Original Lesson Plan - Lesson Plan (Simplified for DTL)

Topic area: English Stage of Learner: Year 10 Syllabus pages: 1 - 2

Date: 20/10/2017 Location booked: classroom Lesson number: 1

Time: 9:00 - 11:00
with video capabilities
Total number of students: Printing/Preparation:
25
Print the i have a dream
worksheet

plan your own speech

worksheet

Martin Luther King speech

Richard Gills speech - the

value of music education

Students computers

whiteboard and markers

Outcomes Assessment Students learn of Students learn to

syllabus outcomes Lesson The power of spoken Identity and explore
Assessment
tests and speeches the purposes and
Students learn about
Students complete by analysing two effects of different
speeches as
speeches. very important text structures and
powerful spoken
Assessments people in history language features of
texts by considering
submission within 1 such as martin spoken texts, and
two speeches from
week. Luther King Junior use this knowledge
different contexts
and Richard Gill to create purposeful
texts that inform,
persuade and
engage.
 Outcomes Assessment Students learn of Students learn to
Cross curriculum Cross curriculum Explicit subject Explicit subject
Themes & General Themes & General specific concepts specific concepts
capabilities capabilities and skills and skills

English English Remind different Remind different

types of text types of text
Effective Effective
communication communication Research Research

improve writing improve writing Brainstorming and Brainstorming and

discussion discussion
Develop analytical Develop analytical
skills skills Writes speeches Writes speeches

Higher order thinking Higher order thinking

Lesson Plan Analysis

102086 Designing Teaching & Learning 2H 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
12345
Comments: Several teaching strategies are used to facilitate learning of visual, physical,
aural, verbal, logical, social and self-learners.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
12345
Comments: There are no particular strategies for teaching Aboriginal and Torres Strait
Islander students. However, the lesson takes into consideration several learning methods
suitable for different types of learners

1.5 Differentiate teaching to meet the specific learning needs of students across the full
range of abilities
12345
Comments:
There is no differentiate teaching to meet the specific learning needs of students across the
full range of activities

1.6 Strategies to support full participation of students with disability

12345
Comments: There are no strategies to support full participation of students with disability

2 Know the content and how to teach it

2.2 Content selection and organisation
12345
Comments: The content selected is appropriate for the topic and the learning plan is
presented in a logical way
2.3 Curriculum, assessment and reporting
12345
Comments: The learning plan includes group discussions and questioning techniques to
encourage students to develop their analytical skills and communication skills and also
provides students with the opportunity to present their own speech

2.6 Information and Communication Technology (ICT)

12345
Comments: Usage of ICT is included in the lesson plan for researching, writing comments,
taking notes and writing own speech. Also Internet access is utilised to access Youtube to
watch the speeches by King and Gill

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
12345
Comments: Students work in groups to analyse the power of texts presented as speeches.
By working in small groups, students are able to articulate their own thoughts and speeches

3.2 Plan, structure and sequence learning programs

12345
Comments: The learning program has been designed to include learners prior knowledge
about different types of texts, research and critical thinking to studying the power of spoken
texts to inform, persuade and engage.

3.3 Use teaching strategies

12345
Comments: Several strategies have been used to encourage students critical thinking and
development of their communication skills and use this knowledge to produce texts that
inform, persuade and engage.

3.4 Select and use resources

12345
Comments: Appropriate resources have been used to engage students and motivate their
participation
4 Create and maintain supportive and safe learning environments
4.1 Support students participation
12345
Comments: Strategies to support student participation are included. However, students with
special needs are not taken into consideration

4.2 Manage classroom activities

12345
Comments: Clear learning goals are not provided, nor a lesson overview. Despite that the
first exercise promotes engagement by asking students to remember prior class knowledge
and by dividing the group in smaller subgroups to encourage group discussion.

4.3 Manage challenging behaviour

12345
Comments: Students have the opportunity to participate in several activities; the lesson is
student centred so students also have individual activities

4.4 Maintain student safety

12345
Comments: The learning plan does not take into consideration WHS considerations

4.5 Use ICT safely, responsibly and ethically

12345
Comments: Computers will be secured and students will only be able to access secured
information sources that is ethically responsible and safe content appropriate to the learners
age group

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
12345
Comments: Observation is the only assessment method used to assess student learning,
this method may not be enough to provide the teacher with enough evidence to make an
accurate judgment about students learning

5.2 Provide feedback to students on their learning

12345
Comments: Students do not receive feedback for their speeches so they cannot assess
themselves.

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
12345
Comments: The task requires sustained focus on key concepts and ideas and requires
clear articulation of the relationships between and among concepts. Learners are required
to remember types of texts and to critically analyse two speeches and to develop their
communication skills to write texts that inform, persuade and engage

1.2 Deep understanding

12345
Comments: The task requires both deep and shallow understanding at different points.
Students are required to provide arguments and reasoning that demonstrate deep
understanding. However, students are not required to demonstrate deep understanding.

1.3 Problematic knowledge

12345
Comments: The task requires new knowledge to be treated as socially constructed with two
different perspectives presented and explored through group discussion and individual
reflection.

1.4 Higher-order thinking

12345
Comments: The learning program requires students to demonstrate high order thinking.
Learners are required to critically analyse two different speeches and to discuss their
findings in smalls groups, with the class and to reflect on the learned knowledge.

1.5 Metalanguage
12345
Comments: This learning program requires learners to make substantial reference to
language and how it works. For instance they are required to develop strong communication
skills so that they can develop their own speeches in order to inform, persuade, and engage.

1.6 Substantive communication

12345
Comments: The task requires learners to only present ideas and concepts related to the
topic, rather than an elaboration of them. For instance, students are required to discuss their
ideas and share their questions with the class but are not required to produce complex ideas
related to the topic.

Quality learning environment

2.1 Explicit quality criteria
12345
Comments: Low explicit quality criteria in a task are identified by an absence of written
reference to the quality of the work expected of learners. There are no expectations or
criteria to assess learners knowledge and the effectiveness of the learning program.

2.2 Engagement
12345
Comments: Most of the lesson is engaging, as it requires learners active participation. For
instance learners are actively involved throughout the lesson

2.3 High expectations

12345
Comments: The task present some challenging works. However, overall expectations are
low as there are little demands required from learners learners.
2.4 Social support
12345
Comments: Learners work in small groups and as a class. Every student has several
chances to participate and collaborate with their peers.

2.5 Students self-regulation

12345
Comments: Minimal scope is given for student self-regulation. Therefore, this section could
be improved.

2.6 Student direction

12345
Comments: Although students are given some control over some aspect of the task their
control is minimal. The learning plan is fixed and does not allow learner flexibility.

3 Significance
3.1 Background knowledge
12345
Comments: Learners background knowledge is elicited, is connected to the substance of
the task, and includes connection to out-of-school background knowledge. The learning
tasks require students to remember different types of texts already learned.

3.2 Cultural knowledge

12345
Comments: The task requires learners to recognise and value different cultures such as
Afro-American people, but within the framework of the dominant culture.

3.3 Knowledge integration

12345
Comments: The task requires learners to make several meaningful connections between
topics and subject areas. Furthermore, the tasks requires learners to remember past
knowledge and some level of general culture.

3.4 Inclusivity
12345
Comments: Inclusivity is not specifically mentioned in the lesson plan at all.

3.5 Connectedness
12345
Comments: Group and class discussions attempts to connect classroom learning with real
life examples. Furthermore, the class activity and the homework contribute for discussions
in the connectedness framework.

3.6 Narrative
12345
Comments: Two examples of speeches are reviewed and analyzed individually and in
groups.

Section 3: Identifying Areas for Improvement

Time Teaching and Organisation Centered T/S

learning actions
Intro Explain safety Teacher: Explains student
procedures and WHS WHS and point
regulations and show emergency exits and
2 emergency exists and meeting point
what to do in the case
of emergency.
mins Students: Listen and
ask questions if
unclear.
Body Get students to Teacher: Teachers student
complete a short ask students to
5 quiz to help them complete a short
remember different quiz to encourage
mins types of texts. them to remember
previous lessons

Student: Complete
the quiz to the best
of their ability.
2 Give the answers to Teacher: Reads the student
the learners so that answers
mins they can mark their
own quizzes so they Student: Mark their
can self asses their own work and self
knowledge asses their
knowledge.
5 Provide students Teacher: Explains student
with a short amount whats the activity is
mins of time to research about and guides the
Martin Luther King jr. students.
and other influencing
personality of their Student: Do online
choice, so that they research using the
can share their provided computers.
findings with the (can work in pairs if
class. not enough
computers).

5 Explain students Teacher: Explains Teacher

what the what the
mins expectations of the expectations are and
learning program are how they can
and set clear measure their
benchmarks so progress
students can self
asses their progress Student: listen and
ask questions if
required

8 Provide students Teacher: Gives the Teacher

with the I have a worksheet and plays
mins dream work sheet the speech
to look over and
opportunity to ask Student: they watch
questions before the speech and take
watching the speech notes.
5 Student writes down Teacher: Explains Student
their initial thoughts the task
mins regarding kings
speech Student: Watch the
speech and take
notes
10 Facilitate small Teacher: Set small student
group discussions groups and explain
mins where students can the instructions
share their answers.
Student: Discuss
their findings in small
groups
15 Students watch a Teacher: Explain the student
speech from the task and control time
mins other personality
they chose Student: Browse
previously online and watch a
speech. Take notes
to share findings
with the class.
10 Facilitate small Teacher: set small Student
groups discussions groups and explain
mins where students can the instructions
share their answers
Student: Discuss
their findings in small
groups
15 Ask students to Teacher: set small student
share their findings groups and explain
mins with class and the instructions
construct a diagram
of the most Student: discuss
important elements their findings in small
of the speech. groups
15 get students to Teacher: give student
prepare a short 5 instructions
mins min speech to
persuade their Student: discuss
classmates about findings in small
something they are groups
passionate about
30 allow 6 students to Teacher: takes notes students
share their speeches and gives feedback
mins with the class to students

Student: present
their speeches in
front of the class
12 Facilitate a class Teacher: takes notes students
discussion where and gives feedback
mins students share what to students.
they liked about the
speeches presented Students: present
by their class mates their speeches in
and reflections about front of class
the effectives of
speeches
 5 Get students to Teacher: Teachers
complete a short ask students to
mins quiz to asses their complete a short
learning about the quiz to asses their
most critical learning.
elements of an
engaging, Student: Complete
persuasive and the quiz to best of
informative speech. their ability.

Reflection

This assignment was very helpful because modifying this lesson plan developed my critical
and analytical skills.
In modifying this lesson plan I realised how important is to set learning expectations clear at
the beginning of the lesson so learners can self-assess their progress and also how
important is for the teacher to assess learners progress at the end of the lesson plan so that
constant improvements can be made to the lesson plan. While the original lesson plan was
comprehensive it was missing some important elements such as setting clear expectations
and the assessment of learners progress. I also wanted to modify the learner plan in a way
so learners can have more control over the content they are studying.

To do that I chose to give learners the flexibility to choose a well known personality and
watch one of their speeches so that they can reflect and share with their findings with the
class. The purpose of this is to motivate learners participation and engagement by allowing
them to research and analyse a personality of their choice. In addition, this also helps to
develop learners general culture and critical thinking skills by being exposed to several
different speeches and contextual backgrounds.

On the other hand, I also modified the learning plan so learners will have the opportunity to
prepare a short five minutes speech about any topic they are passionate about and to
encourage them to participate by presenting the speech in front of their class.
Overall, I have found this assignment a lot more challenging than I originally thought I would,
but in completing this lesson plan, I think I have more of an idea of what is needed to
construct a valuable lesson for when I am teaching and it has also allowed me.

How am I measuring the outcome of the lesson?

Learning outcomes Method of measurement and recording

EN - 1A Direct observation of students interactions

during the lesson plan, see how students
engage and how they share their ideas
within their groups and with the classes.
EN2 - 2A Assess the students learning by asking
them to perform a quiz at the end of the
lesson to measure students learning.
EN1 - 8B Informal formative assessment by
observation and questioning during the
class activities.
EN2 - 12E Informal formative assessment by
observation and assessments (quizzes)
during the class activities.

Academic Justification

While the original lesson plan was comprehensive and had some very strong points, it can
be improved with regards to the Australian Professional Standards for Teachers and the
NSW QTM Classroom Practice Guide. The main weakness of the lesson plan was that it
does not provide students with clear expectations of whats expected of them and the
second main weakness is that students learning is not being assessed. (Australian Institute
for Teaching and School Leadership, 2017)

Australian Professional Standards 4.2, 4.4, 5.1, and 5.2 are addressed by setting up clear
expectations about whats required of students. Furthermore, these standards are also
addressed by asking students to complete two quizzes. One before starting the lesson, to
evaluate their knowledge and another quiz at the end of the session to assess students
learning progress. (Education NSW, 2016) In addition, standard 4.2 is addressed by giving
clear instructions to students about WHS rules and regulations and by showing them what
the procedure is in case of an emergency, exits are clearly showed and a meeting point is
established to that everybody knows what to do in the unlikely case of an emergency. (NSW
Department of Education and Training, 2007)

The NSW QTM Classroom practice guide is also addressed in points 1.2, 2.1, 2.3, 2.5 and
2.6. For instance, engagement is improved by allowing students to select their own learning
material, also students are more engaged as they are asked to actively participate and get
involved with the tasks. By allowing some degree of flexibility, critical thinking and
engagement are improved. Finally, by setting clear expectations and assessments, the
instructor and learners can evaluate their progress and this is positive as it contributes to
continuously improve the learning plan. (Thompson & Harbaugh, 2012)

By adding two examinations at the beginning and the end of the program students can better
assess their knowledge and this is positive, as learners can know whether they are being
successful in their learning and the teacher can also make a more accurate judgment about
the progress of students. Overall, the changes made to the learning plan were positive and
improve the lesson plan as it includes WHS, learners expectations and assessment
instruments. (Ingvarson, 2014)
References

Australian Institute for Teaching and School Leadership. (2017). Teacher Standards.
Retrieved August 2, 2017, from https://www.aitsl.edu.au/teach/standards

Education NSW. (2016). Aboriginal Education Policy | Policy library [HTML]. Retrieved July
26, 2017, from https://education.nsw.gov.au/policy-library/policies/aboriginal-
education-and-training-policy

Ingvarson, L. (2014). Why we dont have the worlds best, or most respected, teachers.
Retrieved August 2, 2017, from http://theconversation.com/why-we-dont-have-the-
worlds-best-or-most-respected-teachers-29204

NSW Department of Education and Training. (2007). Teacher guide - Quality teaching.
Retrieved August 2, 2017, from http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/
Web/fire_challenge/fire_challenge/fch_content/teach_04.htm

Thompson, G., & Harbaugh, A. G. (2012). The Effects of NAPLAN: Teacher perceptions of
the impact of NAPLAN on pedagogy and curriculumi. Retrieved from https://
eprints.qut.edu.au/86167/1/86167.pdf