Designing Teaching and Learning

Assessment Task 2 – Lesson Plan Adaptation

Name: Jacob Fleming 17682507

Tutor: Kelly Parry Mon 1700
Due Date: 18/05/2018

Contents
1. Lesson Plan Analysis…………………………………………………………………..p. 2
2. Lesson Plan Adaptation………………………………………………………………p. 5
a. Lesson Plan
b. Speech Viewing Activity Worksheet
c. Speech Writing Worksheet
3. Justifications……………………………………………………………………………….p. 11
4. Learning Portfolio Link…………………………………………………………………p. 13
5. Resources …………………………………………………………………………………..p. 14
102086 Designing Teaching & Learning
Assignment 2: QT Analysis
English Lesson Plan

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 teacher does not specify any language or structural techniques in regard to
5 speech making. Students may explore these ideas through discussion or within the
worksheets, but the lesson plan does not reflect these ideas and could be improved by stating
some language techniques that will be explored.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: Students can provide their own insights about the quality and effectiveness of
5 speeches. The class created Venn diagram is a good way to pool together student’s various
understandings of speech effectiveness and deepen understanding.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: By examining two contextually different speeches, students are able to explore
5 different speech constructions and discuss their effectiveness. The speech guide however
does not allow for students to question basic assumptions about speech preparations.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: Some activities, particularly early on in the lesson, are lower order thinking as
5 Martin Luther King and Gill’s speeches are examined as well as their contexts. However,
students are able to formulate their own thoughts on speech effectiveness and discuss their
answers with their peers.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: The objective of this lesson is to explore the language techniques and structures
5 used in speeches for them to be effective. The worksheets provided for students ask them to
identify language features within different speeches including their own. Although the
teacher only makes brief mention of audience and purpose in the conclusion of the lesson it
can be assumed that students may explore language techniques within discussions during the
lesson.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: Throughout the lesson various modes of communication are exhibited, often
5 directed by the teacher but also including peer to peer interaction. For example, the Venn
diagram activity allows students to actively engage in exploring the similarities and
differences of the examined speeches and the teacher is able to facilitate this activity by
leading the discussion.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: Little to no explicit criteria is provided within the lesson plan or worksheets
5 about the quality of work students are required to achieve. Teacher does not provide any
explicit objectives within the lesson plan and questions in worksheets do not have criteria
attached to them. This can be improved by rewording questions within the worksheets to
express quality criteria

2.2 Engagement
1 – 2 – 3 – 4 – Comments: Lesson plans cannot demonstrate the level of engagement within a classroom
5 effectively without the assessor physically being present within the classroom to judge
 success. However, the multiple activities suggest that there will be at least variable
engagement throughout the lesson.
2.3 High expectations
1 – 2 – 3 – 4 – Comments: The expectations of students is not clarified effectively within the lesson plan.
5 The questions on the worksheets are not particularly challenging and the lesson is very
discussion-oriented. Although higher order thinking is encouraged within these discussions
there is no expectation for all students to contribute and this may lead to disinterest.

2.4 Social support

1 – 2 – 3 – 4 – Comments: Social support is difficult to judge without being present in the classroom to
5 observe teacher and student interactions. The structure of the lesson tends to lean towards a
positive social environment in which students ideas and observations are acknowledged and
valued. There are also aspects of the lesson that encourage peer to peer interactions in which
social support may be administered. The high level of vocal communication within the lesson
suggests that the teacher and students are comfortable interacting with each other.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: It is difficult to determine whether students self-regulate their work without
5 being present in the classroom during the lesson. However, some of the activities including
the speech writing and speech review worksheets, suggest an expectation of student self-
regulation in order to answer the questions. If students are not engaged however this may
lead to disciplinary control from the teacher.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: Some students share their research on the individual speakers to the rest of the
5 class, and discussions may be student led although this is not explicitly stated within the
lesson plan. Students do not have control over their choice of activities, the time spent on
activities or criteria. They have the ability to control the pacing of the lesson through
discussion but this may also be controlled by the teacher.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Lesson plan does not mention any background knowledge on language devices
5 or the effectiveness of speeches. Students are given a small amount of time to research the
speakers being examined at the beginning of the lesson for contextual significance, however
no prior knowledge before this task appears to be expected.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: Some background knowledge is explored on the significance of Martin Luther
5 King, but the cultural significance does not seem to be valued within the lesson. The teacher
focusses more on literary concepts and speech effectiveness without exploring what the
effect actually was.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: The teacher attempts to connect music education and history through their
5 chosen sources for speakers, however this is not performed in a meaningful way. Although
music education is valuable there is no continued exploration on the value of music and some
students may struggle to connect with the topic ideas.

3.4 Inclusivity
1–2–3–4– Comments: It is difficult to determine how effectively students feel included within the
5 lesson without being physically present and observing class interactions. The structure of the
lesson suggests that some students may become disengaged or not included during the
discussion aspect of the class, especially if they are more introverted or feel their ideas will
not be valued. Social support will greatly affect this outcome and there is potential for all
students from all groups to be included in the discussion of ideas.
 3.5 Connectedness
1 – 2 – 3 – 4 – Comments: There is little to no connection outside the classroom in a modern context.
5 Students may feel they are only required to perform speeches for assessments in lessons and
attribute no real value to effective public speaking outside the classroom. Examples given
are of highly influential historical leaders that students may not connect with or see any
modern real-world value.

3.6 Narrative
1–2–3–4– Comments: Narrative is not incorporated effectively within this lesson plan, some story may
5 be effective in establishing the significance of speech. For example, identifying powerful
speeches through history that changed the world, not just Martin Luther King’s speech
through a historical overview or over time could demonstrate speech effectiveness.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1) Explicit Quality Criteria -Redefining the
questions
3) Connectedness – Use a speech resource of
powerful adolescence speech on a topic that
directly effects them.
2) Narrative – Provide a history throughout the
lesson of significant speeches that made an
impact.
4) Background Knowledge – Take time at the
beginning of the lesson to establish students
background knowledge of Language features.
 Lesson Plan - English

Topic area: Stage of Learner: Syllabus Pages:

Close look at speeches Stage 5 – Year 10
Date: Location Booked: Lesson Number: /

Time: Total Number of students Printing/preparation

1 hour Class set of both worksheets

Outcomes Assessment Students learn about Students learn to

Students present Students learn about
speeches in class speeches as powerful spoken
Syllabus outcomes texts by considering
two speeches from different
ACELY1750: Identify and explore the contexts.
purposes and effects of
different text structures and
language features of spoken
texts, and use this
knowledge to create
purposeful texts that inform,
persuade and engage

Time Teaching and learning actions

Intro Kahootz quiz on language techniques to establish background knowledge. Briefly review techniques that
students are uncertain of, particularly those that may arise in the resources used this lesson (Specify
imagery, audience, metaphor, pace)

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.

Body Provide a historical timeline of significant speeches and how they challenged the views of the world. Start
from Industrial Revolutions and identify three or four key speakers/ speeches that changed. Finish on
Martin Luther King.

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. Students should have accomplished some research for homework before this lesson in order to
have some background knowledge on Martin Luther King.
Provide students with the ‘I Have a Dream’ worksheet to look over and the opportunity to ask questions
before viewing Martin Luther King Jr’s speech (8 mins)
Note: make sure your students know that this is only half of the speech.

Students then write down their initial thoughts in answer to the questions regarding King’s
speech.

Continue historical narrative of more modern, world view changing speeches. Talk about teenagers who did
effective speeches in modern times and ask students of recent speeches made by teenagers that they may
have heard, e.g. Florida Shooting.

Facilitate small group discussions where students can share their answers. (This has been moved to later in
the lesson.)
Show students Richard Gill’s The value of music education (13 mins).
Show students Kate Simonds “I’m 17” speech. (13 mins) https://www.youtube.com/watch?v=0OkOQhXhsIE
 Once again, students have time to write down their initial thoughts in answer to the questions regarding
Gill’s speech, before discussing these answers in small groups.
Facilitate small group discussions with regards to the answers within the worksheet. Do students agree with
each other’s answers? Why or Why not?

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. (Identify uses of imagery, metaphor, audience, pace as
discussed during the introduction to the lesson) As more content is added to the Venn diagram, continually
highlight the vastly different contexts of the speeches.
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. Students should also discuss the power of speech regardless of age.

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.
Conclusion 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. Students are encouraged to write a speech on a
significant societal issue that they want to change.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

ACELY1750 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.

WORKSHEETS

Http://www.capthat.com.au/sites/default/files/Close%20look%20at%20speeches%20worksheet%201.docx

http://www.capthat.com.au/sites/default/files/Close%20look%20at%20speeches%20worksheet%202.docx

Worksheet examples below

Worksheet 1

I have a dream - Martin Luther King Jr

Who was Martin Luther King Jr?

Where and when was this speech delivered?

Describe the audience; who are they and how are they responding to King’s speech?

What is the purpose of this speech?

What language techniques does King use to achieve this purpose? Provide 3 examples.

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I’m 17 – Kate simonds
Where and when was this speech delivered?

Who is the intended audience for Simonds’ speech? Can you recognize two moments within the
speech that impact the audience. Why is it impactful?

In three sentences identify the purpose of this speech and how it might be significant to you?

What language techniques does Simonds’ use to achieve this purpose? Provide 3 examples.

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Worksheet 2

Plan your own speech

You can be creative regarding the content of your speech provided that it is consistent with your
intended audience and purpose. Be prepared to present your speech to the class.
What is the purpose of your speech? Identify a societal issue that you want
to change

Who is the intended audience?

Choose 3 aspects of your societal issue? You can use these to form the body of your speech

What language features are you going to include? Ensure you include at least 3 features in
your speech.
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Start writing your introduction here…

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Designing Teaching and Learning
Adapting an English Lesson Plan - Justification Word Count 749

The New South Wales Quality Teaching Model (NSWQTM) describes background knowledge as

including ‘prior school knowledge or it may include “out-of-school” knowledge, such as local

knowledge, cultural knowledge, personal experience and knowledge of media and popular culture’

(2003, 40). To assess students background school knowledge on effective speech making, in

particular, the use of language techniques I have incorporated an interactive Kahoot! Quiz which

tests a student’s background knowledge. An understanding of language techniques is important in

the functioning of the rest of the lesson and previously the lesson plan did not explore the

possibility that some students may be unfamiliar with them. By identifying any gaps in knowledge

through an informal assessment that is fun and engaging, the teacher can attend to these issues at

the beginning of the lesson rather than discover lack of important knowledge later in the lesson.

The speech writing aspect now also encourages students to consider raising issues that are

significant to them, utilising background knowledge to understand what interests and shapes them

(Gore, 20, 24)

I have used a historical narrative throughout the lesson to explore the significance of speeches and

how they were used to influence and change society. This method also allows for some cross-

curriculum methods in history. Kroth & Cranton suggest that storytelling ‘result(s) in

transformative learning’ and can cause students to ‘experience a… disjuncture between their

current beliefs and those the story evokes’, subsequently changing their perspectives. (2014, 46) By

using narrative, the teacher can give real world examples of effective speech making and by giving

a historical perspective, teachers may be able to demonstrate how these speeches changed society

into what it is today in the hope to inspire students to consider how they may create speeches on

society. It also provides a flow to the lesson which interconnects the activities through a passage of

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time so that each activity within the lesson coherently builds on the previous activity. My method

does require the teacher to have a deep knowledge of significant speeches in history, and may prove

challenging to teachers without that knowledge.

Connectedness is an important quality element to consider when creating a lesson plan as it helps to

demonstrate the relevance of a given topic to the students. The NSWQTF states that ‘in a class with

little or no connectedness, activities are deemed important for success in school’ (2003, 48). By

changing one of the speech viewings to one of a teenager in the 21st Century, similar in age to the

students being taught, students can recognise that they don’t have to be in a place of power or

wealth to make an effective speech. Although the Martin Luther King speech used as an example is

a historically significant piece that should be recognised by most students, Richard Gills music

education speech may be difficult for students to connect with, particularly if they do not take

music as a subject. Instead I felt it to be more significant to include a speech made by a person of

their own age about a topic the students may resonate more with. This demonstrates connectedness

because it shows how even people their own age, with no prodigious talent are able to present

captivating and relevant speeches about topics they are passionate about. Kim Simonds speech as a

resource is effective due to its resonance with the students about similar feelings they may have

about being an adolescent in the twenty-first century. The speech making task is no longer just

about using ‘defined practices’ of speech making but about the ‘creation of capacities for practice’

and showing students that they can use speeches to have a voice in society (Connell, 1995).

The NSWQTF identifies explicit quality criteria as ‘frequent, detailed and specific statements about

the quality of work required by students. The questions in the worksheets did not demonstrate any

explicit quality criteria and so I have adapted these questions so students can be more challenged

cognitively whist filling out the worksheet. For example, the worksheet now asks to identify a

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specific number of language features as well as how many sentences to use to answer some of the

questions. Students are also encouraged to think more critically about the purpose of the speech in

the speech writing worksheet by identifying a societal issue that is relevant to them that they wish

to change. This explicit quality criteria provides a clearer understanding of speech purpose for

students and encourages to think further about language features and their effectiveness.

Assessment Uploaded to Learning Portfolio

Link: https://jafleming.weebly.com

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References

Connell, R. (1995). Transformative labour: theorizing the politics of teachers’ work. In M.B.
Ginsburg (Ed.), The politics of educators’ work and lives. (pp. 91–114). Garland Publishing.

Gore, J. (2007). Improving Pedagogy. In J. Butcher & L. McDonald (Eds.), Making a Difference:
Challenges for Teachers, Teaching and Teacher Education. (pp. 15 – 32). Sense Publishers.

Kroth M., Cranston P. (2014). Stories of Transformative Learning. Boston, MA: Sense Publishers

State of NSW, Department of Education and Training. (2003) Quality teaching in NSW public
schools: A classroom practice guide. Ryde, NSW: State of NSW, Department of Education and
Training Professional Support and Curriculum Directorate.

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