Angelisa Longford 18021354 102086 DTL

102086 Designing Teaching & Learning

Assignment 2 Lesson Plan Analysis

Contents

Original Lesson Plan. Page 2

Lesson Plan Analysis. Page 4

Modified Lesson Plan. Page 7

Academic Justification. Page 11

References Page 14

Learning Portfolio Web Link Page 16

1
Angelisa Longford 18021354 102086 DTL
Original Lesson Plan - English

Topic area: Stage of Learner: Syllabus Pages:

Close look at speeches Stage 5 – Year 10
Date: Location Booked: Lesson Number: /

Time: Total Number of students Printing/preparation

1 hour Class set of both worksheets

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Students present Students learn about
speeches in class speeches as powerful
ACELY1750: Identify and spoken texts by
explore the purposes considering
and effects of two speeches from
different text different contexts.
structures and
language features of
spoken texts, and use
this knowledge to
create purposeful
texts that inform,
persuade and engage

Time Teaching and learning actions

Intro 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 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.
Provide students with the ‘I Have a Dream’ worksheet to look over and the
opportunity to ask questions before viewing Martin Luther King Jr’s speech
(8 mins)
Note: make sure your students know that this is only half of the speech.

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.

Show students Richard Gill’s The value of music education (13 mins).

2
Angelisa Longford 18021354 102086 DTL

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.
As a class, construct a Venn diagram which identifies the similarities and
differences in the speeches of King and Gill with a focus on the language
features used. As more content is added to the Venn diagram, continually
highlight the vastly different contexts of the speeches.
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.
Conclusion 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

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.

WORKSHEETS

Http://www.capthat.com.au/sites/default/files/Close%20look%20at%20speeches%20worksheet
%201.docx

http://www.capthat.com.au/sites/default/files/Close%20look%20at%20speeches%20worksheet
%202.docx

3
Angelisa Longford 18021354 102086 DTL

Lesson Plan Analysis through the NSW Quality Teaching Model

102086 Designing Teaching & Learning

Assignment 2: QT Analysis

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: The teaching learning actions only utilise a short amount of time
–5 (not specific) to research and gain “some” knowledge of the two authors
explored. The information gathered to answer the questions on the worksheet
allows for some key concepts and ideas mentioned in the student outcomes.
The lesson partially mentions significant ideas but only superficially.
1.2 Deep understanding
1 – 2 – 3 – 4 Comments: In the last part of the lesson students are instructed to create a
–5 connection or link between the two speeches through listing similarities and
differences. This is an attempt at deep understand from students and
consolidates the lessons learnt. However, the level of understanding is
difficult to gage because the classes capabilities is unknown.
1.3 Problematic knowledge
1 – 2 – 3 – 4 Comments: The purpose of this lesson is to identify and research concepts of
–5 the texts through closed questions. Students obtain a basic level of knowledge
presenting facts and not open questions.
1.4 Higher-order thinking
1 – 2 – 3 – 4 Comments: The tasks consist mainly of lower-order thinking activities.
–5 Students repeatedly gather factual information on the studied texts. (This is
an example of lower-order thinking.) Then they combine facts and ideas to
interpret and generate their own speech. The combination of facts and
creating their own speech is an example of higher-order thinking.
1.5 Metalanguage
1 – 2 – 3 – 4 Comments: This lesson focuses on the power of the spoken word and
–5 therefore has a high degree of metalanguage. The use of metalanguage
correlates to the purpose of the texts such as the emotive language used within
the political speech “I Have A Dream” and, the use of sound and musical
language used in Dr Gill’s speech.
1.6 Substantive communication
1 – 2 – 3 – 4 Comments: The teacher delivers instructions, information and question for
–5 students. Short bursts of interactions explore a limited amount of substantive
communication.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 Comments: The use of collaborative learning with student sharing their ideas
–5 and thoughts that validates their own work and the work of other students.
The teacher provides clear instructions but no feedback on the level of work.
2.2 Engagement

4
Angelisa Longford 18021354 102086 DTL
1 – 2 – 3 – 4 Comments: 3-variable sporadic engagement. It’s difficult to predict how
–5 engaged the students will be during this lesson. The quality of engagement is
depended on the level of student’s interest on the topic.
2.3 High expectations
1 – 2 – 3 – 4 Comments: Due to the basic nature of this task the expectations may not be
–5 very high. It is difficult to hypothesise whether students will be challenged
by the content. However, there is potential to produce excellent work through
the individual speech presentations.
2.4 Social support
1 – 2 – 3 – 4 Comments: All classrooms should promote a positive supportive learning
–5 environment. The observation of pro-social support depends on positive
relationships between students. The difficultly in controlling the classroom
atmosphere can vary due to negative relationships between students.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 Comments: Teachers’ expectations of student’s behaviours need to be
–5 addressed during the first lesson and/or prior to entering the classroom.
Inspiring autonomy in student behaviours can create a positive learning
environment. If teaches spend a substantial amount of time dealing with
student misbehaviour can reduce overall learning in the classroom.
2.6 Student direction
1 – 2 – 3 – 4 Comments: The tasks have low student direction as the teacher explicitly
–5 determines the class activities. However, the last section of the lesson allows
students some direction in writing their own speeches.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 Comments: Students have background knowledge on a range of text types
–5 explored in the introduction of the lesson. However, this prior knowledge is
irrelevant and shares no connection with the lesson.
3.2 Cultural knowledge
1 – 2 – 3 – 4 Comments: The lesson focuses on researching and answering questions based
–5 on background knowledge on two authors; Martin Luther King Jr and Richard
Gill and the purpose of their speeches. Because the lesson concentrates
specifically on the context of speech as a spoken text there is no evidence of
cultural significance. However, King’s speech “I Have A Dream” contains
substantial cultural knowledge that is not recognised or valued in the lesson.
3.3 Knowledge integration
1 – 2 – 3 – 4 Comments: The introduction to the lesson makes connections with previous
–5 types of texts students have learnt. This leads to introduce the topic on
“speeches as a power example of spoken texts.” Due to this KLA being
English the two speeches explored in this lesson also connect to two KLA’s;
history and music. Unfortunately, the connections between topics and
subjects have not been expressed meaningfully.
3.4 Inclusivity
1 – 2 – 3 – 4 Comments: The lesson facilitates students to share knowledge with the whole
–5 class. This allows students to obtain similar levels of background knowledge.
Small group discussions increase inclusive student activity for students who
don’t have the confidence to share their knowledge with the class. Lack of
confidence can influence exclusion from small group activities and/or class
discussions. It is difficult to identify any negative exclusions (of specific
social groups) because this behaviour needs to be observed during class time.
3.5 Connectedness

5
Angelisa Longford 18021354 102086 DTL
1 – 2 – 3 – 4 Comments: The teacher makes no attempt to connect the lesson beyond the
–5 classroom. The activities deem only important to schooling and only connects
briefly on what students have previously studied in that class.
3.6 Narrative
1 – 2 – 3 – 4 Comments: There is no use of narrative throughout this lesson. Although
–5 students learn about speeches as powerful spoken text through narrative
contexts. However, the lesson makes no connections to narratives in
classroom learning.

Identifying Areas for Improvement

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

QT model
1) 1.4 Higher-Order Thinking 2) 2.2 Engagement
3) 2.6 Student Direction 4) 3.6 Narrative

6
Angelisa Longford 18021354 102086 DTL

New Modified Lesson Plan - English

Topic area: Stage of Learner: Syllabus Pages:

Close look at speeches Stage 5- Year 10
Date:27.05.2019 Location Booked: Lesson Number: /

Time: Total Number of students Printing/preparation

1 hour Speech/presentation Topics

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes (Part A) Group Students learn about Students learn to utilise
ACELY1750: Identify and Students will form how speeches can multimodal interactions
explore the purposes groups consisting create powerful to compose
and effects of of three students messages and insights. presentations creating a
different text and create a visual Students lean about more in-depth
structures and group presentation how visual effects understanding on the
language features of in class. enhance meaning and concepts explored in
spoken texts, and engagement of spoken both visual and spoken
use this knowledge (Part B) texts. texts.
to create purposeful individually
texts that inform, Students will
persuade and engage create a persuasive
speech presented
in front of the
teacher.

Time Teaching and learning actions

Intro Open the lesson with showing the inspirational speech by Martin Luther King.
(Play: 3.12minutes) - https://www.youtube.com/watch?v=3QUVmp6Gz6o&t=18s
Total time: Facilitate a short discussion exploring the effectiveness of the speech and how it
5 minutes made students feel, while thinking about the images used during the clip. Remind
students on the text types they have already studying getting them to think about the
new topic. The power of the spoken word.

Body Outline the lesson plan (ask students to wait till the end to ask questions)
1. The first activity students will engage in a class debate. Student will
Total time: need the divide the class in half a use technology (laptops) to quickly
5minutes research on the debate topic.
2. The second activity students will create a reflective inspirational
narrative in response to a speech located in the resource section.
Students are to divide into 5 groups allowing them to look at different
speeches. (think about the effects on the spoken word).

7
Angelisa Longford 18021354 102086 DTL
3. Get students to brainstorm on inspirational concepts and how they
influence achieving set goals. (sharing stories and the concepts with in
the speeches.)
4. Validating the lesson inform students that they have speech/presentation
task consisting of two sections.
- Group presentation on one of the topics in the speech/presentation
topic sheet that will be presented in front of the class.
- Individual speech that will only be presented in front of the teacher.

1) Engage students in creating a role-playing debate activity.

Get the class to split in half. Notifying the students that one group will agree (and
Total time: justify) with the question while the other group will disagree (and justify) with the
10-12 questions. The questions in the speech/presentation topics sheet.
minutes Reading out one question you give the teams 5 minutes to quickly research on the
question. (using laptops)
Students then facilitate the debate by taking in turns in expressing their thoughts for,
for and against.
If they run out on points to discuss they get another question to debate about

Once the activity is completed get students to discuss the positive and negative
about aspects within this learning area. (And what they learnt.)
Total time: Students should be able to self-direct the conversation discussing lack of time to
5minutes research, lack of background knowledge (if applicable), whether or not they agreed
or disagreed, but they were stuck on their opposite viewed team etc.
Ask them how the activity could be improved?

2) The second activity students will create a reflective inspirational narrative in

response to a speech located in the resource section. Students are to divide
Total time: into 5 groups allowing them to look at different speeches. (think about the
8 - 10 effects on the spoken word).
minutes - DREAM - Best Motivational Video Speeches Compilation - Listen Every
Day! MORNING MOTIVATION
- One of the Greatest Speeches Ever, Jeff Bezos.
- INSPIRATIONAL SPEECH BY ROBIN WILLIAMS
- A great motivation by Robin Williams
- Women's Speeches That Changed the World
Students can participate in researching on the person and the speech obtaining
background knowledge if they haven’t obtained any.
Students are encouraged to be creative and decide to utilise factual or fictional
contexts to enhance engagement

3) Get students to brainstorm on inspirational concepts and how they influence

Total time: achieving set goals. (sharing stories and the concepts with in the speeches.)
10 - 15 Give the groups approx. 2 minutes to briefly describe their narrative reflecting on
minutes the power of the spoken word and what concepts they explore

4) Validating the lesson inform students that they have an assessment

Total time: (speech/presentation task consisting of two sections.)
10 minutes
Group presentation will consist of one topic provided in the speech/presentation
topic sheet that will be presented in front of the class.

8
Angelisa Longford 18021354 102086 DTL
Students choose their groups consisting of 3 students.
The teacher then proves the sheet with the speech topics they will be researching
and have some suggestive questions to consider.
One student from each group then draws out of a box the topic their group will be
presenting.
Students are informed that this presentation must use technological presentative
tools. Students need to be imaginative and creative in providing an engaging
presentation using visual, writing, multimodal and technological devices
Exploring narrative techniques and explore difference interpretations in responses.

The individual speech that will only be presented in front of the teacher
It will be a reflection on student’s development and understanding on the researched
topic. Addressing strength and weakness and response to that chosen topic.

Conclusion Reflect on the lesson

(Play: 1.24 minutes) - https://www.youtube.com/watch?v=gCS7GnY66Gc
Total time: Encourage students that this assessment will be engaging.
2 minutes

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

- ACELY1741
The group presentations with be presented in class. A
- ACELY1751 class discussion will compare ways in which spoken,
- ACELY1745 visual, multimodal and digital technologies shaped
ideas reflecting personal, historical, cultural, social,
technological and contexts. Does the visual aspects
support the information, opinions and perspectives on
the topic area.
- ACELY1750  Students present their individual speeches to the
teacher. Shortly after a short reflection will then be
discussed, evaluating own personal reflection through
their development. Addressing strengths and
weaknesses and a response to that chosen topic.
- ACELA1572
Evaluate the impact on different choices in
the representation of still and/or moving images
- ACELT1642 Assessing creativity of composing texts/concepts
Evaluating self-selected imaginative, factual and
critical texts for enjoyment
Identify narrative techniques, including analogy
and satire shape different interpretations and responses
to the concepts.

9
Angelisa Longford 18021354 102086 DTL

WORKSHEETS

Speech presentation topics.docx

Recourses

-Martin Luther King - Inspirational Speech {Be Phenomenal Motivation

https://www.youtube.com/watch?v=3QUVmp6Gz6o&t=18s

-DREAM - Best Motivational Video Speeches Compilation - Listen Every Day! MORNING
MOTIVATION
https://www.youtube.com/watch?v=gCS7GnY66Gc

-One of the Greatest Speeches Ever, Jeff Bezos.

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

-INSPIRATIONAL SPEECH BY ROBIN WILLIAMS

https://www.youtube.com/watch?v=yupEq8Slb3s

-A great motivation by Robin Williams

https://www.youtube.com/watch?v=D0mQIBJ4fF8

-Women's Speeches That Changed the World

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

10
Angelisa Longford 18021354 102086 DTL

Academic Justification

The original lesson plan-English generally reflects an average level to low scoring

through the NSW Quality Teaching Model (QTL), a guide to classroom practice

(2003). The lesson plan was able to utilise increased student engagement and student

direction improving the quality of interactions. In respect to the NSW Education

Standards Authority (2017), incorporating research-based tasks and digital technology

allowing for creative thinking within the parameters of learning outcomes provided by

the NSW syllabus for the Australian Curriculum (2012).

Standards 2.2, 2.6, and 3.5 from Australian Professional Standards for Teachers

(APST, 2017) provided by the Australian Institute for Teaching and School

Leadership (AITSL, 2017) have been integrated in selecting content, utilise

Information and Communication Technology (ICT), and improving classroom

instruction. The classroom environment applies more collaborative learning, utilising

visual clips through exploring spoken texts. This provides high-order in

collaboratively discussing how visual concepts enhance meaning to spoken words

texts. Selecting content into the lesson plans is explored through the pedagogical

approach in introducing a role-playing activity. This activity advocates the

development in student learning (Gordon, & Thomas, 2018). Implementing this

activity into the lesson plan simulates real-world scenarios associating with

learning processes creating relevance and engagement for students. The

modified lesson plan utilises role-playing through in-class debates. Students

who engage in classroom debate utilise skills significant to the learning

environment. Gordon and Thomas (2018), report many skills that students prone

to develop such as; communication, active-listening, acquiring knowledge,

11
Angelisa Longford 18021354 102086 DTL
applying knowledge, analysing information, problem solving, working as a

team, and many more. Although the lesson selects content from other key

learning area's enhances literacy skills through utilising cross-curricular

connecting student’s knowledge beyond the classroom (Ryan, 2008). The design

method explores multiliteracies model explored through researching new or

known knowledge. Through this design instructed lesson activities apply deep

knowledge, deep understanding, problematic knowledge and high-order thinking

(QTM, 2003), within the in-class debate, reflecting discussion and planning

visual presentations utilising ICT practices.

The was little to no evidence of applying ICT practices in the original lessons

except for lack of specificity and student direction in researching background

knowledge. The integrating of multiple clips from “YouTube” acts as an

effective teaching tool fostering positive attitudes towards learning content and

deep knowledge. This influences student engagement making literacy learning

in this context enjoyable (Berk, 2009). Livingstone (2012), explores positive peer

interactions during group designed activities utilising software, media production, and

team working enabling learning requirements of media literacy relevant to real-life.

Classrooms that utilise ICT learning increases positive outlooks towards education

influencing student directedness applying research and critical thinking within

lessons. The role of teachers is to guide student learning. ICT enhances learning by

teaching students to think on their own learning merit allowing students to direct

learning. These two activities improves the QTM (2003) on standard 1.4 Higher-

Order Thinking, 2.2 Engagement and 2.6 Student Direction.

12
Angelisa Longford 18021354 102086 DTL
There was no evident or implications of narrative significance in the original lesson

plan. Although the lesson applied little background research on the speakers of the

two spoken texts studied. There lesson did not connect background research or

knowledge to the contexts of the two speeches. The final activity applied creative

writing though the context on the “YouTube” clips explores the power of spoken texts

utilising inspirational language emitting powerful emotions. The “Contextual

Teaching and Learning approach [with this narrative activity implements strategic

elements in relating,] experiencing and applying” (Satriani et al., 2012). The activity

allows students to feel inspired to connect exploring personal reflection upon the

context and motivates students to engage in creative writing. The classroom allows

students to share and participate on obtained knowledge and experience. Active

participation processes issues to help further knowledge and understand of contexts.

Reflecting strengths and weakness supports the movement of progress and growth.

The QTM (2003), improved here is standard 3.6 Narrative connecting emotive stories

writing to reflection and experience.

Although the revision in improving the assessment was an activity created outside the

classroom. The activity applies improvement to many of the QTL (2003) standards

that have not been mentioned in academic justification. The changing of all the

activities and resources used within the original lesson plan creates an improved

quality of teaching to students. There are still limitations in other standard area of the

QTM (2003). The improving of pedagogies will be a continuous process due to the

necessity of updating and enhancing education requirements for teachers.

13
Angelisa Longford 18021354 102086 DTL

Reference list:

Australian Institute for Teaching and School Leadership. (AITSL, 2017).

Retrieved from; https://www.aitsl.edu.au/

Australian Professional Standards for Teachers (APST, 2017) Retrieved from;

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

Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and

mtvU in the college classroom. International Journal of Technology in

Teaching & Learning, 5(1).

Education ABC. (2019). Retrieved from

http://education.abc.net.au/home#!/media/28620/what-makes-a-great-speech-

Gordon, S., & Thomas, I. (2018). ‘The learning sticks’: Reflections on a case

study of role-playing for sustainability. Environmental Education

Research, 24(2), 172-190.

Gore, J. (2007). Improving pedagogy: The challenges of moving teachers towards

higher levels of quality teaching. In Making a Difference (pp. 15-33). Brill

Sense.

Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford

review of education, 38(1), 9-24.

Manning, D. (2006). Constructing Meaning and Metaphor for Cultural Pedagogy. In

International Journal of Pedagogies and Learning. 2 (1), 48-62.

NSW Education Standard Authority, NESA. (2017). Retrieved from;

https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/years/stage-

14
Angelisa Longford 18021354 102086 DTL
REVIEW OF THE BOARD OF STUDIES, TEACHING AND EDUCATIONAL

STANDARDS. (BOSTERS, 2016). Review Report of the Independent Panel.

Retrieved from;

https://www.educationstandards.nsw.edu.au/wps/wcm/connect/23c52af0-

3e7b-4927-b460-4875c04f7f8c/bostes-review-report-of-the-independent-

panel.pdf?MOD=AJPERES&CVID=

Ryan, M. (2008). Engaging middle years students: Literacy projects that matter.

Journal of Adolescent and Adult Literacy, 52(3), 190-201.

https://doi.org/10.1598/JAAL.52.3.2

Satriani, I., Emilia, E., & Gunawan, H. (2012). Contextual teaching and learning

approach to teaching writing. Indonesian Journal of Applied Linguistics, 2(1),

10-22.

State of NSW, Department of Education and Training Professional Support and

Curriculum Directorate. (2003). Quality teaching in NSW public schools: A

Classroom Practice Guide. RYDE NSW. Retrieved from:

http://web1.muirfield-

h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%2

0Guide.pdf

Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student

academic achievement, critical thinking, and learning motivation: A year-long

experimental study. Computers & education, 59(2), 339-352.

15
Angelisa Longford 18021354 102086 DTL
Learning Portfolio Web Link

https://alongford.weebly.com/standard-2.html

16