. They are to use

their speech techniques sheet and to revolve around the

concept explored: argument. A scaffold will be

provided. It will also be up on the Smart Board.

In order to ensure student success, modelling of the

impromptu speech will be done with the class and

teacher.
10 Review key Inform students that they will now present their

minutes ideas of impromptu speeches.

speech

They will be assessing on the guidelines from the Artful

English Teachers. Including eye contact however,

placing more emphasis on the ideas of Rhetoric and the

techniques of spoken texts.

24
 After Presentations, surmise the unit relating to how

spoken expression informs and engages us about issue

in our society and that argument is an important

feature in both written and spoken texts and an

important aspect of self-expression in their daily lives.

Homework

Evaluation/ Extension

Third and final lesson of the sequence. Students are assessed on their improntu speech and

provided feedback. For example, ”What are the features in spoken texts: organisation, clarity,

volume, expression, intonation, non-verbal language” (ref Syllabus pg 179).

In retrospect

Reflect on the unit through the QTM rubric. Assess if lesson met the majority of

markers in Substantive Communication, Intellectual Quality and Deep

Knowledge. Reflect further on the three lessons as a whole with this rubric.

As the third and final lesson with a formative assessment, I will be able to judge if

the sequence of lessons has been providing students with a strong understanding

of spoken texts. Here I would ask:

 Over these three lessons, have I successfully met curriculum

requirements of my chosen outcome and content points?

25
  Have the students given evidence of progress in understanding spoken

speeches, particularly in reference to Argument and Rhetoric?

 Have the students shown the beginnings of automaticity in regards to the

use and value of argument in spoken texts?

I would write a reflection on these questions and by using the marking criteria, I

will assess my own performance as a teacher and then consult my head teacher

on where and what could be improved for the lessons.

References

Atwell, Nancie (1987) In the middle: writing, reading and learning with

adolescents. Boynton/Cook.

Allison, S., Tharby, A., & Lemov, D. (2015). Making every lesson count: six

principles to support great teaching and learning. Retrieved from

https://ebookcentral.proquest.com.

Australian professional standards for teachers. (2012). Sydney, NSW: NSW

Education Standards Authority.

Boas, E., & Gazis, Susan, editor of compilation. (2016). The artful English teacher:

Over a hundred strategies for the English classroom.

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Dorovolomo, J. P., Phan, H., & Maebuta, J. (2010). Quality lesson planning

and quality delivery: Do they relate? International Journal of

Learning,17(3), 447-456.

Do, A. (2018, August 22). Anh’s brush with fame [Video file]. Retrieved from

https://iview.abc.net.au/show/anhs-brush-with-fame

English textual concepts and learning progresses: Early stage 1-6. (2017).

New South Wales, Australia: Department of Education.

Gannon, S., Howie, Mark., editor, & Sawyer, Wayne, editor. (2009). Charged with

meaning : Re-viewing English (3rd ed.).

Grant, S. (2016, January 19). Racism and the Australian Dream [Video file].

Retrieved from https://www.youtube.com/watch?

time_continue=4&v=uEOssW1rw0I

Goodes, A. (2014, January 25). Australian of the year acceptance speech [Video file].

Retrieved from https://www.youtube.com/watch?v=3EV-cLb_Ttg

Hall, T., & Smith, M., (2012) Teacher planning, instruction and reflection: What

we know about teacher cognitive processes. Quest, 58:4, 424-

442, DOI: 10.1080/00336297.2006.10491892

Hattie, J. (2012). Visible Learning for teachers: Maximising impact on learning.

Oxon, England: Routledge.

Ladwig, J. (2009). Working backwards towards curriculum: On the

curricular implications of quality teaching. Curriculum Journal, 20(3),

271-286.

Melbourne declaration on educational goals for young australians. (2008).

Retrieved from

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 http://www.curriculum.edu.au/verve/_resources/National_Declaration_o

n_the_Educational_Goals_for_Young_Australians.pdf

NSW syllabus for the Australian curriculum: English k-10 syllabus. (2012).

Sydney, NSW: Board of Studies NSW.

Sorvatzioti, D. (2012). The socratic method of teaching in a

multidisciplinary educational setting. International Journal of Arts &

Sciences, 5(5), 61-71.

Quality teaching in nsw public schools: A classroom practice guide (2nd ed).

(2006). Ryde, NSW: Department of Education and Training.

Zemiro, J. (2016, February 22). Home delivery: Stan grant reflects on his

childhood [Video file].Retrieved from

https://www.youtube.com/watch?v=O1eWu7NGaJc

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