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Lesson Plan Analysis, Revision & Justification

Daniel M, Watts. 17794448 Master of Teaching Secondary Education

Western Sydney University

Contents:

Original Lesson Plan: pages2

Lesson Plan Analysis: page 5

Modified lesson Plan: page 9

Academic Justification: page 14

References: page 17
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Part A: Locating a lesson plan.

The analysis being conducted will look at the English lesson plan.

Topic area: Stage of Learner: Syllabus Pages:

English Stage 5 1-5

Date: Location Booked: Lesson Number:

22/09/2017 English Room and Computer
Room
Time: Total Number of students:
2 periods 140-minute total Appropriate and average
classroom standard.
3/4
Printing/preparation:
Worksheets 1 and 2

Outcomes Assessment Students learn about Students learn to

EN5-1A: responds to and class discussion is Students learn about ACELY17501: Identify
composes increasingly an example of speeches as powerful and explore the
sophisticated and sustained informal spoken texts by purposes and effects of
texts for understanding, formative considering two different text structures
interpretation, critical assessment. speeches from and language features
analysis, imaginative different contexts. of spoken texts and use
expression and pleasure this knowledge to
create purposeful texts
that inform, persuade
and engage.
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
Students are completing the unit staged around
outcome 1. They are to engage personally with
General Capabilities texts and develop a contextual knowledge. The
ICT capability Research, viewing knowledge will be applied to the understand of
speeches. forms and features of language. Then from the
contextual understanding composing a text of
Critical and Creative thinking Group their own.
discussion class discussion. Creating
speeches

Literacy Writing up of results of practical

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Time Teaching and learning actions Importance

2 Min Organisation Lesson routine is followed and settled

Seat Class in computer room and turn on into.
computers. Call roll.

5 Min Recap of Previous texts Speech focus Links to pervious lessons are established
Teacher revises previous text and cognitive learning.
introduces speeches as a relevant focus.

10 Min Develop background Knowledge Encourages all students to develop

Students research Martin Luther King Jr. background knowledge on the topic
before the task is undertaken.
10 Min Develop background Knowledge The objective of this task is mirrored in
Students research Richard Gill. the previous.

2 Min Share Knowledge The task encourages an equity in

Students are encouraged to share their background knowledge as students reflect
findings to their small groups. on each others findings.

8 Min Worksheet with speech. Students have their background

I Have a dream sheet is provided to knowledge enriched by worksheet and
students to view. Then half of speech is speech viewing.
viewed.

5 Min Conceptualising. Students ideas are refined and placed on

Students write their initial thoughts to paper.
questions about Kings speech

2 Min Sharing Ideas Students are encouraged to develop a

Short group discussion where students strong point of view when discussing in
can share their thoughts. groups.

13 Min Second source Students have their background

Students view the second resound knowledge enriched by speech viewing
Richard Gills The value of music
education.

5 Min Conceptualising. Students ideas are refined and placed on

Students write their initial thoughts to paper.
questions about Gills speech
 4

2 Min Sharing Ideas Students are encouraged to develop a

Short group discussion where students strong point of view when discussing in
can share their thoughts groups.

1 Min End Class First part of the task is complete

The first period should be wrapped up.
2 Min Organisation Lesson routine is followed and settled
Seat Class in common classroom. into.

20 Min Revision/Comparison Comparing both resources together

The class will revise their ideas and allows students to visualise abstract
initial thoughts through a comparison language concepts.
Venn diagram, which compares both
speeches. Teacher highlights the different
contexts of speeches.

10 Min Class discussion - Speeches Class reflection.

The teacher Facilitates a class discussion
where students will refine ideas about
why they liked either speech.
10 Min Class discussion Language Student involvement in teaching
The teacher leads investigative increases engagement.
discussion on the concept of how written
language presented orally can change the
meaning.

19 Min Writing Task Individual student reflection.

Students are tasked with writing their
own speeches. Using the Plan Your Own
Speech resource.
1 Min End Class Task is complete.
The first period on speeches should be
wrapped up.
 5

Part B: Analysing and Modifying the Lesson Plan.

Section 1: Australian Professional Standards for Teachers.

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.

Evaluation score 1 (poor) to 5 (excellent)

Comments. evidence for evaluation score

1 Know students and how they learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
12345 Comments: There is no acknowledgement of class specific learning strategies for diverse
students, instead a broad approach of group discussion and class discussion is taken.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
12345 Comments: There is no specific strategies for indigenous students. The group discussion may
even cause minority voices to be brushed over for the majority opinion.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
12345 Comments: The only suggested extension work was completing speeches at a set date/time.
This is not student driven and does not adequately extend for the needs of advanced and
struggling students.

1.6 Strategies to support full participation of students with disability

12345 Comments: There is no implementation in the teaching activity that supports the participation
and learning of a student with a disability. Failing to address the DDA standard of rights to
educational opportunities as students without a disability.

2 Know the content and how to teach it

2.2 Content selection and organisation
12345 Comments: Content is organised into a coherent teaching method researching speeches then
discussing them. Using a speech from an influential indigenous Australian could have been
more specific.

2.3 Curriculum, assessment and reporting

12345 Comments: Both summative (speech assessment), formative (class discussion/Venn diagram)
methods of assessment can be found in the scope of this lesson plan.

2.6 Information and Communication Technology (ICT)

12345 Comments: Lesson effectively integrates ICT for research and speech viewing, improving
teaching practices and learning opportunities for all students. However, Internet safety
implemented.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
12345 Comments: There is a specific lesson outcome for students to achieve. However, the scope of
the lesson does not address students differing abilities or provide differing challenge levels.

3.2 Plan, structure and sequence learning programs

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12345 Comments: The lesson plan has an organised flow of research, discussion, implementation and
informal assessment. Builds knowledge in first period and scaffolds new knowledge in second
period.

3.3 Use teaching strategies

12345 Comments: There are many teaching strategies implemented: Direct instruction, Feedback,
Concept mapping, Worked examples (the speeches) and metacognitive activities (approach to
task)

3.4 Select and use resources

12345 Comments: ICT was well integrated in the main body of the lesson.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
12345 Comments: Group work was used having students share ideas with each other and then having
that groupwork informally assessed by a class discussion. However, this may lead some students
not contributing.

4.2 Manage classroom activities

12345 Comments: Classroom activities flow well as each stage of the lesson is explained. However,
the excessive use of group work may lead to off task behaviour.

4.3 Manage challenging behaviour

12345 Comments: the lesson plan assumes that all students will be on task and engaged there is no
addressment of how to deal with challenging behaviour.

4.4 Maintain student safety

12345 Comments: There is no consideration for student safety. In the context of this lesson, the scope
should include ICT safety browsing methods.

4.5 Use ICT safely, responsibly and ethically

12345 Comments: There is no guidelines for responsible and ethical use of ICT equipment.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
12345 Comments: The lesson includes both summative and formative assessment. There is also a basic
diagnostic assessment with students comparing their speeches to each other in a future class.
5.2 Provide feedback to students on their learning
12345 Comments: Feedback is only provided in the form of discussion of ideas. Students are not
provided individual feedback and any informal assessment results are not provided to the
student.

Section 2: NSW Quality Teaching Model

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 4 5 Comments: Group work encourages deep learning as each individual should have a sustained
focus on the central concepts of speeches. With only minor off-task behaviours.
 7

1.2 Deep understanding

1 2 3 4 5 Comments: All information provided and discussed comes from every students point of view,
as their ideas are refined in group and class discussion. However, some students may be left
out.

1.3 Problematic knowledge

1 2 3 4 5 Comments: All knowledge discussed in this lesson would be considered open. Each individual
would contribute to group knowledge and then have that knowledge explored and refined by
the class.

1.4 Higher-order thinking

1 2 3 4 5 Comments: Students are regularly synthesising their facts and ideas to arrive at a refined
interpretation of speeches. The lesson creates an environment for unexpected concepts to
develop.

1.5 Metalanguage
1 2 3 4 5 Comments: The lesson is focused on the metalanguage of speeches and understanding how to
language presented orally can affect the written word.

1.6 Substantive communication

1 2 3 4 5 Comments: There are sustained interactions between the students and teacher many times
throughout the lesson with ideas being discussed and dissected in a reciprocal nature.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 5 Comments: The lesson involves the reinforcing of the idea that students are considering the
effectiveness of different speeches. However, students using that criteria are not evidenced in
this lesson.

2.2 Engagement
12345 Comments: The groupwork and classwork tries to involve contribution from all students,
however this may leave some left out. The ICT part of the lesson is not monitored, possibly
leading to low involvement.

2.3 High expectations

1 2 3 4 5 Comments: Expectations of group involvement and behaviour are implied but not explicitly
defined likely leading to some students being uninvolved with challenging work.

2.4 Social support

1 2 3 4 5 Comments: There is no explicit guidelines to how the class should interact in groups or in class
discussion yet it could be assumed that the teacher would attempt a positive social supporting
environment.

2.5 Students self-regulation

1 2 3 4 5 Comments: As there is no defined guidelines to providing an environment of self-regulation in
the lesson plan it can be argued that there will be disruption and off task behaviour from
excessive group work.

2.6 Student direction

1 2 3 4 5 Comments: This lesson plan allows for no student to take individual choices. Students have no
control over time pace or criteria of the lesson.

3 Significance
3.1 Background knowledge
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12345 Comments: The lesson plan provides all students with an opportunity to develop background
knowledge or express learned knowledge in the activity. The knowledge is also improved by
group integration.

3.2 Cultural knowledge

1 2 3 4 5 Comments: There is no explicit acknowledgement of a students cultural knowledge however
through the activity it is inevitable that cultural knowledge is portrayed through discussion.

3.3 Knowledge integration

1 2 3 4 5 Comments: The lesson incorporates student knowledge integration in the developing of their
speeches.

3.4 Inclusivity
12345 Comments: Inclusivity is an important part of the lesson plan. All students are encouraged to
involve themselves in the discussion. There may be some unevenness, with minority opinions
being overshadowed.

3.5 Connectedness
1 2 3 4 5 Comments: Audience is defined to be important towards speeches and thus can lead to students
experimenting with sharing their own individual speeches with audiences outside of school.

3.6 Narrative
12345 Comments: The scope of the lesson had a minor connection to narrative with students
researching Martin Luther King and Richard Gill gaining knowledge of their respective stories.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 4.5 Use ICT safely, responsibly and ethically 2) 1.5 Differentiate teaching to meet the specific learning
needs of students across the full range of abilities
QT model
1) 2.6 Student direction 2) 3.6 Narrative
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Modified Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

English Stage 5 Outcomes and content
Syllabus elements

Date: Location Booked: Lesson Number:

29/09/2017 English Room and Computer 3/4
Room
Time: Total Number of students: Printing/preparation:
2 periods 140-minute total 25 YouTube Safety video
Safety Video Quiz: Socartive
testing knowledge of internet
safety
Safety framework installed on
computers
Computers
Selection sheet for speech
research.

Outcomes Assessment Students learn Students learn to

about
EN5-1A: Success of student research is a Students learn about ACELY1750
responds to and form of directional assessment. speeches as powerful identify and explore the
composes spoken texts by purposes and effects of
increasingly Informal formative assessment considering two different text structures
sophisticated via socartive quiz. speeches from and language features of
and sustained different contexts. spoken texts, and use this
texts for class discussion is an example knowledge to create
understanding, of informal formative purposeful texts that
interpretation, assessment. inform, persuade and
critical analysis, engage.
imaginative Peer and self-based assessment
expression and of individual speeches ACELA1561 identify
pleasure how vocabulary choices
contribute to specificity,
abstraction and stylistic
effectiveness
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities Students are completing the unit staged around
outcome 1. They are to engage personally with
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ENLS-1A: listens and responds in familiar
contexts
ENLS-2A: communicates for a variety of
purposes, audiences and contexts
texts and develop a contextual knowledge. The
knowledge will be applied to the understand of
forms and features of language. Then from the
contextual understanding composing a text of
their own.

ENLS-3A: selects and uses language to

communicate according to purpose, audience and
context

ENLS-4A: views and responds to a range of

visual texts, media and multimedia

ENLS-8A: writes short texts for everyday

purposes

General Capabilities
ICT capability Research, viewing speeches.

Critical and Creative thinking Group discussion

class discussion. Creating speeches

Literacy Writing up of results of practical

Time Teaching and learning actions Organisation Centred

2 Min Organisation
Seat Class in computer room and
turn on computers. Call roll.
T/S
Teacher: organise seating plan and Teacher
prepare YouTube safety video
https://www.youtube.com/watch?v
=yrln8nyVBLU

Student: Logging into computer

systems waiting for instruction

Resources: Computers, Projector

for video.

15 min Recap of Previous texts and
safety instruction
Students watch internet safety
video
Discussion is had
Socartive Quiz is taken
What is internet safety?
Teacher: Ask students to watch and Student
take notes on internet safety video.
Teacher then directs discussion on
video. Teacher will then use a
prepared Socrative quiz on
internet safety

Why is it important?
How am I at risk?
What is cyberbullying?
Teacher revises previous text and
introduces speeches as a relevant
focus.
15 Min Develop background
Knowledge
Students are given a prepared list
of famous speeches they can
choose to research. Radio
chemistry speech archives is a
great example of a resource for
developing a list.
https://radiochemistry.org/speech_
archives/index.shtml
Or students are advised to pick
their own speech to study. Again.
radiochemistry speech archives
are a good resource to direct
students too
10 Min Share Knowledge
Students are encouraged to share
their findings to students next to
them. Discussing why they liked
their chosen speech and why they
felt it was famous.
10 Min Conceptualising.
Students write their initial
thoughts to questions about their
chosen speech
8 Min Sharing Ideas
Teacher leads class discussion
comparing different speeches and
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Student: Take notes on video.
Engage in discussion. Take quiz on
individual computers
Resources. Projector, Computers,
https://www.youtube.com/watch?v
=yrln8nyVBLU
Teacher: Instruct students to either Student
choose from a predetermined list of
speeches or encourage them to find
their own. Then tasking students on
finding out why that speech is
considered famous and important to
its contextual audience.
Student: Choose speech. conduct
individual research.
Resources: Speech archives
https://radiochemistry.org/speech_a
rchives/index.shtml, computers.
Teacher: Monitor student Student
discussions interjecting when
students look to be struggling.
Student: Discuss and argue with
peers over what they think makes a
speech great.
Resources: None required.
Teacher: Instruct students to write Teacher
down their thoughts after engaging
with discussion. Scan for off task
behaviour
Student: Ideas are refined and
placed on paper.
Resource: Workbooks.
Teacher: Lead class discussion, and Teacher
draw mind map. Instruct students
on the importance of the

why they were considered
important in their contexts. Mind
mapping key concepts, then
boarding the discussion to how
language can change when given
an oral context
1 Min End Class
The first period should be
wrapped up.
2 Min Organisation
Seat Class in common classroom.
20 Min Revision/Comparison
The class will revise their ideas
and initial thoughts through the
mind map in the previous lesson
and their notes. Teacher highlights
the different contexts of speeches.
20 Min Class Instruction - Speeches
The teacher instructs class in
methods of crafting their own
speech. Emphasising the use of
narrative and written language
presented orally can become
compelling, students scaffold
their own works.
10 Min Self-assessment/ Peer Feedback
Teacher instructs the students to
read out their speeches either in
groups or on their own and grade
themselves.
They will then provide their
original work for another student
to provide feedback.
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contextualisation of language and
audience
Students: Are encouraged to
develop a strong point of view
when discussing in class.
Resources: Whiteboard.
Teacher: Dismiss class Teacher
Student: Log off computers.
Resources: None required.
Teacher: Organise seating plan Teacher
Student: Prepare workbooks
Resources: Workbooks, Whiteboard
Teacher: Direct revision and remind Teacher
students of what occurred in the
first period.
Students: Comparing resources
together allow students to visualise
abstract language concepts.
Resources: Work Books
Teacher: Discuss structure of a Teacher
speech, the importance of audience
and narrative. Then monitor
scaffolding progress.
Student: Listen to instruction then
begin individual scaffolding work.
Resources: Workbooks, Whiteboard
Teacher: Provide structure on what Teacher
to self-assess (language, audience
narrative). Monitor on off task
behaviour.
Student: Involvement in teaching
increases engagement. Students
engage in their own work and
provide reflection to peers.

10 Min Writing Task Completion.
Students are given time to reflect
and re-write/complete speeches.
And then self-assess their
modified speeches.
1 Min End Class
13
Resources: Workbook
Teacher: Help struggling students, Teacher
or informally assess any students
who completes task early.
Students: Reflect on feedback.
Modify speech and change self-
assessed score.
Resources: Workbook
Teacher: Dismiss class Teacher.
Student: Pack up
Resource: None
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Part C: Academic Justification

Despite the fact that this original lesson plan performed well in some areas of Australian

professional standards ("Teacher Standards", 2011) and Quality teaching methods (Quality

teaching in NSW public schools, 2003), there is significant opportunity for improvement in

responsible use of ICT and in student direction.

Without proper instruction on ethical, responsible and safe methods of using ICT, the

integration into the original lesson plan was handled poorly. To amend this the adaption includes

a video resource which discusses safety when using technology, ("Safe Web Surfing: Top Tips

for Kids and Teens Online", 2017) a reflective quiz on safety video using socrative. Both

activates work together to initiating learning, then testing that learning with informal formative

assessment. Formative assessment is an effective test for evidencing adaption to learning,

demonstrated in Buzzetto-Mores research article (2010). The use of computers with safety

frameworks installed was also included. Responsible use of ICT is requirement of its application

(NESA, 2017), \y not applying NESA standards there is an increase in the amount of antisocial

behavior leading increasing cyberbullying statistics (Healy & Lynch, 2013). Safety frameworks

such as Safe'--new social networking safety programme, (2011) and E safety (Asaria, 2014)

control access to content and monitor behavior. They are both evidenced to be effective methods

reducing antisocial behavior in online environments (Asaria, 2014). The inclusion of the internet

safety video, reflective safety quiz and installed internet safety frameworks respect the

requirements of the standards 4.5 and therefore allow for the proper integration of 2.6.
 15

Diverse learning requires the educator to understand how culture and identity changes

learning needs of students (AISTL, 2017). Lacking methods of effective teaching for diverse

students may negatively impact on a students intrinsic motivation to learn (Froiland, Oros,

Smith. Hirchert, 2012). Because of this evidence, the scope of the original lesson plan has

broadened to include additional choices for speeches. Student driven research was also

implemented to improve cultural understanding, an example of this could be student research on

famous Indigenous Australians. A study by Erman (2006) suggests that a teacher proficiency has

greater effect on the implementation diverse learning strategies as compared to comprehensive

lesson plans which include diverse learning strategies. It has also been evidenced that

instructional coaching of teachers in diverse learning outcomes, leads to significant pedagogical

transformations (Teemant, 2013). With this in mind, the modifications allow for instruction to be

specific to the students needs and allow for teacher adaption to specific classrooms, maintaining

the expectation of curriculum outcomes. The ability for students to pick predetermined speeches

or conduct individual research encourages opportunity for advanced students to challenge

themselves (Designing differentiated lessons in grades 4-9, 2010). The modifications achieve

equitable differentiated and diverse pedagogy to meet standard 1.5.

The Quality teaching practice guide states exactly what outcomes must be achieved to

maximize each standard (Quality teaching in NSW public schools, 2003). In respect to this, the

lesson plan was modified to achieve a 4-5 on the coding scale. Therefore, improvements were

made in both criteria and choice, firstly considering choice. Having a singular form of instruction

can lead to decreased learning, therefore it is best to combine teacher and student-centered

instruction (Walters, 2011). Kain, (2003) argues a similar point, that constraints and theory must
 16

be balanced in effective instruction. Consequently, the modified lesson plan addressed this by

allowing advanced students to research their own individual speeches from Radiochemistry.org

(2017), or for struggling students to pick from a predetermined list. leading to an overall increase

in engagement in the classroom (Walters, 2011). Criteria is the second consideration, similar to

choice, the activity was modified to give power to the students. Chang, Tseng & Lou (2012)

explored the reliability of teacher, peer and self-assessment, finding that self and teacher

assessment had a high level of consistency. The research is performed again by Chang, Liang &

Chen, (2013) on a larger population adding to the reliability of self-based assessment. Therefore,

the modification of the lesson plan to include self-assessment of speeches gives an increased

ability to self-reflect when compared to a summative assessment from just the teacher.

Considering these changes QT standard 2.6 is met.

The Last Standard addressed is Narrative. Like the previous standard, narrative has

straight forward criteria. Narrative allows students to personally involve themselves in their

learning as individual life skills and experience can be applied to different domains (Kapogianni,

2015). The modified lesson plan provides opportunity to increase the amount of narrative

experienced expressed, through the reviewing and reading of speeches created by peers. The

lesson plan also encourages the student to create a speech informed from narrative. When

students are able to integrate their life skills into learning there is a large increase in effective

educational outcomes (Boud, Cohen & Sampson, 1999). The integration of personalized stories

with curriculum area is also effective in developing intrinsic motivation, as there is a connection

between life skills and learned knowledge (Dwivedi & Harper, 2004). By adapting these changes

to the lesson plan the final QT standard 3.6 is met.

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