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102086 Designing Teaching

and Learning: Assignment 2
Lesson Plan Analysis
 QTM Analysis 2

 Modified Lesson Plan 4

 Academic Justification 7

 References 10

 Learning Portfolio Web Link 13

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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: Limited skills presented in the organization of knowledge to fit the
–5 continuum of curriculum. Speech as a form of spoken text is introduced rapidly
without much interconnectedness given to prior-knowledge.
1.2 Deep understanding
1 – 2 – 3 – 4 Comments: Lesson plan depicts various activities that builds understanding of key
–5 concepts. Discussion and worksheet questions assist students in identifying key
concepts and relationships.

1.3 Problematic knowledge

1 – 2 – 3 – 4 Comments: Students consider multiple perspectives through addressing context,
–5 purpose and audience. However, the teacher could have articulated further
questioning to enable students to form critical judgements.
1.4 Higher-order thinking
1 – 2 – 3 – 4 Comments: Venn diagram task is effective in drawing comparison and composition
–5 of speeches to facilitate higher-order thinking. Identification of literary techniques
also explores this element.
1.5 Metalanguage
1 – 2 – 3 – 4 Comments: Context, language features, speech, effectiveness, purpose, audience and
–5 power are words utilized within the lesson plan. Strong focus on understanding
language use within the speech is also demonstrated.
1.6 Substantive communication
1 – 2 – 3 – 4 Comments: Lesson plan demonstrates effective communication through the
–5 interaction between teachers and students. This is evident through class and group
discussion.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 Comments: Worksheets inform students what to include in speech composition,
–5 however, teacher does not emphasize upon the quality of speeches to be composed.
Possibility of providing examples of student speeches could have enhanced this
aspect.
2.2 Engagement
1 – 2 – 3 – 4 Comments: Lesson plan is mainly engaging through various activities, however,
–5 does not integrate checking from teacher. Likely, that students present
disengagement during research activity and group discussion.
2.3 High expectations
1 – 2 – 3 – 4 Comments: The lesson depicts some level of challenging work; however, scope of
–5 students may not participate in these activities. This could be because lesson moves
on to quickly with students unable to grasp content.
2.4 Social support
1 – 2 – 3 – 4 Comments: Group discussion explores some level of collaboration from students.
–5 However, unable to analyze if teacher praises or encourages students during the
lesson.

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2.5 Students’ self-regulation
1 – 2 – 3 – 4 Comments: Behavioral concerns do not seem to be an issue, which is evident through
–5 implementation of various task teacher sets out within lesson plan.

2.6 Student direction

1 – 2 – 3 – 4 Comments: Scope of lesson mainly teacher focused with limited student direction,
–5 as teacher has control of time in terms of research and worksheet completion.
However, composition of speech gives students topic choice.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 Comments: Brief mention of different text that has been studied but minimal
–5 understanding presented how topic on speeches interconnects with students prior-
knowledge. Lesson has potential to incorporate students’ own knowledge about
speeches through brainstorming activity to start the lesson.
3.2 Cultural knowledge
1 – 2 – 3 – 4 Comments: The lesson presents speeches from different cultural context but does
–5 not look beyond this aspect in considering diversity or social factors with students.
Cultural knowledge is explored but not developed through lesson construction.

3.3 Knowledge integration

1 – 2 – 3 – 4 Comments: Cross-curriculum studies can be integrated in scope of lesson through
–5 considering historical perspectives. For example, Kevin Rudd’s ‘National apology
speech’ on the ‘Stolen Generation’ can be included to consider context, purpose and
audience.
3.4 Inclusivity
1 – 2 – 3 – 4 Comments: No mention of inclusivity however, students may present some levels of
–5 either inclusion and exclusion through group discussion.

3.5 Connectedness
1 – 2 – 3 – 4 Comments: Lesson plan does not analyse the relevance of speech outside the
–5 classroom. Reflective class discussion towards the conclusion of lesson could have
enhanced this aspect.

3.6 Narrative
1 – 2 – 3 – 4 Comments: No mention of personal stories or narrative throughout the lesson.
–5 Lesson had scope to integrate student’s own narratives about their experiences of
presenting speeches.

Identifying Areas for Improvement

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

QT model
1) Explicit Quality Criteria 2) Background Knowledge
3) Knowledge Integration 4) Connectedness

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Modified Lesson Plan: English
Lesson Plan - English

Topic area: Speeches as a form Stage of Learner: Syllabus Pages: p. 4, p.8, &p.16
of spoken text Stage 5 – Year 10

Date: Location Booked: Lesson Number: 1 /5

Time: Total Number of students Printing/preparation

1 hour 25 Worksheets
Exemplars of previous student-
speeches
Check video links for speech
Access to internet/smartboard/
Whiteboard & markers

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes White Board Students learn about Students learn to
activity: Students speeches as a form of identify key language
ACELY1750: Identify and identify spoken text techniques within
explore the purposes Purpose/audience/ speeches - ACELY1750
and effects of context & Student learn about
different text language the significance of Evaluate the
structures and techniques. purpose & audience effectiveness of
language features of within speeches speeches as a form of
spoken texts, and use Previous spoken text – EN5-3B
this knowledge to Exemplar of
create purposeful speeches: Key concepts Evaluate context by
texts that inform, Students associated with considering ‘personal’
persuade and engage identity/depict speeches as a form of and ‘public’ worlds -
what is expected spoken text: EN5-7D
EN5-3B: Selects and uses when composing persuasion,
forms, features and structures speeches. positioning,
of text appropriate to a range interpretation, power
of purposes, audiences and and
contexts, describing and significance/effectiven
explaining their effects on ess
meaning.

EN5-7D: Understands and

evaluates the diverse ways
texts can represent personal
and public worlds.

Time Teaching and learning actions

Introduction Recap briefly with the class by asking students about the various text
studied. Further, ask students about the concepts and literary techniques that
10 Minutes have been explored within these texts.

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Introduce to students that now there will be a focus on the topic of speeches
as a form of spoken text, which will be studied for the next 5 weeks. (5
minutes)

To start the lesson on speeches, conduct a class Brainstorming Activity

through volunteering a student to write on the board. Brainstorm any ideas
that students have about speeches (ideas, experiences, opinions & thoughts).
Questions to facilitate Brainstorming Activity can include:
 What are your thoughts about speeches?
 What are your experiences with speeches?
 Does anyone remember any significant speeches?
 What do you think speeches aim to do?
 Why do you think speeches are conducted?
 When would speeches be conducted? (parliament, lecturer,
conference or event)
 What skills do you think are needed when presenting speeches?

Body Students to look into two speeches by Martin Luther King and Kevin Rudd,
ask the class if students have knowledge about these two individuals.
Briefly get students to share If they know who these individuals are, they
can also conduct quick research task specifically aimed at answering the key
questions of:
10 Minutes  Who are/were these two individuals significant?
 What is/was their role/occupation?

Provide students with the ‘I Have a Dream’ worksheet to look over and the
opportunity to ask questions before viewing the Martin Luther King Jr’s
speech (5:17 minutes)
https://www.youtube.com/watch?v=3vDWWy4CMhE
Note: Make sure students know that this is only half of the speech
Work through the worksheet as a whole class.

View Kevin Rudd’s National Apology Speech (Ask students to dot down
some notes by considering purpose & audience)
10 -20 https://www.youtube.com/watch?v=RThkO3XBThs (3:12 minutes) Note:
Minutes Make sure students know that this is not the whole speech

White Board Activity: Divide the whiteboard in half (King & Rudd) and
have four headings on both of the sides (Purpose, audience, context &
literary techniques). Volunteer students to come up to the board and write a
point for either King or Rudd’s speech under any heading. Ask students to
also justify/explain their point to the class. Emphasise throughout the White
Board Activity that when studying or composing speeches these are the
specific elements to integrate and consider. Further, discuss and question
students to identify the similarities and differences.

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Examples of previous student speeches: As a class go through previous
examples of student written speeches and ask students to identify
10 Minutes purpose/audience/context & literary techniques. Identify to students points
of weaknesses and strengths within those speeches. State to students that
there will be an assessment task in relation to composing a speech and
presenting during the end of week 5 or 6 and more will be explained within
the next couple of weeks.

To conclude the lesson, form a discussion by asking students ‘Reflection

Conclusion Questions’ to consider the relevance of speeches to society
10 Minutes  Why do you think it is important to study speeches?
 Does Rudd & King’s speech bring any relevance to your own
understandings?
 How does studying speeches inform us about society? (historical
perspectives & events)

Conclude the class by letting students know that next lesson a focus will be
on exploring the notions of power through the language presented within
speeches and how it is conveyed with considering audience and purpose.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

ACELY1750 Students reflect on two speeches by King & Rudd
and consider their purpose, audience and language
features. Students are notified of composing a speech.
EN5-3B Through whiteboard activity students evaluate the
effectiveness of speeches in considering purpose,
audience and context.
EN5-7D Reflection questions: Students can think critically in
relation to personal and public world of speeches.

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

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Academic Justification

The English lesson plan was definitely comprehensive in exploring content, however, lacked skills in

organising the demonstration of key concepts associated with speeches. Reflecting on the NSW Quality

Teaching Model specific improvements have been made to address the elements of Explicit Quality

Criteria, Background Knowledge, Knowledge Integration and Connectedness (Gore, 2007; Ludwig &

Gore, 2003).

The key element of Explicit Quality Criteria has been modified to ensure students are producing quality

work. It is important, that teachers set out “expectations of quality” (p.22) to assist students engagement

in producing efficient work (Gore, 2007). The original lesson plan had scope to emphasise the

expectations of quality but was limited due to the disorganisation of structure and activities outlined.

Therefore, improvements have been made by implementing a class whiteboard activity where

engagement and quality are explicit. During this task, students have the opportunity to demonstrate their

learnings by creating “supportive learning environments” (p. 676) where knowledge is shared (Kang,

Thompson & Windschitl, 2014). Furthermore, this activity prompts teachers to emphasise upon exploring

student answers in relation to their quality (Erekson, 2014). This activity will help teachers to “measure

student understanding” (p.37) and gain valuable feedback to improve lessons by responding to student

needs (Erekson, 2014).

Furthermore, Gore & Ludwig (2003) identify that Explicit Quality Criteria can be integrated through

providing students with exemplars. Therefore, the lesson has been modified to provide students with

exemplars of speeches composed by previous year students. This is a class activity where teacher and

students identify the aspects of purpose, audience, context and literary techniques. Hendry, Armstrong &

Bromberger (2012) emphasise that a discussion upon exemplars within the class can increase “student

understanding and higher achievement” (p. 149). This activity will incorporate an “interactive teaching

style” (p. 150), where students are supported in providing quality work (Hendry, Armstrong &

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Bromberger, 2012). Therefore, integrating a whiteboard activity and exemplars will enhance the element

of Explicit Quality Criteria within the lesson plan.

The lesson plan has further been modified to improve the element of Background Knowledge. Gore

(2007) depicts that Background Knowledge is important to build within the classroom because it connects

students to experiences outside their school environment. This aspect has been improved by

implementing a brainstorming activity to understand students’ ideas and concepts. Brainstorming

students’ ideas on the topic of speeches will form effective discussion and interconnect with students’

prior-knowledge (Gore & Ludwig, 2003). Unin & Bearing (2015) demonstrate that brainstorming is

effective in classrooms to promote “speaking engagement” and “generate ideas” (p.606). Brainstorming

activities further encourage “conversational opportunities” (Fisher, Frey & Lapp, 2012, p.22) for students

to share their knowledge and experiences. Therefore, it is evident that brainstorming activities

significantly enhance the elements of Background Knowledge.

Knowledge Integration has also been modified due to the limited integration of cross-curriculum

perspectives. Gore (2007) depicts that students should acquire skills to make connections and

understandings between subject areas. The lesson has introduced Kevin Rudd’s National Apology speech

in relation to the Stolen Generation (ABC, 2018). Implementing Kevin Rudd’s speech will facilitate

discussion and build on historical knowledge. This is because during year nine and ten students study

various historical topics in relation to The Civil Rights Movement and The Stolen Generation (ACARA,

2010; Kerley, 2015). Incorporating content that is familiar to students is beneficial in maintaining

students level of engagement within classrooms (Mooney et al., 2016). Kevin Rudd’s speech further

integrates Aboriginal studies, which also enhances Cultural Knowledge in learning environments (Gore,

2007). Encouraging Aboriginal perspectives further inform students to make connections with their pre-

existing knowledge (Mooney et al., 2016). Therefore, introducing Kevin Rudd’s National Apology

speech is significant in building Knowledge integration.

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In addition, the element of Connectedness has been modified to increase the relevance of topics being

studied in class. Gore (2007) demonstrates that it is important to connect students learning “beyond the

classroom” (p.25) to maintain student interest. Therefore, Connectedness has been improved by

implementing class discussion through reflective questioning. The reflective questions focus on students

understanding of why they are learning certain topics and its relevance to their knowledge. Douillard

(2002) further reinstates this through defining reflections as “thinking about the ways new learning fits

into what we already know” (p.93). Therefore, it is important to apply reflective activities to build on the

elements of Connectedness within learning environments. Dam & Legenhausen (2011) demonstrate how

reflective activities assist students to gain “thinking skills” (p.180) and acquire “emotional and personal”

(p.180) perspectives in learning. Reflective activities further encourage students to critically analyse and

form their own opinions (Dam & Legenhausen, 2011). To conclude, the lesson plan has made effective

improvements to address the elements of Explicit Quality Criteria, Background Knowledge, Knowledge

Integration and Connectedness.

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References
ABC News (2018). Apology to Australia’s Indigenous people (2008) [Video file].

Retrieved from

https://www.youtube.com/watch?v=RThkO3XBThs

BOSTES. (2010). K-10 English Syllabus. Retrieved from

https://syllabus.nesa.nsw.edu.au/download/

Douillard, K. (2002). Going past done: Creating time for reflection in the

classroom. Language Arts, 80 (2), 92-99. Retrieved from

http://www.jstor.org/stable/41483296

Erekson, T. (2004). Assessing student understanding: Written lab reports

and whiteboard presentations help teachers assess student

understanding of inquiry-related activities. The Science

Teacher, 71 (5), 66. Retrieved from

http://www.jstor.org/stable/24155441

Fisher, D., Frey, N., Lapp, D. (2012) Building and Activating Students’

Background Knowledge: It's What They Already Know That

Counts. Middle School Journal, 43 (3), 22-31. doi:

10.1080/00940771.2012.11461808

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Gokadze, I. (2013). Martin Luther King Jr, I Have a Dream Speech [Video file].

Retrieved from https://www.youtube.com/watch?v=3vDWWy4CMhE

Gore, J. (2007). The challenges for teachers, teaching and teacher education

(PP.73-90). Rotterdam, The Netherlands: Sense Publishers.

https://www.australiancurriculum.edu.au/#

Hendry, G.D, Armstrong, S. & Bromberger, N. (2012) Implementing standards-

based assessment effectively: incorporating discussion of

exemplars into classroom teaching. Assessment & Evaluation in

Higher Education, 37 (2), 149-161. doi:

10.1080/02602938.2010.515014

Kang, H., Thompson, J., & Windschitl, M. (2014). Creating Opportunities

for Students to Show What They Know: The Role of

Scaffolding in Assessment Tasks. Science Education, 98 (4),

674-704. Retrieved from https://doi-

org.ezproxy.uws.edu.au/10.1002/sce.21123

Kerley, V. (2015). Thoughts on creating a culturally inclusive classroom:

Indigenous literature and the Australian curriculum.

Access, 29 (3), 4-13.

Dam, L. & Legenhausen, L. (2011) Explicit reflection, evaluation, and

assessment in the autonomy classroom. Innovation in Language

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Learning and Teaching, 5 (2), 177-189. doi:

10.1080/17501229.2011.577533

Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools A

classroom practice guide. Retrieved from

http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003-

Quality_Teaching_Guide.pdf

Mooney, Seaton, Kaur, Marsh, & Yeung. (2016). Cultural perspectives on

Indigenous and non-Indigenous Australian students' school

motivation and engagement. Contemporary Educational

Psychology, 47, 11-23. Retrieved from

http://dx.doi.org/10.1016/j.cedpsych.2016.04.006

Unin, N., & Bearing, P. (2016). Brainstorming as a way to approach

student-centred learning in the ESL classroom. Procedia -

Social and Behavioural Sciences, 224, 605-612. doi:

10.1016/j.sbspro.2016.05.450

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Learning Portfolio Web Link

http://jyotishnapriyasen.weebly.com/

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