Lesson Plan - English
Topic area:
Close look at speeches as
spoken texts.
Date:
Time:
1 hour
Outcomes
Syllabus outcomes
EN5-IA: A student: responds to and
composes increasingly
sophisticated and sustained
texts for understanding,
interpretation, critical
analysis, imaginative
expression and pleasure
EN5-2A: A student: effectively uses and
critically assesses a wide
range of processes, skills,
strategies and knowledge for
responding to and
composing a wide range of
texts in different media and
technologies
EN53B: A student: selects and uses
language forms, features and
structures of texts
appropriate to a range of
purposes, audiences and
contexts, describing and
explaining their effects or
meaning
ACELY1740, 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.
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.
Or, Teacher outlines todays lesson, key concepts,
Stage of Learner: Syllabus Pages:
Stage 5 – Year 10 Content & Outcomes EN5-1A
EN5-2A, EN5-3B
Location Booked: Lesson Number: 1 /9
Total Number of students Printing/preparation
Class set of both worksheets
30 Venn diagram template
Popplet mind-map tool for
prior knowledge review.
Assessment Students learn about Students learn to
Students present Students learn about EN5-1A: Communicate through
speeches in class speeches as powerful spoken speaking, listening, reading,
texts by considering two writing, viewing and repeating
Informal knowledge speeches from different
assessment using contexts.
Popplet mind-map tool
ACELY1740, ACELY1750: EN5-1B: Use language to shape
Monitoring Identify and explore the and make meaning according
throughout the lesson purposes and effects of to purpose, audience and
to make sure students different text structures and context
are engaged language features of spoken
Added questions for texts, and use this knowledge
students who finish to create purposeful texts
early or who require that inform, persuade and
differentiated learning engage
(GATS) ACELT1643: Compare and
What is the difference evaluate how ‘voice’ as a
between a good literary device can be used in
speech and a bad one? a range of different types of
texts such as poetry to evoke
What similarities can particular emotional
you see between responses
President Obama’s
speeches and the ‘I ACELY1813: Use organisation
have a dream’ speech? patterns, voice and language
conventions to present a
The speech that made point of view on a subject,
Obama President speaking clearly, coherently
and with effect, using logic,
https://www.youtube. imagery and rhetorical
com/watch? devices to engage audiences
v=OFPwDe22Coy
Organisation
Teacher: Using Popplet mind-map tool, smart device and
projector/display: Teacher inputs students’ examples of
speeches from other texts they have studied into mind-
map with the appropriate format i.e. books, plays, poems,
5 minutes objectives, structure, expectations, and timeline and
then asks students to provide examples of speeches
from other texts they have studied, i.e. soliloquy,
monologue, stream of consciousness, (for example
Macbeth’s speech at the death of his wife in
Shakespeare). Also, for ESL and Indigenous student’s
examples of speeches that have left a lasting
impression on them, from their family, local
community, tribal elders, religious leaders, or sporting
team.
Remind students that plays are meant to be
performed, poetry to be recited, and some novels can
also be read aloud.
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
5 minutes share their findings so that the whole class has a
similar level of background knowledge.
Or, incorporate biographical data on Martin Luther
King Jnr. and Richard Gill into worksheets and set up
projector to display the same information. Allow
students time to digest the information and ask
questions in relation to the tasks key concepts. As well
as relating their own personal experiences and cultural
understanding of the issues raised by the information
sourced.
Provide students with the ‘I Have a Dream’ worksheet
to look over and the opportunity to ask questions
10 before viewing Martin Luther King Jr’s speech (8 mins)
minutes
Note: make sure your students know that this is only
half of the speech.
Or, spend the time scaffolding the activity by
differentiating student expectations of key concepts
i.e. cause (rhetorical devices employed) and effect
(audience response/reaction).
Students then write down their initial thoughts in
answer to the questions regarding King’s speech.
Facilitate small group discussions where students can
5 minutes share their answers.
Or, think-pair-share groups discussing key concepts
which require limited teacher supervision and are task
orientated. As well as asking students to reflect on and
try to incorporate their own experiences of inequality,
marginalisation, and diversity during discussions.
Show students Richard Gill’s The value of music
education (13 mins).
Once again, students have time to write down their
15 initial thoughts in answer to the questions regarding
minutes Gill’s speech, before discussing these answers in small
groups.
and films.
Student: Provide examples (can visually see mind-map
form).
Resources: Popplet mind-map tool, smart device,
projector/display screen. Popplet.com or download from
App Store.
Teacher: Hands out both worksheets and Venn diagram
template, sets up projector to display same information.
Gives clear and concise instructions of what is required to
successfully complete the lesson.
Student: Establish expectations for lesson, students will
be working individually, in pairs and small groups
depending on specific task. Research conducted with
smart device.
Resources: Class set of both worksheets, Venn diagram
template, projector/display screen, smart device.
Teacher: Sets up Martin Luther King Jr’s speech
(YouTube), asks students to pay attention to how the
speech is constructed through the use of tone, volume,
pitch, pauses and change of pace for effect.
Student: Ask questions relating to the task, watching the
video.
Resources: YouTube ready to play on screen/display.
Teacher: Engaging with students throughout room,
answering questions, providing feedback, reiterating what
is required of them and scaffolding for differentiated
learners.
Student: Working individually and then in think-pair-share
groups.
Resources: Worksheet
Teacher: Engaging with students throughout room,
reinforcing how these two speeches are aimed at different
audiences, answering questions, providing feedback, and
scaffolding for differentiated learners.
Student: Working individually and then in think-pair-
share groups.
 Ask students to compare the tone of each speech. Resources: Worksheet
Which speech appears to support the dominant
discourse?

As a class, construct a Venn diagram which identifies
the similarities and differences in the speeches of King
5 minutes 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.
Reiterate expectations for a successful task.
Teacher: Engaging with students throughout room,
answering questions, providing feedback, reinforcing what
is required for a successful task outcome and scaffolding
for differentiated learners.
Student: Working individually and then in think-pair-
share groups.
Resources: Venn diagram worksheet

Facilitate a class discussion where students can
contribute their ideas about what it is they liked about
5 minutes either or both of the speeches. This is another way of
ensuring that students are considering the
effectiveness of the speeches.
Teacher: Using Popplet mind-map tool, smart device and
projector/display: Teacher inputs students’ findings from
individual and think-pair-share Venn diagram task during
class discussion, in a compare and contrast visual
overview.

Or, incorporate the Venn diagram activity into this
class discussion whilst the teacher creates a visual
representation of findings.
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.
Teacher asks students to think back to the examples
provided earlier in the lesson from other texts. What
have you learned about language and texts?
Student: Provide examples (can visually see mind-map
form).
Resources: Popplet mind-map tool, smart device,
projector/display screen. Popplet.com or download from
App Store.
Teacher: Swaps Venn Diagram with earlier mind-map
display and asks students to notice the
differences/similarities, before swapping back for last task.

Conclusio Students then commence writing their own short
n speech using the ‘Plan Your Own Speech’ worksheet.
Emphasise the importance of students demonstrating
that they have a clear understanding of audience and
10 purpose. Can be completed for homework and
incorporated into next lesson recap.
minutes
Teacher: Moving between students providing feedback
and encouragement were required, stressing the
importance of specificity in the speech’s purpose and
audience, Scaffolding for differentiated learners.
Student: Working on task, presenting speech if time
allows, reflection on lesson.

Resources: ‘Plan Your Own Speech’ worksheet.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

ACELY1740, ACELY1750,
EN5-1A, EN5-2A, EN5-3B
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.

Personally, I would like to measure the outcomes as per

the syllabus, but after amending and adapting the lesson
 plan I have realised that if students can contextualise the
key concepts, as well as notions surrounding diversity,
inequity, marginalisation and greater cultural
understanding by incorporating them into the tasks, then
that would be fine.

I tried to incorporate ICT as much as possible but realise

that this can be improved upon as my studies and
teaching practice evolve over time. I also did my best to
incorporate both spectrums of differentiated students,
with visual cues and tasks and then scaffolding specific
targeted questions and activities for GATS.

Finally, this was a very challenging assignment that has

been extremely insightful and rewarding. The benefit of
the Quality teaching model to lesson planning is
tremendous and I will certainly be using it in my teaching
practice.

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

Venn diagram worksheet