102086 - Designing Teaching and Learning

Assessment 2: Lesson Plan Analysis

Jeremy Odang-Rohan

Western Sydney University

KLA: English Lesson Plan

Contents:

Lesson Plan Analysis………………………………… 3

Modified Lesson Plan………………………………... 6

Academic Justification……………………………….. 9

References……………………………………………. 12

Learning Portfolio Web Link………………………… 14

102086 Designing Teaching & Learning
Assignment 2: QT Analysis Template

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 – Comments: Students are provided with the opportunity to research and acquire knowledge
5 on selected powerful speeches, and witness how spoken text generates great influence using
text structures and language features. Sustained focus on central concept is briefly interrupted
when students are asked to share what they liked/disliked about the speeches.
1.2 Deep understanding
1 – 2 – 3 – 4 – Comments: Students gather relevant information on spoken texts and share their findings
5 amongst group discussions and the classroom through Venn diagram. Furthermore, students
collaborate to identify text structures and language features within speeches and use them to
create their own spoken text.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: Knowledge is not shown to be socially constructed, though is open to multiple
5 perspectives by providing students the opportunity to ask questions after researching King
and Gill and share what they liked/disliked about the speeches.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments: Students are dealt information and engage in repetitive activity when asked to
5 analyse another speech with the same questions. Asking students to create their own speech
demonstrates higher-order thinking, though this activity doesn’t take a substantial portion of
the lesson.
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: When exploring speeches, spoken texts are provided for students to analyse
5 language techniques, to compare different texts, and to identify how the language constructs
the texts, knowledge, and power. Teachers and students provide commentary to each other
through Venn diagram and group discussions.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: Substantive communication occurs over approximately half the lesson as
5 students ask any questions they may have regarding findings, share findings on language
techniques in speeches, participate in group and classroom discussions, and create/share their
own speech. Some activities require students to complete individual research.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: Lesson plan only provides one statement regarding desired quality of work by
5 students, “Emphasise the importance of students demonstrating that they have a clear
understanding of audience and purpose.” Lesson generally requires students to provide work,
though quality not specified.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: Students are encouraged to take initiative by raising questions on worksheets
5 provided, contribute prior knowledge and findings within group discussions, classroom
sharing and Venn diagram, in turn helping fellow peers, and through personal speeches.
Individual focus on work and attentiveness is required by students to achieve this.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: High expectations are shown throughout the lesson as students of all levels are
5 encouraged to engage in some challenging work, with expectations in gaining important
knowledge and skills.
2.4 Social support
1–2–3–4– Comments: Social support cannot be measured accurately based off the lesson plan. Social
5 support can be provided to students who choose to participate in the classroom activities, and
those who are more reluctant, possibly due to an introverted personality. Positive social
support should also be expected and present.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments: Based off activities for students to research individually and to participate
5 groups, students are provided the autonomy to regulate their own behaviour, though the
number of students doing so, alongside whether the class requires refocus, is not stated in the
lesson plan, nor can it be assessed until the lesson itself.
2.6 Student direction
1 – 2 – 3 – 4 – Comments: Time limits placed on students for two activities, though students have direction
5 of time management over others, therefore providing students with direction over the pace
of the lesson. Choice of activities and criteria assessed are set by the teacher.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Students are not initially asked if they have background knowledge on spoken
5 texts, why they’re powerful or language features used within them. Students are not asked
on background knowledge of speeches and those who deliver them, rather they’re required
to research first and share their findings, so all students have background knowledge. Some
use of background knowledge is encouraged minimally when students are asked to create
their own speech, using their own background knowledge to select a topic to talk about.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: Cultural knowledge is explored by students through the analysis of Martin Luther
5 King Jr’s speech, “I have a dream”. Gathering background knowledge, viewing, and
discussing the speech beyond the language techniques educates students on diversity and
social justice.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: Several meaningful connections are integrated within the lesson plan. In addition
5 to the subject taught, exploration of speeches provides historical and musical context,
enhancing the learning of core concepts as it contributes to a deeper understanding of the
subject matter.

3.4 Inclusivity
1–2–3–4– Comments: The lesson plan does not provide any information on the social grouping, cultural
5 or social backgrounds of the students, therefore creating difficulty when analysing
inclusivity. The activities encourage all students to participate fully in the lesson, though
doesn’t specify on the arrangement of groups which could create unevenness.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: As students gain knowledge on speeches as powerful spoken texts, and in
5 addition to acquiring knowledge of social issues outside the classroom, the personal meaning
and significance of the knowledge can allow students to enact on their understanding and
influence an audience beyond the classroom through their created speeches.

3.6 Narrative
1–2–3–4– Comments: Personal stories, historical accounts, literary and cultural texts, and performances
5 are features of narrative and are present within the speeches provided to students and
illustrate the knowledge students address in the classroom. These speeches provide
significance to the substance of the lesson as narrative is required to generate speech.
Students are also required to share their narrative through a creation of their own speech.
Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1) 1.3 – Problematic Knowledge 2) 2.6 – Student Direction
3) 3.1 – Background Knowledge 4) 3.2 – Cultural Knowledge

Topic area:
Speeches: text structure,
language techniques and
influence
Date:
Friday - 18/05/2018
Time:
1 hour
Outcomes
Syllabus outcomes
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
ACELA1553: understand that authors
innovate with text structures
and language for specific
purposes and effects
ACELT1641 – analyze and explain how
text structures, language
features and visual features
of texts and the context in
which texts are experienced
may influence audience
response
Lesson Plan
Stage of Learner: Syllabus Pages:
Stage 5 – Year 10 pp. 133
Location Booked: Lesson Number: 7
KW-I.1.05
Total Number of students Printing/preparation
24 Class set of speech transcripts
Class set of speech plan
Laptop
MP4 files of two speeches:
“I have a dream” – MLKJr
“National Apology” – Rudd
Create two Kahoot! Quizzes for
students to participate in.
Assessment Students learn about Students learn to
Diagnostic assessment Students learn about the Identify and explore different
to assess the purposes and effects of text structures and language
background knowledge different text structures and features in spoken text.
students have on text language features of spoken
structures and language texts. Connect with other students to
techniques, specifically achieve a deeper
in speeches. In Students learn about how understanding of the content
addition, their cultural background knowledge of provided.
knowledge of the speech can inform, persuade,
speeches provided. and engage an audience, and Collaborate with the teacher to
the influence spoken text increase the shared pool of
Formative assessment has. knowledge students obtain in
by observing student’s the classroom.
response to classroom Students learn about relevant
activities, their focus social justice issues impacting Create purposeful texts that
and ability to negatively upon our society inform, persuade, and engage
collaborate with others, and how speech can enact their peers and outside
and response to ICT change and mend relations. audience.
activity options.
Gain confidence in public
Students design and speaking by performing their
present their own speech in front of other
speeches that individuals.
demonstrate
knowledge learnt
throughout lesson.
 Time Teaching and learning actions
Intro Students enter and are settled for class.
(5mins) Mark the roll.
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.

Body: Provide students with an opportunity to share background knowledge on spoken texts, what a spoken text is, what
Activity 1 – language features could be used, how they’re used to inform, persuade, and engage, and why?
Background Ask students to provide examples of famous spoken texts they may know of, and what makes them so influential.
knowledge
(5mins)

Activity 2 – Provide students with two speech options to select from, and which one they’d like to analyse.
Research Note: Subtly encourage students to select Rudd’s speech as it relates to understanding and respect for
into speech Aboriginal and Torres Strait Islander people.
options Speech options:
(5mins) - Martin Luther King Jr’s: “I have a dream” (5mins)
https://www.youtube.com/watch?v=vP4iY1TtS3s
- Kevin Rudd’s: “Apology to the stolen generation” (3mins)
https://www.youtube.com/watch?v=RThkO3XBThs
Inform students that both speeches have significant historical and cultural context. Furthermore, inform students
that both speeches are sections of a longer address.

After choice is made, create six groups of four students and task them to briefly research the historical and cultural
context of the speech.
Ask a student from each group to summarise their findings to the class.

Activity 3 – Provide students with transcript of chosen speech and play the speech in front of the class for them to view.
Viewing and Task students to underline language features used on their transcript as they’re viewing the speech.
analysis
(15mins) After viewing speech, ask each group to choose one question from the following list:
- What language techniques were used in the speech?
- Was this speech informative? Why/why not?
- Did the speech persuade you? Why/why not?
- Who was the target audience and how might they receive the speech?
- What social and cultural implications influenced this speech?
- Was this speech created socially constructed? Why/why not?
- Are there any forms of conflicting knowledge presented? Are they open to question?
- What political, social, and cultural assumptions underpin viewpoints in the speech?

Task students to answer their selected question and share their answers with the class.
Note: Remind students that you’re available to answer any questions they may have, though only as helpful
hints to guide their own discussion.
Activity 4 – Students are offered the choice of participating in a Kahoot! Quiz first or creating their own speech.
Kahoot! Or Based off student decision, complete activities in following or opposite order.
Speech.
10mins Kahoot!
- Set up Kahoot! Quiz (based off speech chosen) and have quiz code available on board.
- Ask students to retrieve their electronic device, go to Kahoot! and enter code.
- Note: Remind students not to create any inappropriate names
- Question will range from text structure, language features, cultural knowledge and background
knowledge based off speech chosen.
Activity 5 – Students then commence writing their own short speech
Kahoot! Or using the ‘Plan Your Own Speech’ worksheet. Emphasise the importance of students demonstrating that they have
Speech. a clear understanding of audience and purpose
20mins
If time is available, have students share their speech with the class.
 Conclusion If students are unable to finish creating their speech within set period, set the task as homework and have them
share their speeches with the class the following less.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

ACELY1750 Students present their speeches in class. An activity could
then be based around looking at what made the speeches
different with regard to language use, purpose and
intended audience.
ACELA1553 How well students see authors of speeches innovating text
structures and language for specific reasons, generating
different effects.
ACELT1641 Ability for students to understand the context of which
these spoken texts are experienced and how it may
influence audience response.

Speech Worksheet
http://www.capthat.com.au/sites/default/files/Close%20look%20at%20speeches%20worksheet%202.doc
x
 Academic Justification

The original lesson plan provided covered an extensive number of requirements

featured in the NSW Quality Teaching Model (QTM) (2003), and executed them to a

more than satisfactory level, however there was room for improvement to achieve

greater standards of quality teaching. In addition to improved elements, modifications

were made that expanded learning outcomes, detailed assessment methods, improved

time management, classroom preparation, and specifically detailed what students

learn about and what they learn to do.

Adjustments to QTM element 1.3 – Problematic knowledge were required when

analysing the original lesson plan and discovering the lack of problematic knowledge

expected from students. Evidence provided only encouraged problematic knowledge

from students once, by sharing what they liked/disliked about the speeches, though

this demonstrates a shallow level of problematic knowledge. According to the

Classroom Practice Guide (CPG) (2003), problematic knowledge requires

involvement of understanding knowledge as a fluid body of information, socially

constructed and subjected to political, social, and cultural influences that create

conflicting forms of knowledge open to question. The original speeches provided

contain aspects of problematic knowledge that can be utilised to provide students

opportunities to question assumptions and recognise different perspectives on

knowledge within the spoken texts (New South Wales Department of Education and

Training, 2008). Henceforth, the modified lesson plan contains a pool of questions

that students can choose from to develop their problematic knowledge skills, while

also linking it towards the lessons outcomes.

QTM element 3.1 – Background Knowledge required greater focus as minimal

evidence was shown that provided opportunities for students to share their

background knowledge on spoken texts, what outcomes they may achieve or even

language features that may be used. Students were originally required to do individual

research into the speeches provided and share their findings, so all students can have a

similar level of background knowledge, though this falls short in achieving the CPG

(2003) description of background knowledge, stating students should connect their

own prior knowledge, or “out-of-school” knowledge and experiences, with the

substance of the lesson. The modified lesson allows students to share their prior

knowledge of spoken texts and relevant aspects, taking a naturalistic planning

approach by starting the lesson with an activity that takes the students ideas and flows

with them before assigning tasks, showing responsiveness to the students needs and

prior knowledge and pursuing the outcome from that stage (John, 2006).

QTM element 3.2 – Cultural Knowledge was quite evident within the original lesson

plan activities, encouraging students to do background research on Martin Luther

King Jr’s “I have a dream speech”, and answering questions related to historical

context, purpose, and audience of the speech. Though, improvements could be made

for students to achieve a greater understanding of cultural knowledge, investigating

claims from different social groups, and valuing them. Modifications made provide

students the opportunity to research the historical and cultural context of a speech

linked with dominant Australian culture and its characteristics of race, ethnicity, and

socioeconomic status. Furthermore, students are tasked to question the cultural

assumptions and implications within the speeches, with an expectation to develop an

understanding, value and acceptance of these diverse social groups and their culture

(Classroom Practice Guide, 2003). This cover the QTM’s requirement for teachers to
“link the work of their students to personal, social and cultural contexts outside of the

classroom.” (New South Wales Department of Education and Training, 2003).

QTM element 2.6 – Student Direction experienced the most change and improvement

from the original lesson plan, focusing greatly on the student’s ability to direct the

course of the modified lesson. Interactive teaching should involve planning that

contains flexibility though is still practical for the outset (John, 2006, p.487). The

original lesson plan had children set on specific activities that featured minimal

options for choice. The modified plan creates student direction while also maintaining

teacher control by providing students the opportunity to choose the speech they’d like

to analyse, what question they’d like to discuss in activity 3, and the activity sequence

of 4 and 5, all within set tasks that achieve the required outcome. Information

communication technologies (ICT) are subtly used to direct students into assessment

through an interactive and fun activity that encourages autonomy and initiative to

work productively. Though activities are time stamped, time management becomes

flexible through the final activity that can be assigned as homework, meeting the

QTM requirement that “quality learning environments should extend beyond the

classroom, such as in students’ homes” (NSWDOEAT, 2003).

 References
ABC News (Australia). (2018, February 18). Apology to Australia’s Indigenous

Peoples (2008). Retrieved from https://www.youtube.com/watch?v=RThkO3XBThs

Board of Studies New South Wales. (2013). English K-10 Syllabus. Retrieved from

http://syllabus.nesa.nsw.edu.au/assets/englishk10/downloads/englishk10_full.pdf

John, P. D. (2006). Lesson planning and the student teacher: re-thinking the dominant

model. Journal of Curriculum Studies, 38(4). 483-498. https://doi-

org.ezproxy.uws.edu.au/10.1080/00220270500363620

New South Wales Department of Education and Training. (2003). Quality teaching in

NSW public schools. Retrieved from http://www.darcymoore.net/wp-

content/uploads/2012/02/qt_EPSColor.pdf

New South Wales Department of Education and Training. (2008). Quality Teaching

to support the NSW Professional Teaching Standards. Retrieved from

http://www.kincumber-

p.schools.nsw.edu.au/documents/10079662/10085935/quality_teaching_framework.p

df

Rare Facts. (2017, November 7). I Have a Dream speech by Martin Luther King Jr.

HD (subtitled) (Remastered). Retrieved from

https://www.youtube.com/watch?v=vP4iY1TtS3s
State of NSW, Department of Education and Training Professional Support and

Curriculum Directorate. (2003). A classroom practice guide. Retrieved from

http://mscplc.weebly.com/uploads/4/8/0/8/4808031/quality_teaching_guide.pdf
 Learning Portfolio Web Link

www.jrohan.weebly.com