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102086 Designing Teaching & Learning

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

Identifying Areas for Improvement

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

Topic area: Stage of Learner: Syllabus Pages:


Speeches, language devices, Stage 5 – Year 10 146-147
context, text structure and
response.
Date: Location Booked: Lesson Number: 5/6
Friday 18th May 2018 KW-P.1.33
Time: Total Number of students Printing/preparation
1 hour 23 Print outs of transcripts
Print outs of working sheets for
Speeches Worksheet 2 (Plan
your own speech)
Smart board
Laptop
YouTube clips of relevant
Speeches:
“I have a dream” –
Martin Luther King and
“Misogyny Speech” – Julia
Gillard
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes Lesson Assessment Students learn about varying Students learn to engage with
Assessment for degrees of power ingrained in speech texts critically, to learn
ACELY1750: Identify and explore the Learning; speeches, the depth of and evaluate the use of form
purposes and effects of Levels of engagement context and how it effects through contextual meaning.
different text structures and with general text structure, intention and
language features of spoken participation within message, language, tone, They learn to weigh multiple
texts, and use this class when initial delivery and the response. contextual historical, socio-
knowledge to create content is explained, cultural and socio-political
purposeful texts that inform, along with later group They develop an issues to evaluate the ways in
persuade and engage interactions could be understanding of the which the speech and its
ACELT1614: analyse and explain how part of the formative importance of contextual speaker were affected at the
text structures, language assessment to better factors, from historical, social time of delivery, and post
features and visual features understand their issues like race, gender and delivery.
of texts and the context in learning process and other socio-political
which texts are experienced pace. ideologies that impact the They learn to value the
may influence audience Group work inquiries speech. importance of inquiring about
response and class discussion contexts affecting the speech
ACELA1571: refine vocabulary choices afterward would be Students also learn about and its response, of how to
to discriminate between part of a diagnostic identifying key words, literary contextually link language and
shades of meaning, with assessment, revealing techniques, their functions in text structure to interpret
deliberate attention to the student skill, context to situation, intended mood, tone and atmosphere.
effect on audiences understanding and audience and the intended
ACELT1815: create literary texts with a extent of their message. They are also able Students learn to identify and
sustained 'voice', selecting knowledge on to apply their learning evaluate the importance of
and adapting appropriate techniques in speeches. through comparing the two timing, pitch, sound, visuals,
text structures, literary Worksheet 2 should not speaking styles to distinguish tone and other expressions in
devices, language, auditory be mistaken as the use of the literary devices relation to audience response.
and visual structures and summative, rather as a and evaluate delivery with
features for a specific continuing diagnostic audience response.
purpose and intended assessment prior to
audience proper assessable
activities on speeches
for later during
semester.

Time Teaching and learning actions


Intro Let class settle after standard formalities and introduce, succinctly the intention for the day’s lesson; speeches,
(3mins) specifically the famous “I have a dream” by MLK and “Misogyny Speech” by Julia Gillard in Parliament. 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. Ease the class atmosphere by asking class to yell out what they know about the
two speeches and how they feel about them by listing answers in two columns on the smart board, guide their
answers with questions to consider how one is more inspiring and the latter a confrontational style. Explain that
these feelings, hold a lot of context, which is what the class will unpack today. Also ask them how they came to
these perceptions and information (Students don’t need to write these).
Body Provide students transcripts and show the students the “I have a dream” speech and advise them beforehand to
(10 mins) keep a lookout (and list on their laptops if they wish to) any visual effects, sound effects and literary techniques they
(Video – 8 pick up, also encourage them to highlight anything that stands out to them on the transcript. After the video, ask
mins + them for their answers and list these in a table with in three respective columns (visual, sound and literary
class input techniques) and two rows for each speech (clear previous notes). Allocate students to add all the devices onto their
– 2 Mins) own lists.

(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.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


ACELY1750: Students create their own speeches to engage, inform and
persuade using a one style, either to inspire or confront as
seen through video examples (“I have a dream” and
“Misogyny Speech”) and refer to their respective forms and
literary techniques for guidance.
ACELT1614 Within the group viewing of the speeches and note taking
of videos afterwards, students are exposed to their peers
thoughts alike on test structures, language features, visual
features all in relation to audience response. Also, further
understanding of context is met within the group work
after the video where they research questions and evaluate
their significance to the visual and sound effects.
ACELA1571 Listed during group viewing of the videos as one of the
columns on smart board, also focused on during group
work where context is researched further and applied to
the listed literary techniques and language features.
Students also evaluate the how the selected devices and
structures dictated the message, atmosphere and mood of
the speech.
ACELT1815 Student activity to speak about a school topic in their own
speech by referring to technique analysis’ on example
speeches and structuring it to suit an inspiring or a
confrontational speech. Students are advised to integrate
and adapt literary devices visual and sound features to their
contexts.
Worksheet

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-

political and cultural construction (ACPG, 2006). Acknowledging a multitude of perspectives

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

acknowledgement of problematic knowledge surrounding the speeches contexts from prior

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

inaccurate understanding of a topic” (Rovegno, 1993, p.56) during their knowledge

acquisition (Rovegno, 1993). Increasing social awareness within students encourages

students to normalise a habit of weighing multiple perspectives toward a discourse, event

or fact, improving their critical thinking skills. This can also be linked to element of

background knowledge (3.1).


Background knowledge allows students to make potential connections between

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

and acknowledging the importance of background knowledge within students is vital

through showcasing one’s own background knowledge as a teacher. Teaching with a

combination of substantive and syntactical knowledge of content validates pedagogical

practise and knowledge (Sung & Yang, 2013).

This greatly assists in encouraging knowledge integration (3.3) where students are

able to demonstrate connections between differing subjects via deep understanding of

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

effects in a familiarised but different setting.

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

approach, their application of confrontation or inspiration via devices identified and

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;

English K-10 Syllabus. Retrieved from:

http://syllabus.nesa.nsw.edu.au/assets/englishk10/downloads/englishk10_full.pdf

Professional Learning and Leadership Development Directorate. (2008). Quality teaching to

support the NSW Professional Teaching Standards. Retrieved from:

http://www.kincumberp.schools.nsw.edu.au/documents/10079662/10085935/qual

ity_teaching_framework.pdf

Professional Learning and Leadership Development Directorate. (2006). A classroom

practice guide. Retrieved from; https://app.education.nsw.gov.au/quality-teaching-

rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf

Rovegno, I. (1993). The development of curricular knowledge: a case of problematic

pedagogical content knowledge during advanced knowledge acquisition. Research

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

teachers knowledge and pedagogy, The Journal of Educational Research, 106(1),

pp.77-88. DOI: 10.1080/00220671.2012.658453


URL link to Learning Portfolio: https://nzhakim.weebly.com/

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