Designing, Teaching and Learning Assessment 2

English Lesson Plan Analysis and Revision

Christopher Tyrokomos
18684142
2019
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: Clear, initial reference to prior ‘groundwork’ knowledge and how this lesson
5 uses those concepts to explore the texts and media shown. Content explored is extremely
influential and has helped to shape society to where it currently stands.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: Lesson seems to be heavily teacher-led, while students are only able to
5 explore specific pre-selected aspects of the chosen topic. Very little deviation from the
lesson plan and therefore exploration of topic as a whole is available due to guidance and
research method supplied.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: The lesson provides students with an understanding of how a shift in
5 perspective has achieved change. Opening students’ minds to the ‘possibility’ of different
perspectives, while ensuring that students end up with the desired mindset due to careful
scaffolding of content.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: There is higher order thinking achieved through the Venn diagram used as
5 well as the group discussions. Although the lesson is lacking enough opportunity for
expression of differing opinion.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Good level of metalanguage used and discussed in lesson, shown through the
5 use of Venn diagram, ‘plan your own speech’ worksheet. Also recall of previous
knowledge and understanding at beginning of lesson.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: Satisfactory level of communication between student and teacher. Could
5 benefit from more conversation-type interaction, instead of the traditional “Initiate-
Respond-Evaluate” pattern.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: Low explicit quality criteria as there is not always a clear ‘intended result’ in
5 the teachers’ instructions.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: Basic level of engagement achieved via group discussions, also through in-
 5 class videos which relate to relevant topic content.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: Satisfactory explanation of expectations for students’ work seen through
5 teacher direction, also via worksheet implantation which requires specific answers.

2.4 Social support

1 – 2 – 3 – 4 – Comments: The lesson plan shows a classroom setting high in social support due to its
5 groupwork, which then shifts into volunteer students sharing answers in a mutually
respectful manner.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: There are aspects of autonomy and initiative scattered throughout, although
5 there needs to be more than just autonomy in groupwork at students’ tables.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: The lesson plan shows low amounts of student direction, instead it shows a
5 lesson choreographed in order to cover all the basic information.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: This lesson plan provides an acceptable ‘background knowledge to new ideas’
5 ratio. Lesson begins with recap style of previous content as a base, then builds upon that
to explore examples of such content.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: There is reference made to African American culture via exploration of Martin
5 Luther King Jr, as well as an exploration of ‘Anglo’ Music via a short study of Richard Gill.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: Knowledge integration is evident throughout the lesson plan as Venn
5 diagrams are used to explore similarities and expose differences between the various
topics being looked at.

3.4 Inclusivity
1–2–3–4– Comments: Inclusivity is assumed to be present in the lesson due to groupwork, although
5 an effort is needed to be made in order to ensure that all students are actively engaged
and participating

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Discussion of topics such as Marin Luther King Jr’s speech show a relevant
5 impact on society today. They explore, inform and encourage students to attempt to
connect their classroom learning with their outside experiences.

3.6 Narrative
1–2–3–4– Comments: There is mention of historical records (stories) which provide a narrative, later
5 the lesson ends with students’ opinions being voiced via group discussion. This creates a
complete cycle of information gathering, to retention, to implementation in the students’
opinions.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.
QT model
1) 1.2 Deep understanding 2) 2.1 Explicit quality criteria
3) 2.6 Student direction 4) 3.4 Inclusivity

Lesson Plan
 Topic area: Stage of Learner: Syllabus Pages:
Close look at speeches Stage 5 – Year 10
Date: Location Booked: Lesson Number: /
In English classroom
Time: Total Number of students Printing/preparation
1 Hour 0-30 Worksheets for students x2 each

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
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
Students present Students learn about
speeches in class speeches as powerful spoken
texts by considering two
Students participate in speeches from different
mini-Debates contexts.
Students Learn about cultural
appreciating, and how
specific situations allowed for
the complete change and
overhaul of peoples’
perceptions.
Students learn to express to
express themselves through
another medium, namely
speeches.
Students also learn to voice
their ideas and opinions
through group tasks and
Debates.

Time Teaching and learning actions

Intro Review and remind students of the various types of text studied in previous lessons, explaining that this lesson
will be focused on speeches as ‘powerful examples of spoken texts’. Follow up by explaining that this lesson will
2 minutes challenge them to identify those speech types in the following speeches. These speeches will be followed by a
short informal debate, which will be done in order to explore varying opinions and to solidify the concepts and
reasons for the transpired events’ occurrence in students’ minds.

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.
5 minutes
(fact Ask each student to come back at the end of the allotted time with 3 facts about either Martin Luther King jr. or
finding) Richard Gill. Students will then share one of their three facts with the class (if a student has all their facts used
prior to their turn they must find another fact before the end of class) so that the classes’ understanding of the
5 minutes two figures deepens and to ensure that all students are on the same level.
(fact
sharing)

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)
8 Minutes
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.
7
Minutes Allow students to facilitate small group discussions where students can share their answers with each other, by
giving them a list of topics, from which they can choose the information they wish to share .
8 Minutes

13
Minutes
Show students Richard Gill’s The value of music education.

This time, students are encouraged to write their opinions of Gills’ speech highlighting their favourite parts as the
speech plays, this saves time and develops critical thinking and time management skills.

As a class, construct a Venn diagram which identifies the similarities and differences in the speeches of King and
5 Gill with a focus on the language features used. As more content is added to the Venn diagram, continually
Minutes highlight the vastly different contexts of the speeches. Get the students to copy these notes in their exercise
books for future use.

Divide the class into two separate teams and have a quick and informal debate, the topic being ‘Are speeches are
10 the best way to express your opinions?’. With this, the class will engage in an activity which is designed to get
Minutes them to talk as well as having a platform to express their opinions, with the incentive being chocolates for the
winning team at time up.

Conclusion Students will then spend the remaining 5 minutes of the lesson beginning to write their own speeches using the
‘Plan Your Own Speech’ worksheet. Completing a rough scaffold by the beginning of the next class.
5
Minutes

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

ACELY1750 Students present their speeches in the following class, as
created using the ‘plan your own speech’ scaffold.

Students come to understand purposes and effects through

discussion and debate of the reasoning and relevance of
the MLK Jr speech and the R.Gill speech. The use of group
activities and Venn diagram also solidifies the content in
the minds of the students through discussion and
expression of opinions between peers.
 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

Academic Justification
The original lesson plan was quite informative, and it provided an informative exposition on

two key influencers in the field of speeches, namely Martin Luther King Jr. and Richard Gill.

While this is the case, there was much room for improvement in regard to student

interactivity with the lesson and each other, and direction of the lesson. As is described on

the Australian Institute for Teaching and School Leadership (AITSL) website, there is a need

to ‘differentiate teaching to meet the specific learning needs of students’ (2019). Thus,

changes were made in order to adapt and cater the abilities and needs of the students.

Standard 1.2 from the quality teaching model assessment of the English Lesson Plan was

brought up to a good level via the integration of a mini analysis of two key influencers in the

field of speeches (MLK jr. & Gill). The activity required the students to assess the two

influential speakers’ work and to identify the strengths, then to report back their findings.

The use of this method allows the students to demonstrate a deep knowledge of topic

content, and of the power of language and to be able to understand how persuasive terms

and phrases are able to change listeners’ minds. This coincides with the Deep Knowledge

model and standards, suggested by the NSW Government (Quality Teaching in NSW Public
Schools, 2006. p. 14).
Standard 2.1 is addressed through the integration of the ‘fact finding task’, which allows for

explicit quality criteria to be created in the student’s minds. Similar is seen in Chung-Do et.

Al. (2013) as their findings explore the fact that ‘teachers are perceived by students to play

an essential role in their learning, and that through their guidance and expectation setting,

the students’ schooling experience and learning is enhanced’. This shows that by setting

expectations such as the fact-finding game, students’ schooling experience and their level

of understanding is deepened. Thus showing that these sorts of tasks can be very beneficial

to the growth of students.

Standards 2.6 and 3.4 were brought up to a great level of achievement through the

introduction of the short debate at the end of the class. This enhanced the quality of the

class and allowed for everyone to be involved, while also allowing for a good level of

student directed content to be present during class time. In this way, the teacher is able to

delegate responsibility and to allow students to share their opinions towards topics in a

way in which makes them comfortable. Thus allowing for the smooth inclusivity of all class

members all they all have a role in the debate and also due to the fact that they would be

more comfortable talking about something of their own choosing. Gore (2007) explains in

addition, that this sort of teaching style can be successful in introducing a form of cultural

knowledge to the lesson narrative. This is seen as the cultural knowledge is clear from the

two influential figures as one fought for black rights and the other to expand the realm of

understanding in regards to music and sound. This along with the narrative of the lesson

which seems to truly come ‘full circle’ gives the students the ability to gain a better

understanding of topic content (Wacker, 2016), in contrast to the initial lesson plan.
 Reference List
AITSL. (2019). Australian Professional Standards for Teachers. Retrieved from

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

Chung‐Do, J., Filibeck, K., Goebert, D., Arakawa, G., Fraser, D., Laboy, J., & Minakami, D. (2013).

Understanding Students' Perceptions of a High School Course Designed to Enhance School

Connectedness. Journal of School Health, 83(7), 478-484.

Department of Education and Training Professional Learning and Leadership Development

Directorate. (2006). Quality Teaching in NSW Public Schools - A Classroom Practice Guide.

Ryde: State of NSW.

Gore, J. (2007). Improving Pedagogy. In J. Butcher & L. McDonald (Eds.), Making a

difference: Challenges for teachers, teaching, and teacher education (pp. 15-33).

Rotterdam,

Netherlands: Sense Publishers.

Wacker, A. (2016). Creating An Effective Lesson Plan. School Band & Orchestra, 19(4), 34-

35.

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