102086 Designing Teaching & Learning

Assessment 2: Lesson Plan Analysis, Revision & Justification

CONTENTS

Lesson Plan Analysis ................................................................................................................. 2

Modified Lesson Plan ................................................................................................................ 5
Academic Justification ............................................................................................................. 10
References ................................................................................................................................ 13
Learning Portfolio Web ........................................................................................................... 14

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 Lesson Plan Analysis
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 5 Comments: The outcomes section does not mention the aim of being culturally
responsive by allowing one to integrate their cultural experiences with what the
student is currently learning.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 2 3 4 5 Comments: This is not mentioned within the lesson plan. Modification will be
required.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of
abilities
1 2 3 4 5 Comments: Excellent use of differentiated teaching as group discussion and
independent practice is established.
1.6 Strategies to support full participation of students with disability
1 2 3 4 5 Comments: This is not included within the lesson plan and must be added in the
lesson plan.
2 Know the content and how to teach it
2.2 Content selection and organization
1 2 3 4 5 Comments: The content selection of the lesson plan is quite brief and needs to
be explained with further detail. The organization of the lesson plan is simple
and straightforward however it can be further improved.
2.3 Curriculum, assessment and reporting
1 2 3 4 5 Comments: The Plan your own Worksheets at the end of the lesson asks
students to perform their individual work which acts as a formal assessment.
2.6 Information and Communication Technology (ICT)
1 2 3 4 5 Comments: the lesson plan includes materials such as worksheets as well as
technological facilities (internet, computers, YouTube clips). There is room for
improvement.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1 2 3 4 5 Comments: Australian Learning Curriculum objective is clearly stated at the
beginning of the lesson plan.
3.2 Plan, structure and sequence learning programs
1 2 3 4 5 Comments: Lesson plan flows effectively from researching the speeches to
discussing them with peers to planning their own speech.
3.3 Use teaching strategies
1 2 3 4 5 Comments: Teaching strategies are effective as it includes group work,
independent practice and allows one to present their own thoughts and feelings
about the speeches.
3.4 Select and use resources
1 2 3 4 5 Comments: use of YouTube clips to visually engage students is effective.

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 However, limited use of ICT, improvements could be made by e.g. using
interactive learning resources.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1 2 3 4 5 Comments: Student participation and social inclusion is well demonstrated as
most of the activities are carried out in groups.
4.2 Manage classroom activities
1 2 3 4 5 Comments: Teacher has managed the activities wisely and has given students
enough time to carry out the tasks.
4.3 Manage challenging behavior
1 2 3 4 5 Comments: not mentioned in this lesson plan. No strategies outlined to manage
challenging behavior and no rules outlined for students to follow.
4.4 Maintain student safety
1 2 3 4 5 Comments: not mentioned in this lesson plan.
4.5 Use ICT safely, responsibly and ethically
1 2 3 4 5 Comments: not mentioned in this lesson plan due to the lack of ICT materials
for students to directly engage with.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 2 3 4 5 Comments: no sign of initial assessment to examine students prior knowledge
of the authors and their speeches.
5.2 Provide feedback to students on their learning
1 2 3 4 5 Comments: does not mention any sign of feedback to students on their learning.
This needs to be added to the lesson plan.

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 5 Comments: The activities tasks adhere to the Australian Learning curriculum
objectives. However, the key concepts of speech need to be tied to real life
situations outside the classroom.
1.2 Deep understanding
1 2 3 4 5 Comments: The procedure and activities provide students with ample
opportunity to demonstrate understanding of the lessons concepts and
relationship between concepts.
1.3 Problematic knowledge
1 2 3 4 5 Comments: Knowledge is constructed via communication with peers and
teamwork and a discussion of results is present.
1.4 Higher-order thinking
1 2 3 4 5 Comments: students are prompted to create their own speeches by employing
the language features and style of text they learned by the other authors.
1.5 Metalanguage
1 2 3 4 5 Comments: characters appearance, development, poetic techniques, culture,
plot, racism, freedom.
1.6 Substantive communication
1 2 3 4 5 Comments: lesson plan doesnt include questions to expand thinking and
prompt complex responses.
Quality learning environment

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2.1 Explicit quality criteria
1 2 3 4 5 Comments: The lesson plan does not include frequent, detailed and specific
statements of what students are asked to do.
2.2 Engagement
1 2 3 4 5 Comments: the lesson is somewhat engaging as it includes team communication
and group work however more attractive activities can be implemented.
2.3 High expectations
1 2 3 4 5 Comments: the lesson plan does not explicitly set high expectations of the
students.
2.4 Social support
1 2 3 4 5 Comments: social support is mentioned such as group work and team
communication however can be improved.
2.5 Students self-regulation
1 2 3 4 5 Comments: lesson plan includes independent activities to be carried out
individually by all students.
2.6 Student direction
1 2 3 4 5 Comments: Students are given the set tasks and have no choice in how they will
undertake them.
3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments: explanation to reinforce and establish background knowledge is
eliminated. Improvement is needed.
3.2 Cultural knowledge
1 2 3 4 5 Comments: no explicit reference to other culture.
3.3 Knowledge integration
1 2 3 4 5 Comments: no meaningful cross-curricular or cross-topic connections are made.
3.4 Inclusivity
1 2 3 4 5 Comments: all students regardless of their background can participate in the
Introduction, discussion, watching the film and answering questions.
3.5 Connectedness
1 2 3 4 5 Comments: through team work and communication, a sense of connectedness is
implemented.
3.6 Narrative
1 2 3 4 5 Comments: lack of technology used within the lesson plan as there are only
Venn diagrams and worksheets implemented.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting
for improvement.
APST
1) 2.2 Content selection and organisation 2) 5.1 Assess students learning

QT model
1) 2.6 Student Direction 2) Knowledge Integration

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 Modified Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

English Stage Five 14 - 17
Date: Location Booked: Lesson Number:
27/9/2017 English Classroom 1/2
Time: Total Number of students Printing/preparation
60 minutes 24 - Suitable facilities for
showing captioned
YouTube clips on screen to
class, including access to
the Internet
- Two Computers
- Laptop
- Overhead projector
- Student worksheet 1
(Martin Luther King Jr and
Richard Gill-Value of
Music Education) 24 copies
needed.
- Plan Your Own Speech
worksheet. (24 copies)
- Types of Text Quiz (24
Copies)

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment

- Identify and explore the Self Assessment: Carry Students learn about - Work in groups to
purposes and effects of out a formal speeches as powerful come up with solutions
different text structures assessment of Types spoken texts by and to share personal
and language features of of texts quiz. considering two experiences and ideas.
spoken texts and use this speeches from
knowledge to create different contexts.
purposeful texts that - Team Collaboration: - Sharing research
inform, persuade and Building knowledge by findings with one
engage. having students to - EN5-3B selects and another so that all
research about Martin uses language forms, individuals acquire the
Luther King and features and background
- EN5-1A responds to and Richard Gill structures of texts knowledge of the
composes increasingly appropriate to a range texts.
sophisticated and sustained of purposes,
texts for understanding, - Questioning audiences and
interpretation, critical throughout the lesson contexts, describing - EN5-9E purposefully
analysis, imaginative to ensure students and explaining their reflects on, assesses

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expression and pleasure
- EN5-2A effectively uses
and critically assesses a
wide range of processes,
skills, strategies and
knowledge for responding
to and composing a wide
range of texts in different
media and technologies
- EN5-6C investigates the
relationships between and
among texts
engaged and on track effects on meaning and adapts their
individual and
collaborative skills
- Provide students with - EN5-7D with increasing
the I Have a Dream understands and independence and
worksheet and have evaluates the diverse effectiveness
them ask any question. ways texts can
represent personal
and public worlds
- Formal Assessment:
Teacher asks questions
to test students
understanding of
audience and purpose
by writing their own
speeches.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

1. Aboriginal and Torres Strait Islander history and
culture connected with relevance to lesson.
2. The topic of freedom and injustice is
explored
3. General capabilities such as writing, reading,
listening and taking part in discussion.
4. Critical and creative thinking- results and
discussion
5. Integration of knowledge: connecting context
with the topic.
1. Students are completing the unit The
Power of the Pen which is a topic on
forms of text and how making language
choices achieve intended effects. This
lesson will be focusing on speeches and its
powerful effect in producing meaning.
2. Students have prior knowledge of
different forms of texts such as narratives,
recounts and expositions. They also have
acquired historical information about
aboriginal history which will be applied
throughout this lesson.

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 Time Teaching and learning actions Organisation Centred

T/S

Introducti Recap activity: This involves revising the Teacher: Teacher

on range of text types the students have and
previously studied. Teacher must prepare the copies student
of the quiz. centred
Inform the students that todays lesson
8 minutes will be about speeches. Bring their Student:
attention by initiating discussion such as: Students must prepared to carry
When was the last time you presented a out a formal assessment.
speech? How did you feel? This increases
text to self-connections. Resources:

Teacher must hand out the Types of - 24 copies of the quiz

texts quiz and inform them that they
http://downloads.bbc.co.uk/skills
have five minutes to answer seven simple
wise/english/en03text/quiz/en03te
questions.
xt-l1-quiz.pdf
Provide ongoing feedback throughout the
activity.

Body After completion of quiz, inform the Teacher: Student

students that they must move into groups
whereby they have a short amount of Teacher focuses on students
time to research Martin Luther King Jr. participation and expression of
10 minutes ideas within the group.
and Richard Gill. It is important to ensure
that every student within the classroom Student:
has acquired basic knowledge of both
individuals. Groups work together to
brainstorm ideas that relate
Divide the classroom in two groups and personally to them.
give students the choice of which group
they want to join. Students will be Resources:
provided with a cardboard. Students will
- Cardboard
have to select a fact about the person and
try to express how that relates to them - Markers
and why it is an interesting piece of
information. - Computers

Also, provide ongoing feedback to allow

students to feel that they are on the right
track.

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 Provide students with I Have a Dream Teacher: Student
by Martin Luther King Jr. and The value
of music education by Richard Gill Teachers role is to provide
worksheet. students with the worksheets and
provide motivation and
25 minutes Encourage students to express their initial encouragement during the
thoughts by answering the questions on activity. Also, teacher must
the worksheets regarding the speeches. prompt discussion.
Allow ten minutes for this task.
Student:
Then, have them listen and watch to both
speeches via you tube and prompt Students must fill out the
discussion by asking the following worksheet and take part in the
questions: discussion questions prompted by
the teacher.
- What ideas were relevant to our
society? Resources:
- What language features were - Overhead Projector
apparent? How did that affect
you? - http://www.capthat.com.au
- Which speech was more direct? /sites/default/files/Close%
- How are the speeches alike or 20look%20at%20speeches
different? %20worksheet%201.docx

- http://www.youtube.com/
watch?v=_1zxq0TCjIg&c
c=1

- http://www.youtube.com/
watch?v=HeRus3NVbwE
&cc=1

In relation to both texts, have students Teacher:

choose between the topic of freedom or
injustice and have them compose and
deliver a speech that addresses a societal
issue that is related to these topics.
10 minutes Inform them that it must be five minutes
in length, supporting examples, expressed
goals and use of figurative language must
be implemented.
Teachers role is to direct students
in writing an effective speech.
Student:
Students must compose their own
speeches and deliver it to the
class.

Make sure that students bring context and Resources:

history within their speeches to
- Paper
encourage knowledge integration.
- Pen

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Facilitate a class discussion where
students can contribute their ideas about
the word freedom and what it means.
5 minutes Through discussion, explain to them the
definition of freedom in terms of the
aboriginal context whereby aboriginal
individuals were fighting for their land as
they were ripped away from their
freedom and homeland. This is another
way of ensuring that students are
considering the effectiveness of the
speeches.
Conclusion Wrap up the lesson by having students
express what they have learned today and
come up with ways to improve society
and injustice. Students must provide six
2 minutes
main points in their exercise books.
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Teacher:
Teachers role is to be culturally
inclusive by choosing a context
clue from the speech. This will
allow them to integrate
knowledge and be culturally
aware of the indigenous and
Torres strait islanders
experiences.
Student:
Students must take part in
discussion and explain the
definition of the word freedom
Resources:
Teacher: Student
Leads a discussion on todays
lesson
Student:
Students take home important
points
Resources:
Paper and Pen
 Academic Justification

The selected original plan for this assessment task lacked constructive detail and informative

procedures. In relation the Quality Teaching Model (Ludwig & Gore, 2003), it was evident

that the lesson plan lacked the elements of 2.6 Student Direction and 3.3 Knowledge

Integration. In relation to the Australian Professional Standards for teachers (AITSAL, 2016)

there was no evidence of element 2.2 clear content selection nor standard 5.1 Assess

students learning. By taking into consideration that this lesson is about integrating cultural

context and learning about language and text, the implementation of the APST standards and

QT model elements chosen are vital to improving the lesson plan.

QT model element 2.6 Student Direction was improved by modifying the body of the lesson

plan which included the activities and group work that students needed to carry out. Within

the original lesson plan, students did not have the agency to influence their activities or to

choose which group they would like to be a part of. According to research conducted by the

European Students Union, it was proven that the student-centred learning approach creates

active participation within the classroom (Attard et al., 2010). According to Dewey, he

encourages the teacher to shift from being the authoritative leader and becoming more of a

facilitator in learning. This will give students the feeling that they are capable of learning and

are motivated to enhance the structure of the self (Dewey, 1916). As students settle into the

classroom, they are integrated into a student-centred learning approach by providing them

with the agency to choose which groups they wish to join as well as engaging in class

activities. Also, prompted discussion by the teacher has given them complete freedom to

express their ideas and experiences. This modification develops student direction and

converts the teachers role from being direct to creative and helpful. Thus, these

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modifications meet the criteria of element 2.6 where students can select the tasks they wish to

work on and have options to choose from (Department of Education and Training, 2006).

Additionally, QT model element 3.3 Knowledge integration, was improved by

implementing discussion questions. The modified questions encouraged students to think

about the concept of freedom and injustice and how these themes relate to indigenous

context. This allowed the students to integrate their ideas into real life situations and propose

critical thinking. According to the Department of Education and Training (2003), knowledge

integration is explored by the mandates of cross curriculum perspectives such as Aboriginal

education and provides explicit contextual information. The discussion questions prompted

cross curricular connections such as connecting indigenous context with the topic, portrayal

of critical and creative thinking as well as general capabilities such as writing and reading

skills etc.

Moreover, APST standard 2.2 Clear content selection was improved by organising content

into an effective learning and teaching sequence. The original lesson plan was not placed in a

table and time duration as well as resources for every activity was not mentioned beside each

other. The content was modified by explaining in more detail every step and what type of

questions are needed within the discussions. Resources and time duration were placed next to

each activity so that the teacher can keep track of time and make sure that all materials are

available. The lesson plan was also divided into three sections such as introduction, body and

conclusion making it easier for any teacher to follow the lesson plan. Hence, it is essential to

incorporate clear content within the lesson plan so that one can implement a well-structured

learning and teaching program that engages students and promotes learning (NESA, 2017).

Thus, as one can see clear content has been implemented within the lesson plan to ensure

effective learning and engagement within the classroom.

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Last, the APST Standard 5.1 Assess Students Learning, was improved by incorporating

formal and informal assessment. Initially, the original lesson plan incorporated a quiz

however it required ongoing student assessment. The modified lesson plan contains: i) quiz;

ii) group discussion; iii) open class discussion; iv) individual written responses; and v)

writing their own speech. The modified lesson plan focuses more on assessing students

learning throughout the entire lesson. This allows the teacher to see if students are on the

same level of understanding and helps to clarify ones expectations and performance criteria

to students (NESA, 2012). The modified lesson plan also mentions ongoing feedback as a

major role. The implementation of ongoing feedback and support provides the student with

motivation and can lead to great improvement (NESA, 2012).

Academic Justification: 750 words

Lesson Plan: 704 words
Lesson Plan Analysis: 767 words
Total Word count: 2200 words (Excluding original lesson plan, syllabus outcomes,
unmodified parts in lesson plan, fixed headings and labels of Lesson plan analysis
tables)

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 References

A Classroom Practice Guide. (2003). Department of Education and Training. Retrieved from

http://web1.muirfieldh.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teach

ing%20Guide.pdf

Attard, A., Loio, E., Geven, K., & Santa, R. (2010). Student Centred Learning. Retrieved from

https://media.ehea.info/file/ESU/07/4/2010-

T4SCL_An_Insight_Into_Theory_And_Practice_565074.pdf

Australian Curriculum v.8.3 F-10 Curriculum. (2016). Australian Curriculum. Retrieved from:

http://www.australiancurriculum.edu.au/

Dewey, J. (1916). Democracy and education. New York: Free Press.

Ladgiw, J., & Gore, J. (2003). A classroom Practice Guide. Quality teaching in NSW public

schools. Retrieved from: http://web1.muirfield-

h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf

NESA. (2017). Proficient Teacher Support Document. Retrieved from

https://educationstandards.nsw.edu.au/wps/wcm/connect/de55f844-57d5-418b-9f62-

96f31be98dda/NESA+Proficient+Teacher+-

+Examples+of+Practice.pdf?MOD=AJPERES&CVID=

NSW Education Standards Authority. (2012). English K-10 Syllabus. Retrieved from:

http://syllabus.nesa.nsw.edu.au/english/english-k10/

Quality Learning Environment. (2010). Department of Education and Training. Retrieved from

http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/mychangingworld/my_changing_worl

d/lo/qt/qt_02.htm

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 Learning Portfolio Web

http://shaymahamed.weebly.com/

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