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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– Comments: The lesson focuses on a “small number of key concepts” (QTF) and does briefly

5 mention the relationship between and among previous concepts in the introduction to the

lesson.

1.2 Deep understanding

1–2–3–4– Comments: This is addressed by getting students to write and present their own speeches, but

5 this is only included in the conclusion of the lesson, where there will not be time do to this,

as it is a task that requires a large amount of time

1.3 Problematic knowledge

1–2–3–4– Comments: This is briefly addressed in the worksheets that are to be given out; and may be

5 brought up in discussions with peers. This needs further development to properly meet the

QTF requirements.

1.4 Higher-order thinking

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1–2–3–4– Comments: This is addressed in the writing and presenting of speeches, but this is only

5 included in the conclusion of the lesson; meaning that there is not enough time to properly

address this.

1.5 Metalanguage

1–2–3–4– Comments: This lesson requires students to analyse the use of persuasive language in its

5 context and consider the implications of it in different contexts.

1.6 Substantive communication

1–2–3–4– Comments: Students are regularly required to discuss the content of the lesson and concepts

5 that they are learning about.

Quality learning environment

2.1 Explicit quality criteria

1–2–3–4– Comments: While the lesson plan implies the quality that is expected from the students, it is

5 not explicitly stated.

2.2 Engagement

1–2–3–4– Comments: While the lesson sounds repetitive and does not provide students with the

5 opportunity to reinforce their learning. I cannot give full marks without seeing the lesson in

action.

2.3 High expectations

1–2–3–4– Comments: The writing and presenting of speeches does communicate some high

5 expectations, but this is not evident throughout the rest of the lesson.

2.4 Social support

1–2–3–4– Comments: This relies on the presentation of the speeches. This could be encouraged

5 throughout earlier activities as well.

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2.5 Students’ self-regulation

1–2–3–4– Comments: Evident in the regular encouragement and opportunities to share answers with

5 peers. Also evident in the opportunity to allow students to conduct their own research tasks,

as this shows that the teacher trusts the class enough to allow this.

2.6 Student direction

1–2–3–4– Comments: This lesson requires more time to fully allow students to direct themselves, as the

5 speeches take up half the lesson, though the Venn diagram and small groups allow for

students to actively participate after watching the speeches.

3 Significance

3.1 Background knowledge

1–2–3–4– Comments: Evident in the use of a short research task to make sure students all have the same

5 level of background knowledge. This lesson also seems to build on student’s previous

knowledge of persuasive language.

3.2 Cultural knowledge

1–2–3–4– Comments: Though this lesson includes speeches from King and Gill, it is not very diverse

5 as they are both well-known men form a time that students have not lived in. Making one of

the speeches a more recent example would also be appreciated, also finding a speech from a

woman would be helpful, as more students would be able to better connect.

3.3 Knowledge integration

1–2–3–4– Comments: This lesson could require students to think from an historical context such as the

5 Black Rights Movement of the 1960’s, in which King’s speech takes place. This, though is

not explicit in the lesson, but may be discovered in the online research task.

3.4 Inclusivity

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1–2–3–4– Comments: This lesson includes all students in the use of small group discussions and the

5 presenting of speeches. It also includes ethnically diverse students with the use of King’s “I

Have a Dream” speech and the context in which it was given.

3.5 Connectedness

1–2–3–4– Comments: The lesson gives students skills that they can apply in real-life contexts; and does

5 give some opportunity to share their own speeches outside of the classroom, such as

community events, as the students could write speeches for upcoming school and community

events.

3.6 Narrative

1–2–3–4– Comments: The lesson does not provide much opportunity for more use of narrative. This

5 could be done by talking about the context of the speeches.

Lesson Plan - English

Topic area: Stage of Learner: Syllabus Pages: 140-141

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

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Outcomes Assessment Students learn about Students learn to

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Syllabus outcomes Students present Students learn about

speeches in class speeches as powerful spoken


ACELY1750: Identify and explore the
texts by considering
purposes and effects of different text

structures and language features of two speeches from different

spoken texts, and use this knowledge contexts.

to create purposeful texts that inform,

persuade and engage

EN5-1A: A student:

› responds to and composes

increasingly sophisticated

and sustained texts for

understanding, interpretation, critical

analysis, imaginative

expression and pleasure

(ACELA1561) Analyse and explain the

ways language forms and

features, ideas, perspectives

and

originality are used to shape meaning

-Engage personally with texts

appreciate, explain and respond to the

aesthetic qualities and the

power of language in an

increasingly sophisticated range of

texts

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-Understand and apply knowledge of

language forms and features

• identify how vocabulary choices

contribute to specificity,

abstraction and stylistic

Effectiveness

(ACELA1553) understand that authors

innovate with text structures

and language for specific

purposes

and effects

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. Ask students what sorts of language

features they think would be evident in powerful speeches, and why speeches would need to employ

different language features to other types of texts.

Body Provide students with a short amount of time to research Martin Luther King Jr. and Malala Yousafzai, in

small groups 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.
5 mins

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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)

https://www.youtube.com/watch?v=I47Y6VHc3Ms&t=14s

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. Do this while they are watching the speech

Allow students a quick debrief/ answer any questions they might have before starting the second speech

Show students Malala Yousafzai’s United Nations Speech 2013 (6:37-17:40 [11 mins])

https://www.youtube.com/watch?v=QRh_30C8l6Y

Once again, students write down their initial thoughts in answer to the questions regarding Malala’s
5 mins
speech. Do this while they are watching the speech

Discuss in small groups answers for both speeches

As a class, allow students to construct a Venn diagram which identifies the similarities and differences in the

speeches of King and Malala 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. Use butcher’s paper and

markers for the Venn diagram so that it can be displayed in the classroom to reinforce what students have

learnt

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 students consider the speeches effective. Why/why not?

Why do you think the speeches are still effective today?

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Students then commence writing their own short speech

Ask volunteer students to present if time permits

using the ‘Plan Your Own Speech’ worksheet. Emphasise the importance of students demonstrating that

they have a clear understanding of audience and purpose

Conclusion Conduct a short Kahoot! Quiz to reinforce key points of the lesson.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Students present their speeches in class. An activity could

then be based around looking at what made the speeches


ACELY1750
different with regard to language use, purpose and
(ACELA1561)
intended audience.

(ACELA1553)

WORKSHEETS

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

Change questions for Richard Gill to Malala Yousafzai

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

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Identifying Areas for Improvement

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

QT model

1) Higher-order thinking 2) Cultural Knowledge

3) Problematic Knowledge 4) Engagement

Justification

Higher-Order Thinking

Higher-order thinking is only addressed at the very end of the lesson, which I have

attempted to rectify by moving the writing and presenting of speeches to earlier in the

lesson. Liberante (2012) states that “classrooms high in intellectual quality encourage

all students to engage in work that provides opportunities for the development in

higher-order thinking… as students work to actively construct knowledge” (p. 3).

Moving the writing of the speeches to earlier in the lesson, allows for students to

implement the knowledge that they are acquiring. I have also change the format in

which the Venn diagram is made so that it allows students to construct it, rather than

the teacher, thus achieving higher-order thinking. I have also added a Kahoot! Quiz at

the end of the lesson as a fun and engaging way to once again reinforce what students

have learnt and challenge them intellectually once more before the lesson concludes.

The New South Wales Department of Education and Training (NW DET) (2003) state

that “High quality student outcomes result if learning is focussed on intellectual work

that is challenging, centred on significant concepts and ideas, and requires substantial

cognitive and academic engagement.” The Kahoot! Quiz achieves this by employing

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key concepts and intellectual challenges in a way that students find fun. Students may

work together or against each other during the quiz as both options will still meet

these standards set by the NSW DET.

Cultural Knowledge

The original lesson included speeches form Martin Luther King Jr and Richard Gill,

while that does include racial diversity at the minimum, I believed that it was not

enough for the students to connect and relate. I had switched the Richard Gill speech

to that of Malala Yousafzai as she is a more recent example and is closer to the

student’s age. This also broadens the plane of cultural diversity so that more diverse

groups will be able to connect with the lesson. Ladwig states that “in the NSW model

of pedagogy, the psychological and sociological are part and parcel of making

learning significant for students.” Giving the lesson more cultural diversity makes the

lesson more significant to more students, especially if one of the speeches given to the

students is from somebody their own age. This demonstrates that age, nor gender, nor

cultural background can constrict them.

Problematic Knowledge

This is briefly addressed in the worksheets that are to be given out; and may be

brought up in discussions with peers. To further meet the requirements of the Quality

Teaching Framework, I have added to the question that was already posed in the

lesson plan and added another question to encourage students to question the

construction of the knowledge. The questions are posed before the students

commence writing their speeches so that they are able to question what makes a

powerful speech and why while they are writing and implement these thoughts into

their own speeches. These questions are not straight forward, and are chosen to “instil
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deep thinking, immerse the student in disciplinary inquiry… and involve substantive

communication” (Liberante, p.3). Liberante states that “Effective teachers… are

aware that knowledge is interrelated and, in turn best developed through experiences

and understandings of relationships between concepts, rather than through

disconnected elements” (p.4). The questions are an attempt to connect the impact of

the speeches to the world today; and are to get the students thinking about how the

speeches impacted them and why.

Engagement

The original lesson is a little repetitive, so I have put the viewing of the speeches at

the beginning, and made students write down their initial thoughts and questions

during the viewing, to allow for time and to allow for more opportunity for student

engagement and engaging activities later in the lesson. I have added A small debrief

and an opportunity to answer any questions between speeches to give students a break

between speeches and get any pressing questions that they have answered before

discussing answers for both speeches in small groups after the viewing of the second

speech. The rest of the lesson is then devoted to small group/ whole class activities

where students can interact and work through problems together. Alton-Lee states that

“skilled teachers structure and sequence instructional tasks to motivate diverse

learners to maintain intellectual engagement with the curriculum content” (p.25). This

is what I have attempted to do by creating more time for group/ whole class work in

order to keep the lesson flowing smoothly.

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References

Alton-Lee, A. (2003). Quality Teaching for Diverse Student s in Schooling: Best

Evidence Synthesis. Ministry of Education. Retrieved from

http://intra.bay.net.nz/Learning_objects/datas/quality.pdf

Ladwig, J. G. (2009).Working Backwards Towards Curriculum: On the Curricular

Implications of Quality Teaching. The Curriculum Journal. 20(3). P. 271-286.

Liberante, L. (2012). The Importance of Teacher-Student Relationships, as Explored

Through the Lens of the NSW Quality Teaching Model. Journal of Student

Engagement: Education Matters. 2(1). P.2-9.

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

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