Professional Documents
Culture Documents
Assignment 2
Lesson Plan Analysis
Nilufer Zafreena Hakim
Lesson Plan KLA: English
Contents:
Lesson Plan Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Modified Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Academic Justification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Reference List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
URL web link to Learning Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
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: Short amount of time allocated to researching speeches and relevant contexts
5 is not a sufficient indicator of deep knowledge, additionally lack of lesson number about
text types studied suggests speeches as a new chapter of study, teacher should focus on
familiarising students with speeches.
1.2 Deep understanding
1 – 2 – 3 – 4 – Comments: Although more focus and time should be spent on acquainting students with
5 layers of context prior to analysing literary techniques, use of Venn diagram, group work
and class discussion showcase an aim for a deeper understanding.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: There is little to no reference of problematic knowledge, although Venn
5 diagram identifying similarities and differences opens tiny possibility of researching this.
Students should be advised to enquire about problematic contexts and information
surrounding speeches in groups with more time.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments: Highlighting different contexts and facilitating class discussion about the
5 speech’s appeal or lack thereof offers some potential for higher order thinking, specific
direction to evaluating effectiveness of literary techniques in relation to context should be
given and applied.
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Venn diagram would expose students to metalanguage for literary techniques
5 used in the speech. The value of the metalanguage would increase in meaning with more
focus on context.
1.6 Substantive communication
1 – 2 – 3 – 4 – Comments: Class discussions and group work activities would allow for substantive
5 communication throughout the classroom, although teacher assistance should be
reiterated.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: The lesson plan structure does revolve around understanding famous and
5 powerful speeches with analysis on similarities and contrasts in the Venn diagram and two
sets of worksheets on the speeches.
2.2 Engagement
1 – 2 – 3 – 4 – Comments: Allocating individual and group work to research information before and after
5 the video would have kept the students engaged, this would have increased during class
discussion post video watching for the Venn diagram.
2.3 High expectations
1 – 2 – 3 – 4 – Comments: There is not an explicit criterion for the likes of any informal assessment and
5 expectation within the final activity, writing their own speech is vague in regards to
evaluating their understanding and application of explicit language structures and visual
and sound devices.
2.4 Social support
1 – 2 – 3 – 4 – Comments: Social support is medium as the lesson plan’s inclusion of frequent classroom
5 involvement would be moderate social support, again, reiterating teacher assistance
throughout would have increased social support.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments: Self-regulation is slightly vague as the explicit criterion expected of them in the
5 final worksheet is evident throughout the lesson, they aren’t monitoring their own specific
areas of growth, allocating them to specific areas of difficulty to work on would have
increased this,
2.6 Student direction
1 – 2 – 3 – 4 – Comments: Students are encouraged to configure their own capabilities and application to
5 the degree of complexity provided by the lesson plan, from group work, individual research,
class participation and writing their own speech, student direction is sufficient.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: There is little background knowledge included in this lesson plan in retrospect
5 to the level of importance usually placed on learning about context behind sustained texts,
it would be advisable for the teacher to clarify the importance of contextual findings during
individual research.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments: Again, in relation to the above, little to no focus on cultural knowledge or its
5 importance, even if it was found during individual research time. Teacher should have
provided a worksheet with important cultural details as starters to the students prior to
their research.
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: Knowledge integration is medium as the style of approach to the text is slightly
5 basic, this is evident in their end of class worksheet, the instruction to plan their own speech
is also vague, focus on concepts, themes or devices and direction to apply these would have
been more complex.
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: There is no evidence of inclusivity of students from varying levels of learning,
5 diverse backgrounds or Indigenous teaching and students, or attention to the gifted and
talented. Including examples of powerful Indigenous speakers and mixing groups with GAT
students and asking for examples of speakers from LBOTE students backgrounds would
have been inclusive.
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Connectedness is limited to the classroom interactions, there is no sense of
5 connection and purpose to the outer world context, focusing on contextual social themes
and relating that to and Australian context would have increased this.
3.6 Narrative
1 – 2 – 3 – 4 – Comments: Narrative is limited to two speeches and lack of analysis on context blurs any
5 potential for narrative, focus on a social theme or contextual issue/s binding the reason for
the powerful speeches and instructing students to research history and aftermath or
speeches or share similar stories from personal/cultural backgrounds would have increased
depth in narrative in speeches
Identify the four NSW QT model elements you are targeting for improvement.
QT model
1) Problematic Knowledge (1.3) 2) Student Direction (2.6)
3) Background Knowledge (3.1) 4) Knowledge Integration (3.3)
Lesson Plan
(20 mins) Provide transcript and show students “Misogyny Speech” with retrospect to the note taking in their three columns
(15 mins – and ask them to pay attention to the difference in style. Repeat input process by listing down students notes onto
vid + 5 second row in respective columns on smartboard and allocating students to make additions to their lists.
mins class
input)
(15 mins) Get into groups of 3-4 and research the following;
1. Some main points about historical context of the time of the speeches
2. How many parties/groups of people were involved with the situation surrounding the speech?
3. What was the atmosphere like at that time and why?
Then discuss the following in relation to the columns of notes from the smart board;
1. Compare, from your notes, how the two speeches are different in style, the first an inspirational speech
and the latter a confrontational speech through tone, pitch, timing in the speakers delivery. Also consider
visuals. How do these link to the three contextual research questions above?
2. Do you think it would be appropriate for the speakers to have used the opposite styles, mannerisms and
tones in their contexts? Why?/Why not?
3. What affect would it have had if MLK delivered a ruthlessly confrontational speech and Julia Gillard
appealed to her fellow politicians with inspiration?
4. Pick three literary techniques from the your lists and discuss how delivery and context are ingrained in
each speakers uses of them in their transcripts.
(12 mins) Direct students back to working individually but allow class talking for discussion of ideas on what they will plan
their speech on for Worksheet 2 (Plan your own speech). Instruct them to consider the sound effects, visual effects
and most importantly the literary techniques they would utilise in their transcript in retrospect to what they learnt
from their group activities. Explain they are to apply their knowledge of context by picking a style, inspirational or
confrontational in context of a topic they would wish speak about, encourage them to be creative with examples
like inspiring their entire grade to request one day off a fortnight or, confronting the school principal in an open
debate about the strict uniform policy. This hopes to show students’ abilities to manipulate and apply speech form
and techniques in context of school rules, regulations, expectations, where they would have to consider their
audience, atmosphere, message and outcome.
Conclusion As this is class 5/6, allow students to share their ideas and selected styles (inspirational or confrontational, intended
audience and why they chose their topic at the end of the class. Allocate the extended response section for the
entire transcript as homework due by the next class on speeches (6/6), to which they will be rewarded for creativity
and adhering to form, technique, language and delivery.
http://www.capthat.com.au/sites/default/files/Close%20look%20at%20speeches%20worksheet
%202.docx
Academic Justification
The original English Lesson Plan for looking at speeches was moderate and sufficient in a
general and basic overview of powerful speeches but had potential to be improved. The
main aspect which required attention, was the angle of approach of context and its relation
to the sound, visual and literary devices present in the speeches. Additionally, changing the
original second speech example from Richard Gill’s the value of music education to Julia
Gillard’s famous misogyny speech was in intention to provide a contrast in style to Martin
Luther King’s “I have a dream”. Changes also included focusing on increasing the following
elements from the Quality Teaching Framework (2008); problematic knowledge (1.3),
background knowledge (3.1), knowledge integration (3.3) and student direction (2.6).
Problematic knowledge (1.3) refers to knowledge that is fluid and subject to socio-
and the impact of social and cultural issues like racism and sexism in context of the
speeches, enhances student social awareness and application, it also complies with NSW
Professional Teaching Standards at Professional Competence 2.2.1 (QTF, 2008). The lack of
to its delivery, in its duration and post-delivery, is that it leaves students with only an
extract of the meaning behind its power as a sustained text. Explaining a series of
instructions to analyse the speech without providing students with layers of problematic
contextual information means that “…students may maintain a partial and at times
or fact, improving their critical thinking skills. This can also be linked to element of
their contemporary knowledge and understanding of information, from their own local,
cultural and personal experiences, to the content of the topic (ACPG, 2006). Encouraging
student input of their own personal experiences with the famous speeches and furthering
them to reference where they learnt of the perceptions and feelings they associate with
their knowledge of them, allows for students to utilise their background knowledge. The
modified lesson plan implements background knowledge though building “…on students’
interests, background and cultural knowledge and skills to provide context and meaning to
lessons.” (QTF, 2008, p.17). This is met through allocating students to apply their contextual
analysis’ understanding of the speeches in retrospect to their distinct styles, one to inspire
and the other to confront, and apply them to their own school setting. This requires their
own personal background knowledge of social norms, expectations and school culture to
weigh which devices to include and what style to execute their topic through. Encouraging
This greatly assists in encouraging knowledge integration (3.3) where students are
relevant themes and problems from multiple topics (ACPG, 2006). Being able to identify the
literary devices and their functionality toward the two distinct styles in speeches with
contextual knowledge, students were able to plan their own speeches and determine which
style and conventions were appropriate for their selected topics. Knowledge regarding
appropriateness for the styles, was also furthered in its complexity for their application
through encouraging them to be creative with their topics and step outside the hierarchy of
school and be able to challenge the school principle in a public debate or rally their fellow
students with an inspiring speech for certain demands to be met by the school. These
slightly satirical scenarios allow students to integrate the literary devices, sound and visual
Lastly, this connects the element of student direction (2.6). Student direction is met
within the modified lesson plan by allowing students control over the criteria of which they
will be assess and choice of activity (ACPG, 2006). As the lesson is number five out of six
where they will be expected to present their ideas and speeches, students were allocated
creative control of their lesson plan as mentioned above. This also gives them a clear
indicator of what they are being assessed on, their choices lay in topic and style of
analysed within the examples provide them a degree of control over their assessment.
References:
NSW Education Standards Authority. (2012). NSW Syllabus for the Australian curriculum;
http://syllabus.nesa.nsw.edu.au/assets/englishk10/downloads/englishk10_full.pdf
http://www.kincumberp.schools.nsw.edu.au/documents/10079662/10085935/qual
ity_teaching_framework.pdf
rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf
Wuarterly for Exercise and Sport, 64(1), pp.56-68. Retrieved from: https://search-
proquestcom.ezproxy.uws.edu.au/docview/218488179?OpenUrlRefId=info:xri/sid:pr
imo&accountid=36155
Sung, P.F. & Yang, M.L. (2013). Exploring disciplinary background effect on social studies