102086 Designing Teaching & Learning

Assignment 2
Lesson Plan Analysis

Content
Lesson Plan Analysis
Modified Lesson Plan
Academic Justification
References
Learning Portfolio URL

Michael Jones - 17522612

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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 – 5 Comments: Students are only required to assess the effectiveness of speeches and
how oral presentations can be powerful. Only one or two key concepts are
mentioned by the teacher.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: Students are given the chance to develop and show their
understanding of speeches throughout the class in several occasions.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: Students are subjected to two different perspectives of knowledge
through the different types of speeches. It is also open to question and
interpretation in how they choose to write a speech.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: Students are asked to observe and share initial thoughts for most of
the lesson. They do get the chance to perform higher-order thinking when they
begin to plan their own speech.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: There is little explanation of metalanguage throughout the lesson. The
teacher explains at the beginning of the lesson what they will be studying.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: Students and teacher interact in several instances throughout the
lesson. With the chance for students to guide the conversation some of the time.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: There are only general statements about the desired work students
are expected to complete. The only comments regarding quality is about
understanding of audience and purpose.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: Students are engaged in parts of the lessons. Long videos of over 13
minutes fail to capture a student’s attention for the entire video.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: Some students may choose to participate in challenging work. Very
little encouragement is given to attempt try hard or take risks.
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments: There is little negative or positive support throughout the class. Some
support is provided facilitating small group discussions.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: There is a lot of room for students to negatively disrupt the class
throughout the lesson. There is also a lot of opportunity for student autonomy
throughout the class.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: The teacher sets the pace and type of assessment for all students and
the students control is minimal. Students only choose what to write their speech
on.

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 3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Students background knowledge is mentioned once at the start of the
lesson.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: Students study the cultural knowledge of Martin Luther King, but it is
studied within the context of the dominate culture.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments: Some knowledge is related back to the unit’s exploration on the range
of texts they are studying.
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: Inclusion into group work throughout the lesson. Some group work
may trivially include certain students.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Students are shown an example of where this is relevant outside the
classroom. However, there is no further exploration other than this.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: There is evidence of narrative several times throughout the lesson to
enrich students learning. Through use of videos and group work.

Identifying Areas for Improvement

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

QT model
1) 1.1 Deep Knowledge 2) 2.1 Explicit quality criteria
3) 2.6 Student direction 4) 3.1 Background knowledge

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 Modified Lesson Plan

Topic area: Close look at speeches Stage of Learner: Syllabus Pages:

Stage 5 - Year 10
Date: Location Booked: Lesson Number: /

Time: 1 Hour Total Number of students: 30 Printing/preparation:

Class worksheets

Outcomes Assessment Students learn about Students learn

to
Syllabus Outcomes: Students present Students learn about Learn and recognise
ACELY1750: Identify and explore the purposes and speeches in class. speeches as powerful spoken the important
effects of different text structures and texts and the considerable aspects of speeches
language features of spoken texts, and use influence they can have by and what makes
this knowledge to create purposeful texts analysing two speeches from them influential.
that inform, persuade and engage separate contexts.
ACELA1561: identify how vocabulary choices
contribute to specificity, abstraction and
stylistic effectiveness

Time Teaching and learning actions

0-5 Ask students to recall the previous range of text types they have studied throughout the term and list them on the
board. Introduce the topic of speeches and inform the students that this lesson will be spent looking at the ways in
which speeches are examples of powerful texts that can hold considerable influence.

Ask if students have written any speeches in the past and if they can remember any key tools they learnt previously
(from this base what needs to be improved upon as a whole in the students’ knowledge regarding speeches).

Let students know at the end of the analyse of both speeches they are going to watch, that they will then be writing
their own speech.
5-10 Ask if students have heard of and what they know about Martin Luther King Jr. and Richard Gill.
Provide students with a short amount of time to research Martin Luther King Jr. and Richard
Gill, 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. Ensure that there are several key facts listed about both these people so the classes knowledge it
sufficient.
10-15 Provide students with the ‘I Have a Dream’ worksheet to look over and give them the opportunity to ask questions
about it or Martin Luther King Jr and his speech. Show the students specific points of the speech that are particularly
relevant in creating influence. Point out how this might be effective in their own speech writing.

Note: make sure your students know that this is only some of the speech.
15-25 Students then write down their initial thoughts in answer to the questions regarding King’s
speech. Facilitate small group discussions where students can share their answers.
Help a level of understanding to be met where students can recognise the key points throughout the speech where
he is using specific language to evoke emotions in his speech.

25-30 Show students part of Richard Gill’s The value of music education.
Once again, students have time to write down their initial thoughts in answer to the questions regarding Gill’s
speech, before discussing these answers in small groups. Repeat steps included in facilitating group discussion and a
similar level of understanding to be met.

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 30-35 As a class, contract two lists which describe the types of emotive language used by both King and Gill. Get students
to identify which types of language are most effective in influencing and motivating people. Compare the list for
each King and Gill and draw any similarities between these two lists. Highlight how despite these speeches are in
vastly different contexts, the effective language used is still very similar.
35-40 Facilitate a class discussion where students can contribute their ideas about what it is they liked about either or
both of the speeches. This is another way of ensuring that students are considering the effectiveness of the
speeches.

Further discussion can briefly explore the concept of how written language when presented to an audience orally,
can affect the power of the written word.

Ask if what they’ve learnt throughout the lesson has helped them gain a greater understanding of speeches and if
they’ve learnt anything particularly relevant.
40-50 Students then commence writing their own short speech using the ‘Plan Your Own Speech’ worksheet. Emphasise
the importance of students demonstrating that they have a clear understanding of audience and purpose. Interact
with students throughout this process and answer any questions they may have. Help students get to a level of
understanding and development so that they may be able to write a speech with influencing factors.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

EN5-3B Identifies and uses language features and structures of
texts appropriately to a range of purposes and audiences,
explaining the effect and meaning behind it.
EN5-7D Recognises the diverse ways texts can represent personal
and public worlds.

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PART C – ACADEMIC JUSTIFICATION (750 WORDS)
Through the modifications to this lesson plan in the targeted four areas; deep

knowledge, explicit quality criteria, student direction and background knowledge,

there will hopefully be a noticeable increase in the effectiveness of this lessons

presentation, and a higher rate of student outcome and overall student engagement. I

targeted these four areas for improvement based on the criteria found in the

assessment practice guide by Ladwig & Gore (2006). Although the original lesson

plan was proficient in several aspects, there is considerable room for improvement

when analysing it through the lens of the Quality teaching model (Professional

Support and Curriculum Directorate , 2003) and Australian Professional standards for

teachers (AITSL, 2016).

The standard of Deep knowledge 1.1 was chosen to be improved in this lesson as the

level of knowledge taught was not sufficiently equivalent to what is required for stage

5 learners in the English syllabus K-10 (Board of Studies NSW, 2012). Deeper

learning and an increased deeper knowledge is a necessary facet to address in

education as incorporating deeper learning into a lesson has the potential to

significantly increase a students’ educational experience and academic skills (Taylor,

2014). The increase in deeper knowledge was addressed throughout the modified

lesson plan increasing the classes awareness about the relevant aspects of each speech

and by the group identification of the effective emotive language used by both King

and Gill in their speeches. This modification in the lesson plan can also be assessed by

the additional learning outcomes applied to the lesson and the extent to which the

added parts of the lesson will appropriately increase deeper knowledge. This

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attempted increase of deeper knowledge in this lesson will have the desired outcome

of ensuring students fully recognise the relevance of the work they are studying and

what makes speeches effective.

Explicit quality criteria 2.1 was targeted in this lesson as there seemed to be an

insufficient amount of material and guidance to know what quality and type of work

they are expected to produce. If we analyse the Quality teaching guide classroom

practice model (Professional Learning and Leadership Directorate, 2006) we can see

how high explicit criteria requires frequent, detailed and specific instructions

concerning the quality of students work whilst also providing reference points for the

students. To increase the level of Explicit quality criteria, changes in the lesson plan

have been made, such as the times in the lesson where the teacher points out specific

parts of the studied speeches and how they are particularly effective and should be

included in their own speech writing. It can also be seen at the end of the lesson where

the teacher interacts with individual students and guides them towards the desired

outcome.

Student direction 2.6 throughout the original lesson also needs to be improved when

examining it through the Quality teaching assessment practice guide by Ladwig &

Gore (2006). Student direction is scarce throughout the entire lesson with the teacher

providing little opportunity for the students to influence the activities they are

participating in. The quality learning environment framework highlights that a

classroom with high student direction would see students having some control of over

the chosen activities, how much time spent on them or the pace of the lesson

(Professional Learning and Leadership Directorate, 2006). The modifications in the

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lesson plan add to combat this by giving the students an opportunity to determine the

significant aspects of the lesson by collaborating as a class to what was important in

the speeches. It can also be seen in the freedom students have in their group

discussion periods where they can discuss what they think is important throughout the

speeches.

The final element of background knowledge 3.1 was addressed as there is little

integration or acknowledgment throughout the lesson of previous students’

knowledge. This is a relevant area to address as there is a notable correlation between

background knowledge and improved comprehension of topics (Zashchitina &

Moysyak, 2017). The modifications to the lesson plan aim to address this by judging

what the students already know about speeches at the start of the lesson and from

there trying to build of what they already know and increasing their already existing

knowledge of the topic. It can also be seen at the end of the lesson where students can

reflect on anything they have learnt this lesson and if it has added to their already

existing knowledge of speeches, or when they are asked if they know anything about

King or Gill from other sources. An analyse of the APST can help validate why these

modifications can be successful as they help classroom engagement and

communication (3.5) and support student participation (4.1) (AITSL, 2016).

These modifications to this lesson plan have aimed to increase the intellectual quality,

quality learning environment and significance of the lesson through the analyse and

application of the NSW QTM practice guide.

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References

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

https://www.aitsl.edu.au/teach/standards

Board of Studies NSW. (2012). English K-10 Syllabus. Retrieved from

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

Ladwig, J., & Gore, J. (2006). Quality teaching in NSW public schools: An

assessment practice guide. 2nd ed. Ryde: Professional Learning and

Leadership Development Directorate.

Professional Learning and Leadership Directorate. (2006). Quality teaching in NSW

public schools: A classroom practice guide. Ryde: NSW, Department of

Education and Training.

Professional Support and Curriculum Directorate . (2003). Quality teaching in NSW

public schools: Discussion paper. Syndey: NSW: Department of Education

and Training.

Taylor, J. (2014). Evidence of Deeper Learning Outcomes: Findings from the Study

of Deeper Learning. Journal of education policy, Vol. 27, 21-29.

Zashchitina, G., & Moysyak, N. (2017). Some Aspects of Developing Background

Knowledge in Second Language Acquisition Revisited. BCES Conference

Books, Volume 15, 265-240.

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PART D Weebly URL
https://michaelaaronj.weebly.com/

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