Contents

Original Lesson Plan................................................................................................... 2

APST and QT Analysis Template.................................................................................4
Modified Lesson Plan.................................................................................................. 8
Syllabus outcomes..................................................................................................... 8
Academic Justification.............................................................................................. 13
Reference List.......................................................................................................... 16
Learning Portfolio Link.............................................................................................. 17
Original Lesson Plan

Close look at speeches

YEAR 10 ENGLISH

AUSTRALIAN CURRICULUM LEARNING OBJECTIVES

ACELY17501: Identify and explore the purposes and effects of different text
structures2 and language features3 of spoken texts4 and use this knowledge
to create5 purposeful texts that inform, persuade and engage.

RESOURCES REQUIRED
Suitable facilities for showing captioned YouTube clips on screen to class,
including access to the Internet
Student computers

Student worksheets 16 and 27 x class set

LESSON OUTCOME: Students learn about speeches as powerful spoken texts by

considering two speeches from different contexts.

Lesson outline:
Note: this lesson is best conducted over two periods.

1 http://www.australiancurriculum.edu.au/Elements/3b341913-791e-4790-a049-
9e4600a2a3f9

2 http://www.australiancurriculum.edu.au/Glossary?a=E&t=text+structures

3 http://www.australiancurriculum.edu.au/Glossary?a=E&t=language+features

4 http://www.australiancurriculum.edu.au/Glossary?a=E&t=texts

5 http://www.australiancurriculum.edu.au/Glossary?a=E&t=create

6 http://bit.ly/Muqgy5

7 http://bit.ly/NvnuTG
1. 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.
2. 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 share their findings so that the
whole class has a similar level of background knowledge.
3. Provide students with the I Have a Dream worksheet to look over and the
opportunity to ask questions before viewing Martin Luther King Jrs speech8 (8
mins). Note: make sure your students know that this is only half of the
speech.
4. Students then write down their initial thoughts in answer to the questions
regarding Kings speech.
5. Facilitate small group discussions where students can share their answers.
6. Show students Richard Gills The value of music education9 (13 mins).
7. Once again, students have time to write down their initial thoughts in answer
to the questions regarding Gills speech, before discussing these answers in
small groups.
8. As a class, construct a Venn diagram which identifies the similarities and
differences in the speeches of King 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.
9. Facilitate a class discussion where students can contribute their ideas about
what it is they liked about either or both of the speeches. This is another way
of ensuring that students are considering the effectiveness of the speeches.
10.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.
11.Students then commence writing their own short speech using the Plan Your
Own Speech worksheet. Emphasise the importance of students
demonstrating that they have a clear understanding of audience and
purpose.

HOMEWORK/EXTENSION

Students complete speeches. Be sure to indicate a time limit for students to work
toward.

OPPORTUNITY FOR FURTHER ACTIVITY

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.

8 http://www.youtube.com/watch?v=_1zxq0TCjIg&cc=1

9 http://www.youtube.com/watch?v=HeRus3NVbwE&cc=1
APST and QT Analysis Template

102086 Designing Teaching & Learning 1H 2017

Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for
Teachers. Only standards directly addressed in Designing Teaching & Learning that are
relevant to this assignment have been included. However, this does not mean the other
standards are irrelevant to lesson planning and evaluation more generally.

Evaluation score 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1 2 3 4 Comments: The lesson plan requires student computers as opposed to
5 providing the students with computers. Further, the two people provided to
research - Martin Luther King Jr and Richard Gill are not particularly relevant to
Australia.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 2 3 4 Comments: The lesson plan does well to facilitate class discussion. It could
5 focus more on the narrative discourse of ATSI students.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1 2 3 4 Comments: The lesson plan does well to encourage a full range of abilities via
5 the use of student directed research, individual student participation, group
discussion, class discussion and a final speech

1.6 Strategies to support full participation of students with disability

1 2 3 4 Comments: The lesson plan appears to rely heavily on computer use and
5 research. Instead, it should allow students alternative methods to retrieve
information such as teacher directed information or readings.

2 Know the content and how to teach it

2.2 Content selection and organisation
1 2 3 4 Comments: The lesson purports to find purposes and effects of different text
5 structures. It fails to give students any direction as to what they are suppose to
look for

2.3 Curriculum, assessment and reporting

1 2 3 4 Comments: The lesson plan is too limited in its focus on a single learning
5 objective and fails to consider cross-curriculum priorities. Further, the
assessment (homework) fails to provide specifics, thus making it hard for
students to receive detailed feedback.

2.6 Information and Communication Technology (ICT)

1 2 3 4 Comments: The lesson plan combines use of technology with traditional
5 approaches. The use of Youtube and computer-based research provides the
student the ability to access ICT.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1 2 3 4 Comments: The lesson plan fails to regulate group discussions through teacher
5 direction. Providing a time limit for homework creates some expectation. There
should, however, be further direction for what the students need to achieve

3.2 Plan, structure and sequence learning programs

1 2 3 4 Comments: The lesson plan does not restrict itself through excessive planning.
5 The lesson plan could do better by acknowledging and providing divergent
pathways of learning.

3.3 Use teaching strategies

1 2 3 4 Comments: The lesson plan allows for various learning approaches such as
5 through ICT, reading, group discussion and class discussion. The lesson plan
should attempt to balance student-directed and teacher-directed learning.

3.4 Select and use resources

1 2 3 4 Comments: The lesson plan uses worksheets and ICT to provide learning resources to
5 the class.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1 2 3 4 Comments: The lesson plan allows students to teach through a variety of
5 methods: research, group discussion, presentation. Providing goals and content
direction may encourage more student participation through higher
expectations.
4.2 Manage classroom activities
1 2 3 4 Comments: The lesson plan provides a logical sequence of classroom activities
5 with corresponding times. Point 10 in the lesson plan could be better placed
towards the beginning of the lesson

4.3 Manage challenging behaviour

1 2 3 4 Comments: The lesson plan provides no specifics about alternative activities for
5 troubled or gifted students. There also seems to be a lack of direction as to
what the students are actually looking for that may cause divergent behavior.

4.4 Maintain student safety

1 2 3 4 Comments: There is little need for explicitly detailed safety measures within this
5 lesson plan. The teacher could, however, discuss the anxiety around speeches
and ensure the class is supportive of one another.

4.5 Use ICT safely, responsibly and ethically

1 2 3 4 Comments: There is detailed activities on what the ICT will be used for by
5 students. The lesson plan should ensure that the teacher continually monitors
the students usage of the ICT.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1 2 3 4 Comments: Classes heavily relying on oral discussions should be used to
5 conduct informal, formative assessment. The lesson plan only outlines explicit
assessment of a large assignment.

5.2 Provide feedback to students on their learning

1 2 3 4 Comments: The lesson plan does not give the student enough direction to be
5 able to provide sufficient feedback. The lesson plan also fails to account for any
specific feedback.

Section 2: NSW Quality Teaching Model

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: The lesson plan provides no detail regarding central ideas or
5 concepts. This is evidenced by the fact the teachers asks students to share
their information for the purposes of creating an equal background knowledge

1.2 Deep understanding

1 2 3 4 Comments: The reliance on group activities allow for very little informal
5 assessment. Students are unable to demonstrate their level of understanding.
1.3 Problematic knowledge
1 2 3 4 Comments: The use of Martin Luther King Jrs speech allows people to construct
5 different meanings. The Venn diagram may fail to demonstrate the dynamic
nature of the material.

1.4 Higher-order thinking

1 2 3 4 Comments: Students must derive text types from the videos which needs
5 synthesis of two objects (the video and their previous knowledge). The
teachers reliance on group work fails to monitor student engagement

1.5 Metalanguage
1 2 3 4 Comments: The lesson plan could make substantial reference to how language
5 is working in speeches. It needs to ensure that the activities present allow
students to engage with it.

1.6 Substantive communication

1 2 3 4 Comments: The unit plan relies too heavily on group work and classroom
5 participation to effectively permit students to communicate substantively, or to
assess the students.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 Comments: There is no consideration on what the students are to achieve. The
5 quality criteria can only be judged when students complete the speeches which
will be too far removed from the lesson itself.

2.2 Engagement
1 2 3 4 Comments: Engagement is evident from the use of small group discussions and
5 class discussions, allowing people to discuss within a smaller group before the
class as a whole. Nonetheless, a heavily reliance on group work often leads to a
minority of students doing the majority of work.

2.3 High expectations

1 2 3 4 Comments: The heavily reliance on group work and the lack of assessment
5 activities throughout the class does not create high expectations. This would be
dependent on the teacher throughout the lesson.

2.4 Social support

1 2 3 4 Comments: Not very observable from a lesson plan. Nonetheless, the lesson
5 plan could make reference for ways to facilitate class discussions

2.5 Students self-regulation

1 2 3 4 Comments: The group discussions allow students to regulate themselves and
5 also regulate each other. The students could be given worksheets with open
ended questions that allow them to choose a path.

2.6 Student direction

1 2 3 4 Comments: The tasks in the lesson plan are rigidly set out. Students have little
5 choice on how they want to approach it.

3 Significance
3.1 Background knowledge
1 2 3 4 Comments: There is minimal reference to the text types the student is building
5 upon. There is no reference to cross-curriculum priorities.
3.2 Cultural knowledge
1 2 3 4 Comments: The idea of the lesson plan (showing oral text as powerful) is a good
5 foundation. The lesson plan could focus on more alternative types of speeches.

3.3 Knowledge integration

1 2 3 4 Comments: The lesson plan has potential for knowledge integration but fails to
5 outline cross-curriculum priorities or previous objectives which it is building
upon.

3.4 Inclusivity
1 2 3 4 Comments: The group discussions, at face value, are very inclusive. The
5 teacher would need to ensure there are methods in place to ensure everyone
has an attempt

3.5 Connectedness
1 2 3 4 Comments: The use of Martin Luther King Jrs speech can have an impact due to
5 the racism previously involved. The lesson plan could identify more relevant
speeches for Australia.

3.6 Narrative
1 2 3 4 Comments: The lesson plans large focus on oral text provides a strong
5 foundation for narrative. A more immediate oral assessment task would be
beneficial.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for
improvement.

APST
1.3 Students with diverse linguistic, cultural, 2.3 Curriculum, assessment and reporting
religious and socioeconomic backgrounds
QT model
2.1 Explicit quality criteria 3.5 Connectedness

Modified Lesson Plan

Topic area: English Stage of Learner: Stage Syllabus
5 Pages: 134
(English K-100 Syllabus )

Date: 03/05/2017 Location Booked: p.1.21Lesson Number: 2 /3

Time: 60 minutes Total Number of students

Printing/preparation
23 1. Access to Taken
clip (I will find you)
2. Access to The
Weekly: Adam
Goodes Controversy
3. Transcript of Taken
clip
4. Notes on answer to
Kahoot quiz.
5. Transcript of
Aboriginal
Recognition

Outcomes Assessment Students learn Students learn to

about
Lesson assessment The class will deal Communicate in
Syllabus outcomes with spoken texts as various ways to
Informal
Outcome 1 assessment using a an effective method achieve different
responds to and Kahoot quiz at the for communication purposes and goals
composes beginning of the (ACELY1750)
increasingly class to assess their Students will apply
knowledge on The class will look at the knowledge to
sophisticated and previous class
sustained texts for the use of irony, writing the
regarding text
understanding, types. sarcasm, wit, and introduction of their
interpretation, humour to face final, summative
If the school does
critical analysis, challenging and assessment (oral
not have available
imaginative resources, the class complex issues speech).
expression and will begin with a (ACELY1746,
pleasure class discussion in ACELY1756)
a learning circle.
Curriculum outcome The class will focus
referenced in on the racial
syllabus discrimination facing
ATSI people, allowing
1. ACELY1750 an emphasis on the
2. ACELY1749 ATSI cross-
3. ACELA1571 curriculum priority.
4. ACELY1746
5. ACELY1756

Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
Being able to detect the use of satire or
ATSI cross-curriculum priority humour in effective communication;
awarenessof the manipulative and bias
ENLS-1A (listening and responding);
nature of rhetoric; The use of repetition or
ENLS-2A (variety of communication
anaphora as a technique for spoken
rhetoric); ENLS-8A (writes short texts)
literature; the use of tone; the use of irony;
the use of anticipation and suspense
Time Teaching and Organisation Centred
learning actions
T/S
Intro Acknowledgement of Country to be said Teacher: Acknowledge Studen
before class commences, both as a way Indigenous Land and t
of recognition but also to outline the Elders past and present
importance of speech
6
minute Kahoot quiz, if the class has the
s resources, so they may revise the Student: Participating in
information from the last class. If there is thw quiz
a lack of resources, a class discussion in
a learning circle allowing informal
assessment of student knowledge Resources:

Body The teacher should maintain a presence Teacher: Watch the two Teache
throughout the class room by continually clips (Taken and The r
walking around and assess engagement Weekly); continually move
of students. Such presence of and facilitate discussions.
12
engagement will be used a formative
minute
assessment and notes on various
s
students should be taken. Studen
Student: Small group
discussions regarding t
The teacher should ensure to facilitate
the discussions, particularly the groups what they liked or did not
that seem to have a lack of engagement. like about the

Resources:

The two videos from

Youtube

Engage in a class discussion facilitated Teacher: Facilitate class Studen

by the teacher but not directed by the discussion t
6 teacher unless necessary.
minute
s The students will be asked to share what
they did or did not like from the videos Student: Engage in class
generally. discussion

Resources:

The use of a mind-mapping

resource if technology is
available such as Tagxido

The teacher will then formalise the Teacher: Fill in a document Teache
information that the students have given with the various types of r
by shown the range of techniques used documents and find a way
in the various texts, such as satire, to distribute this to
18
humour, repetition and so forth. students, whether that be
minute
printed or emailed
s The teacher will also, using The Taken (depending on the
transcript, show the effectiveness of oral resources of the student)
communication relative to written, in
certain circumstances

Student:
Resources:

List of different text types

for teacher to reference

List of most prominent

spoken text techniques for
students to take home

The lesson will conclude here early. The Teacher: Teache

students will have a choice to leave early r
Conclus or continue the introduction for their
ion main oral speech assessment in class.
Student:
This will allow them the flexibility in
completing the speech in an environment
they feel comfortable
Resources:
In order to maintain high expectations,
the due date is set and students
understand, if they do not present a
proficient speech at this date, they will
need to make up the 20 minutes of class
time.

18 Students may leave or may stay. For Teacher: Answer any Studen
minute students who stay, the teacher will questions students may t
s facilitate any questions about their have
assignment

Student: leave or work on

assignment

Resources:
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
The modification of the lesson plan has revealed the complexity, difficulty,
and intricacies of designing a lesson. The corollary of which, at least for me, means
that it has also revealed the importance of designing a lesson plan. There is too
much information to consider to be able to improvise a lesson ad hoc.
More specifically, I have attempted to ensure that the lesson does not deal
with a single learning outcome and always contains a cross-curriculum priority.
Having a continual overlap throughout the lessons will, I hope, create a more
reflective and effective learning environment. Due to the nature of English as a Key
Learning Area, each lesson should incorporate various life skill outcomes. Thus, any
lesson should contain an explicit focus on the substance and content whilst having
an implicit focus on current issues that challenge values, morals and ethics.
Designing a lesson plan has been much more difficult and time-consuming
than I previously thought. It seems particularly hard without also encompassing the
practical element. I look forward to using lesson plans in a physical classroom and
being able to truly reflect on my experiences.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

EN5-1A Informal assessment through the use of Kahoot
or the monitoring and facilitation of group/class
discussions
EN5-2A Formal assessment through their oral, major
assessment.
This will be monitored throughout as they
present the speech in stages for review

WHS
What are the key risk issues that may appear for and need to be
reduced/eliminated in this lesson? Using your syllabus and support documents as
well as other WHS policy- Outline the key WHS considerations that are to be applied
in this lesson?
As the lesson touches on elements of racism and Indigenous culture,
students need to be reminded to be sensitive to other views and
respectful in their comments. This is outlined, in part, by 1.1.2 of the WHS
Policy which promotes dignity and respect

As there is a large emphasis on spoken language, the students need to be

aware of a respectful way to communicate. The use of sarcasm, irony and
humour must be regulated by the teacher to ensure it does not exceed
what is acceptable.
Academic Justification

The revision of the original lesson plan encompasses four major

elements. The modified lesson plan recognises diverse linguistic, cultural

and religious socioeconomic backgrounds (AITSL, 2016). A sense of

connectedness is increased through relevant resources, creating a sense of

engagement and connectedness (Ladwig & Gore, 2006). The revised lesson

plan creates higher expectations through explicit quality criteria (Ladwig &

Gore, 2006). Lastly, the modified lesson plan uses different types of

assessment (AITSL, 2016).

Considering the revised lesson plan, the recognition of various

backgrounds manifests itself by accounting for a lack of information and

communication technology (ICT) resources, acknowledging Aboriginal and

Torres Strait Islander (ATSI) students, and integrating the content to deal

with racism. The use of ICT allows individuals, including ATSI students, to

empower themselves and their communities (Singleton, Fay, Rola-Rubzen,

Muir, Muir & McGregor, 2009). Despite this, there are still issues regarding

access that create a digital divide between schools, particularly schools

containing a high percentage of Indigenous students (Singleton et al., 2009).

Accordingly, a lesson plan should make provision for both methods where

applicable.

The Acknowledgement is typically delivered by a non-indigenous

person, in recognition of the traditional ownership of the land by its First

Peoples (Merlan, 2014). A simple gesture such as the Acknowledgement

promotes a sense of inclusion and reconciliation between Indigenous and

non-indigenous Australians (Merlan, 2014). Without acknowledgement of

Indigenous ownership of land and their sovereignty, Australia cannot fix the

current problems surrounding diversity. It thus becomes important to instil

within the classroom the attitudes you want reflected outside of the

classroom.

Students also need to have a sense of connectedness to the content,

assessment, and the teacher to engage in purposeful, effective learning

(Lemley, Schumacher & Vesey, 2014). Students often see the curriculum as

irrelevant and useless (Halas 2002). The modified lesson plan is designed to

shroud spoken literary techniques within purposeful content. The students

learn to engage with prominent social justice issues with techniques such as

humour and sarcasm, which are not necessarily seen as academic. As

mentioned before, the selection of content also helps to promote a sense of

connectedness. The original lesson plan selected content that was removed

from contemporary society whilst the modified lesson plan selects content

from a contemporary and popular movie along with a recent controversial

issue. The selection of the Adam Goodes material allows the students to

approach the material in a humorous, yet serious way, thus meeting the

outcomes outlined in the lesson plan.

As Gore (2007) states, teachers are good at explaining what students

need to do, how they should do it and the deadlines involved. Teachers,
however, are less proficient at setting expectations for the quality of the

work (Gore, 2007). The modified lesson plan removes the focus on

explanation and focuses on quality and flexibility. Students are given the

flexibility on where and when they wish to complete the assignment. The

lesson plan maintains high expectations though still providing a deadline.

Further, students may stay in the classroom to engage with the teacher and

provide individualised feedback and expectations for each individual.

Gardner (2011) outlines the distinction between formative and

summative assessment. Formative assessment refers to assessment tasks

which attempt to assist a students learning (Gardner 2011). Summative

assessment primarily seeks to assess a students progress (Gardner 2011).

The modified lesson plan seeks to rely heavily on formative assessment and

informal summative assessment. This effectively allows the teacher to

gather information on a students progress without them realising it.

Further, when there is the final summative assessment, students are given

flexibility with regards to the assessments completion. This attempts to

break down the stigmas around the finality and seriousness of final

assessment tasks.

In conclusion, the modified lesson plan attempts to alter and

breakdown traditional classroom borders and relationships. The lesson plan

accounts for the diversity that may be present in the classroom. The lesson

plan attempts to create engaging and relevant material, that is presented in

a non-academic way. Lastly, the lesson plan attempts to use assessment in a

more formal way, allowing students to learn without judgement.

Reference List

Australian Institute for Teaching and School Leadership. (2012). Australian

professional standards for teachers.
http://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf
Cap That. (n.d.). Retrieved April 21, 2017, from
http://www.capthat.com.au/resources/close-look-speeches
Gardner, J. (Ed.). (2011) Assessment and Learning. London, England: SAGE
Publications Ltd.
Gore, J. (2007). Improving pedagogy. In J. Butcher & L. McDonald (Eds.), Making
a difference: Challenges for teachers, teaching and teacher education
(15-33). Rotterdam, The Netherlands: Sense Publishers
Halas, J. (2002). Engaging alienated youth in physical education: an alternative
program with lessons for the traditional class. Journal of Teaching in
Physical Education, 21(3), 267-286
Ladwig, J., & Gore, J. (2006). Quality teaching in NSW public schools: an
assessment practice guide. Retrieved from
https://stjohnsprimarystaff.wikispaces.com/file/view/asspracg.pdf
Lemley, B.J., Schumacher, G., & Vesey, W. (2014) What learning environments
best address 21st-century students perceived needs at the Secondary
Level of Instruction?. NASSP Bulletin, 98(2), p 101-125. doi:
10.1177/0192636514528748
Merlan, F. (2014). Recent rituals of Indigenous recognition of Australia: welcome
to country. American Anthropologist, 116(2), 296-309. doi:
10.1111/aman.12089
Singleton, G., Rola-Rubzen, M.F., Muir, K., Muir, D & McGregor, M. (2009). Youth
empowerment and informational and communication technologies: a
case study of a remote Australian Aboriginal Community. GeoJournal,
74(5), 403-413.

Learning Portfolio Link

http://jwhite3.weebly.com/
3/3