102086 Designing Teaching & Learning 2H 2017

Assignment 2: APST and QT Analysis and Amended Lesson Plan

Lesson Plan: Year 10 English

Ami-Marie SIMPSON
SID: 17975780

http://a-msimpson.weebly.com/planning.html

Contents
Section 1: Australian Professional Standards for Teachers .......................................................2
Section 2: NSW Quality Teaching Model ................................................................................4
Section 3: Identifying Areas for Improvement .........................................................................6
Close Look at Speeches (Amended Lesson Plan) .....................................................................7
A Close Look at Speeches (Worksheet 1) .............................................................................. 13
Plan your own speech (Worksheet 2) .....................................................................................15
Public Speaking Rubric ......................................................................................................... 17
The Four Cs .........................................................................................................................18
Academic Justification: ......................................................................................................... 19
References ............................................................................................................................. 21

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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: While the Martin Luther King Jr speech is culturally important on a global scale and
deals with historical racism and human rights, this example would not be as pertinent to an
Australian classroom as it would an American classroom. There could be more Australian speeches
addressed. There is no discussion of assistance for LBOTE students who could find analysing or
writing a speech in English troublesome, though the inclusion of captions in the video could assist
these students. The inclusion of student computers could be an issue, as not all schools have
immediate access to student computers, and not all students have reliable access to computers or
devices to facilitate this type of learning.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
12345 Comments: As per the comment above, there is no inclusion for ATSI students. There is some
research undertaken by the class to understand who Martin Luther King Junior is, so that there is
some historical context to why MLK Jrs speech is important, but the assumed historical context is
not made definitively relevant to this Australian classroom.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
12345 Comments: Undertaking small group discussions allows the stronger students to further facilitate
their personal growth by relaying their thoughts to students with less ability, however there is no
scope for teacher assistance or differentiation of tasks outlined.

1.6 Strategies to support full participation of students with disability

12345 Comments: The YouTube video is closed-captioned, which is helpful for students that have hearing
loss or deafness or are on the Autism spectrum. This is the only mention of a support strategy for
students with a disability.

2 Know the content and how to teach it

2.2 Content selection and organisation
12345 Comments: The plan indicates that the lesson is best conducted over two periods, but is not broken
down into two parts. There is a reminder to the students on past lessons on texts, indicating that
this plan is part of a bigger unit correlating with the Australian Curriculum, but nothing is specified.

2.3 Curriculum, assessment and reporting

12345 Comments: The plan specifies that it correlates with ACELY1750, but does not outline how the
student will be assessed as meeting the outcomes as directed in the Syllabus. Assumedly, the speech
performed by the students would be assessable, but there are no directions that outline a successful
speech apart from being aware of audience and purpose which is very vague. Additionally, the
teacher will be able to effectively assess students learning throughout the class discussions by asking
questions of the students to determine their understanding of what is being discussed as per point 9.

2.6 Information and Communication Technology (ICT)

12345 Comments: ICT is integrated through the initial research undertaken by the students, and the
YouTube clips shown. It is possible that the Venn Diagram referred to in point 8 could be created
using a website such as Creately though this is not specified.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals

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 12345 Comments: Explicit goals are not outlined for the students. While they are asked to create a speech,
there is no definition of what is required of this speech no specific recommended time guideline
(apart from short), no suggestions for topics, and no rubric aligned to assessable outcomes.

3.2 Plan, structure and sequence learning programs

12345 Comments: There is reference to a larger unit outline as per ACELY1750, and reference made to
being part of an ongoing textual study. The plan outlined makes sense sequentially over two
periods, but could be more carefully broken down into two periods. Assumedly, the initial lesson
would use points 1-7, with 8-11 being used to further drill down into what makes a powerful speech
before commencing their own speeches.

3.3 Use teaching strategies

12345 Comments: Different student-led pedagogical approaches are undertaken including small group
work, individual student research before creating their own texts. Teacher-led approaches include
the facilitation of class discussion, and the Venn Diagram being scaffolded by the teacher while
being mostly developed by the contributions of the students.

3.4 Select and use resources

12345 Comments: The defined resources are two YouTube videos, and two basic worksheets. One
worksheet acts as a scaffold for questions around the context, purpose and effectiveness of the
speech samples. The second worksheet could be made more effective by adding a scaffold of
questions to be answered by the speech.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
12345 Comments: It is specified in point 2 that by sharing their research findings among the class, all
students will have the information required to contextualise the speeches presented. The small
group discussions make it easier for students to engage and participate. However, not all students
will feel comfortable presenting their speeches to the class.

4.2 Manage classroom activities

12345 Comments: The activities defined in this lesson plan clearly direct the student to what the student
is required to do in sequence, apart from the lack of direction regarding the speech.

4.3 Manage challenging behaviour

12345 Comments: There is nothing outlined for behavioural expectations in this classroom.

4.4 Maintain student safety

12345 Comments: This lesson is undertaken in a classroom with no practical work undertaken the main
risk would be via internet research (see 4.5)

4.5 Use ICT safely, responsibly and ethically

12345 Comments: There is no definition surrounding the safe use of ICT in this classroom, and this is a
risk given that the students are asked to research independently.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
12345 Comments: While not definitively outlined on the lesson plan, it is assumed that by undertaking
the class discussion in point 9, the teacher is informally assessing the students on their capacity to
analyse and critique the spoken texts presented to them. Additionally, the individual speeches
presented by the students could also be assessed, but this needs to set out more clearly in order for
the students to understand what is required of them.

5.2 Provide feedback to students on their learning

12345 Comments: Informal class discussion helps students recognise how well they are applying their
prior learning to these texts. There seems to be no potential for individual, specified feedback.

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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 5 Comments: Students are asked to apply their previous analysis of texts to speeches. Emphasis is
made on how language is used for an oral presentation, with specification on the language features
used to make a speech powerful. This could be expanded by specifically reviewing language
features at the beginning of the lesson.

1.2 Deep understanding

1 2 3 4 5 Comments: The use of class discussions, and the students individual speeches will assist the
teacher in the assessment of the students Deep Understanding of the lesson.

1.3 Problematic knowledge

1 2 3 4 5 Comments: Analysing the context and purpose of the speech of Martin Luther King Jr assists
students to understand that language is an important part of history and social construction. This
could be explored further by using another speech that is historically and culturally important.

1.4 Higher-order thinking

1 2 3 4 5 Comments: Applying their knowledge of language features to discern what makes a speech
powerful assists in higher-order thinking. This is further developed in their own speeches.

1.5 Metalanguage
1 2 3 4 5 Comments: The power of language features is the main outcome of this lesson, focusing primarily
on the spoken word.

1.6 Substantive communication

1 2 3 4 5 Comments: Though there is up to 21 minutes of sitting quietly to watch the speeches, prior to and
after the speeches the students are involved in sustained interactions in both small groups and the
class as a whole before writing their own speeches.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 5 Comments: Apart from the students being made aware of the importance of an understanding of
audience and purpose, there is no explicit criteria outlined to the students.

2.2 Engagement
1 2 3 4 5 Comments: It would be expected that there is a higher level of engagement due to the amount of
small group work and larger class discussion, but there is no specification for the teacher to monitor
students focus on task. Additionally, the sample speeches may not have direct relevance to the
students and this may lead to a level of disinterest.

2.3 High expectations

1 2 3 4 5 Comments: The lesson implies that the teacher has knowledge of where the students should be at
due to the reminder of other texts in point 1, but there is no acknowledgement of what is expected
of students.

2.4 Social support

1 2 3 4 5 Comments: The group work, Venn diagram and class discussions offer opportunities for social
support, but a strategy needs to be applied to ensure all students feel supported in their presentation
of the individual speeches.

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 2.5 Students self-regulation
1 2 3 4 5 Comments: Students are expected to regulate their own discussions in small groups, and contribute
ideas to the Venn Diagram and personal opinions on the speeches. A clear goal surrounding the
outcome of the discussions should be implemented prior to presentation of the sample speeches, as
well as before work on the individual speeches.

2.6 Student direction

1 2 3 4 5 Comments: The students direct the Venn diagram, and without clear direction, it is implied that
their individual speeches are completely under their own power. However, the activities outlined
in the lesson are teacher-led.

3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments: The students prior knowledge regarding language features and tools is implied in the
analysis of the speeches. However, the students background or out of school knowledge is not
discussed.

3.2 Cultural knowledge

1 2 3 4 5 Comments: The Martin Luther King Jr speech briefly touches on the struggles of African-
Americans fight for equality, but this is not contextualised to Australian classrooms or unpacked
in a significant way.

3.3 Knowledge integration

1 2 3 4 5 Comments: A meaningful connection could be made by further investigation into Martin Luther
King Jrs speech and the impact on American History, thereby correlating it with History.

3.4 Inclusivity
12345 Comments: Inclusivity is not specifically addressed, though the shared discussion on research
indicates that everyone will have similar knowledge before reviewing the spoken texts. There is
scope to improve the cultural knowledge brought in to this lesson.

3.5 Connectedness
1 2 3 4 5 Comments: Exploring the power of the written word has implications for the outside world and
assisting students, and this could be addressed more clearly in the lesson plan.

3.6 Narrative
12345 Comments: After listening to and analysing powerful examples of spoken texts, students are asked
to create their own narratives. However, the content of this narrative is not defined.

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Section 3: Identifying Areas for Improvement

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

APST
1) 1.5 Differentiate teaching to meet the specific 2) 2.3 Curriculum, assessment and reporting
learning needs of students across the full range of
abilities
QT model
1) 2.1 Explicit Quality Criteria 2) 3.5 Connectedness

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Close Look at Speeches (Amended Lesson Plan)

Year 10 English (Stage 5)

Australian Curriculum learning objectives:

ACELY1750: Identify and explore the 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.

NSW Syllabus Outcomes:

EN5-1A (pg.52-53): A student responds to and composes increasingly sophisticated and

sustained texts for understanding, interpretation, critical analysis, imaginative expression
and pleasure

Cross Curriculum Themes:

Aboriginal and Torres Strait Islander histories and cultures

General Capabilities:

Critical and creative thinking

Ethical understanding
Intercultural understanding
Literacy
Information and communication technology capability
Personal and social capability
Civics and citizenship
Difference and diversity

Resources Required:

Teacher:
o Suitable facilities for showing captioned YouTube clips on screen to class, including
access to the Internet:

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 http://www.australia.gov.au/about-australia/our-country/our-people/apology-
to-australias-indigenous-people (4 mins)
https://www.reconciliation.org.au/wp-
content/uploads/2013/12/Apology-fact-sheet.pdf
Martin Luther King Jrs speech (half only 8 mins)
http://www.thekingcenter.org/about-dr-king
Padlet (padlet.com)
Creately (creately.com)
o Student worksheets 1 and 2, plus pg. 11 & 13 of
http://www.scootle.edu.au/ec/viewing/R11476/support_files/uw_007_soapbox.pdf x
class set
Student:
o Personal Computers book a computer lab if necessary for equity

Lesson outcome: Students learn about speeches as powerful spoken texts by considering two
speeches, and analysing the use of language features to manipulate particular effects. Students
apply this learning to create their own spoken text exemplifying language features such as stylistic
devices.

Outcomes measured by:

Assessment as Learning asking questions in large and small groups, revision of earlier
materials help students self-regulate their learning as well as receiving direct feedback from
the teacher
Assessment of Learning monitoring the entries into Padlet as well as assessing the
students ability to use powerful language in their speeches work as evidence that students
are achieving the desired outcomes

Lesson outline:
Note: This lesson is broken into two periods as per the recommended structure below.

Lesson 1:

1. Note to the students that Aboriginal and Torres Strait Islander are advised that the following
lesson may contain images and voices of people who have passed away.

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 2. 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, before the
commencement of writing their own speeches in Lesson 2.
o Ask students to volunteer and explain and exemplify what is meant by:
Metaphor
Simile
Alliteration
Tone
Emotive Language
o Adjustments: Write the language terms on the board, then have the teacher use an
example relating to the class, asking the students to determine which feature is in use
eg. Ms Morrison meets Mickey Mouse munching malodorous mandarins.
Reaffirm the meaning of each term.
3. Provide students with the Close Look at Speeches 1 worksheet to look over and complete
while researching the speeches.
4. Provide students with 5 minutes to research Martin Luther King Jr. and the Stolen
Generation Apology (see Resources for appropriate websites), ensuring that everyone in the
class has some knowledge of the context of both speeches.
o Ask volunteer students to share their findings so that the whole class has a similar
level of background knowledge.
o Adjustment: Ask scaffolded questions regarding research findings: Who was
Martin Luther King Jr? What is the Stolen Generation?
o Adjustment: Open a Padlet (padlet.com) and ask students to contribute to answer
the questions on the worksheet online instead ensure students give their name with
the answer for data collection purposes.
5. Give the opportunity to ask questions before viewing Martin Luther King Jrs speech as a
class (8 mins).
o Note: make sure your students know that this is only half of the speech.
o Instruct the students to make notes on their worksheets while listening to the speech
for further discussion afterwards.
6. Facilitate small group discussions where students can share their answers and collaborate on
answering worksheet questions on Padlet, approximately 10 minutes.

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 o Teacher: Select small groups thoughtfully to ensure opportunities for peer modelling
and support. Adjustment: Did he use emotive language? Did he use metaphor?
Extension: Where did he use emotive language? What is an example of that?
7. Show students Kevin Rudds Apology to Australias Indigenous People.
o Students are advised to make notes on the worksheets in answer to the questions
regarding Rudds speech,
8. Back to groups to discuss these answers and adding to Padlet (as above) for 10 minutes.
o Teacher: Move around groups to expand, scaffold and monitor engagement.
9. End of first period: Review student answers on Padlet to reflect and save answers to
worksheet questions for review in second lesson.
o Extension: Ask students to review the historical impact of these speeches and how
they apply today.
o Homework: Give students the Plan Your Own Speech Worksheet and ask them to
consider a contemporary issue that they Have a dream about and can apply to their
2 minute speech, which they will be beginning to write in Lesson 2.

Lesson 2

1. Open Padlet to review powerful language tools used in the speeches covered in first lesson.
o Ask students if they had any further ideas on why these speeches were powerful and
add to Padlet.
2. As a class, construct a Venn diagram (creately.com) which identifies the similarities and
differences in the speeches of King and Rudd with a focus on the language features used
and how they made the spoken text powerful.
o Extension: Reflect on the historical impact of these speeches.
3. Facilitate a class discussion where students can contribute their ideas about what it is they
liked about either or both of the speeches. Emphasise that this is a safe environment to
discuss their opinions.
4. Further discuss and explore the concept of how when written language is presented to an
audience orally, the emphasis can change.
o Extension: Ask for examples of this, eg. Reading Plays as opposed to Performing
Plays
o Adjustment: Write sentences on the board, and have students volunteer to read
them aloud, using tone and emphasis to perform the written text. Make these
funny, relatable, and relevant to the school.

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 5. Students then commence writing their own short speech using the Plan Your Own Speech
worksheet and additional Four Cs and Public Speaking Rubric sheets.
o Clarify the expectations and criteria:
2-4 minutes in length (longer speeches give Extension students more time to
deeply analyse a topic)
Intended audience: Peers in Classroom
Ask students to give examples of what it means to be a respectful
audience, and emphasise that this is important when speeches are
delivered.
Topic: I have a dream
The students select a contemporary issue that impacts them
o Adjustment: Suggest topics such as I have a dreamThat I
wont have to do homework, or that we wont have to wear
uniforms
The expectations on the Four Cs Guide:
Clarify
Construct
Combine
Conclude
Students will be measured on:
Tone
Figurative language
Engagement with the issue
o Extension: Ask the students what they look for in a powerful
speech
Assessment due in the next class
All students should have their speech prepared for the next lesson
there will be a draw as to who presents when, as speeches will take
place over two lessons

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A Close Look at Speeches (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 Kings speech?

What is the purpose of this speech?

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

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Sorry Kevin Rudd
Who is Kevin Rudd? What does he mean by Stolen Generations?

Where and when was this speech delivered?

Describe the audience; who are they and how are they responding to Rudds speech?

What is the purpose of this speech?

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

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Plan your own speech (Worksheet 2)

What is the purpose of your speech?

I have a dream

What is it going to be about?

What language features are you going to include?

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Start writing your speech here

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Public Speaking Rubric

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The Four Cs

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Academic Justification:

The Cap That! Close look at speeches source analysed was a resource developed
specifically to accentuate the availability of captioned videos online. Media Access Australia
developed these resources to correlate with the national Australian Curriculum, and posit that
captions assist not only students with hearing problems or deafness, but also students on the Autism
spectrum, and with a Language Background Other than English (Media Access Australia, 2017).
While this meets the Australian Professional Standards for Teachers on several levels for
example: 1.3, 1.6, 2.6, and 3.4 the lesson plan has scope for improvement on Standard 1.5
Differentiate teaching to meet the specific learning needs of students across the full range of
abilities and 2.3 Curriculum, Assessment and Reporting.

Differentiating learning to facilitate an equitable learning environment for students of

varying capabilities is essential in Australian classrooms. A teachers capacity to understand the
endless diversity of Australian students and respect that their classroom is made up of students from
various backgrounds with different knowledge, life experience, skills (and) interests (Geelan, et
al., 2015, p. 14) will assist them in developing programs that can attempt to cater to and engage
their students effectively. The implementation of differentiating techniques into this plan
encourages all students to engage and participate, without feeling inadequate, or bored. The lesson
did not need to be altered significantly, but added to in order to both scaffold and expand for
different learners. To enhance the lesson to meet APST Standard 1.5, Adjustments, Expansions
and some revision at the beginning of the lesson was added. While all students would meet the
stated outcome, by adding Expansion work such as the capacity to develop a longer speech, the
stronger students are able to work to their own abilities (Essinki, 2009, p. 14), hence keeping them
engaged for longer and therefore ameliorating any misbehaviour stemming from boredom (Geelan,
et al., 2015, p. 21). Additionally, some further instruction on the class division was specified, as
grouping students on varying capabilities is recognised as being useful for both the weaker and
stronger students (Essinki, 2009, p. 13).

Standard 2.3 Curriculum, Assessment and Reporting was briefly addressed in the original
lesson plan by linking back to the Australian Curriculum unit ACELY1750. However, there was
no planned assessment outlined. The inference for Graduate teachers is apparent in that the group
dynamic and ongoing questioning by the teacher would form part of Assessment as Learning
(Board of Studies NSW, 2012, p. 104), an in-the-moment assessment where the teacher gains

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knowledge of the students understanding of the topic, and the student is given immediate
feedback. By specifying the ongoing Assessment as Learning as a form of informal assessment, the
teacher is encouraged to join the students small group discussions and can identify where some
students may be going off-course, becoming a formative tool for further teaching (Brady &
Kennedy, 2012, p. 15). The specification of the speech as a performance based assessment tool
(Brady & Kennedy, 2012, p. 3), clearly outlined to the students at the beginning of the lesson,
works as a documentable Assessment of Learning (Board of Studies NSW, 2012, p. 104). Taking
notes on speech presentations will allow the teacher to collate data on how the students are meeting,
overachieving or not achieving outcomes. Additionally, the use of the Padlet format allows the
teacher to save the information that the students brainstormed, giving a clear indication of who is
engaging, and how they are performing.

By not addressing the Assessable outcomes of the lesson, this plan also did not meet the
NSW Quality Teaching Model Element 2.1 Explicit Quality Criteria (NSW Department of
Education and Training, 2003, p. 26). By having students understand what is expected of them not
just in terms of behaviour but quality of work, students will be able to positively engage with their
task (Geelan, et al., 2015, p. 21). The consistent reference back to powerful language, and what
this means to the students, assists students to intrinsically understand the quality of work expected
from them, without being directly articulated (NSW Department of Education and Training, 2003,
p. 27).

The lesson initially included the Martin Luther King Jr speech, and a speech by successful
Australian conductor Richard Gill. Richard Gills speech was 13 minutes in length, and this
reviewer found it to be very dry and not particularly engaging. The choice of a shorter speech in
Kevin Rudds Apology to the Australian Indigenous People was both to contextualise historical
racial movements and attempt to engage the students in something that they could connect to as
part of Australian society. Quality Teaching Element 3.5 Connectedness (NSW Department of
Education and Training, 2003, p. 48) was sorely lacking in the original plan. While Richard Gill is
Australian, and some students may have been involved in music, there was no real connection to
our greater social structure. Essinki (2009, p. 13) emphasises the Quality Teaching Models focus
on Connectedness, and argues that personalising activities assists in engaging students of all
abilities. Hence the lesson plan has been amended to include the students opinions in a Safe
Learning Environment, while the speech assessment has been further clarified to be specifically
written on a topic that is personally important to the student.

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 References

Board of Studies NSW. (2012). English K-10 Syllabus (NSW Syllabus for the Australian
Curriculum): English, Years 7-10. Sydney: Board of Studies NSW.
Brady, L., & Kennedy, K. (2012). Assessment and Reporting: Celebrating Student Achievement
(4th ed.). Frenchs Forest: Pearson Australia.
Department of Education and Training. (2008). Quality Teaching to support the NSW Professional
Teaching Standards. Retrieved from http://www.theelements.education.nsw.gov.au/the-
elements-manual/policy-reforms-and-focus-areas/quality-teaching-framework
Essinki, M. (2009). Mixed ability or mixed blessing? English Teaching Professional(60), 12-14.
Geelan, D., Christie, P., Mills, M., Keddie, A., Renshaw, P., & Monk, S. (2015). Lessons from
Alison: a narrative study of differentiation in classrom teaching. International Journal of
Pedagogies and Learning, 10(1), 13-23.
Marsh, C. J., Clarke, M., & Pittaway, S. (2014). Marsh's Becoming A Teacher. Frenchs Forest,
Australia: Pearson Australia.
Media Access Australia. (2017). Close Look at Speeches. Retrieved from Cap That! Captioned for
Learning: http://www.capthat.com.au/resources/close-look-speeches
NSW Department of Education and Training. (2003). Quality Training in NSW Public Schools: A
classroom practice guide. Ryde, NSW: Professional Support and Curriculum Directorate.
NSW Department of Education. (n.d.). Gifted and Talented. Retrieved from Curriculum:
https://education.nsw.gov.au/curriculum/literacy-and-numeracy/gifted-and-talented
NSW Education Standards Authority. (2017). The Australian Professional Standards for Teachers.
Retrieved from http://educationstandards.nsw.edu.au/wps/wcm/connect/5c45a39f-46ad-
4d74-bf5c-
7a7ae18a2d4e/Australian+Professional+Standards+for+Teachers.PDF?MOD=AJPERES&
CVID=
Opie, R. (2015). On my Soapbox. Victoria: Education Services Australia. Retrieved from
http://www.scootle.edu.au/ec/viewing/R11476/support_files/uw_007_soapbox.pdf
Reconciliation Australia. (2011). The Apology to the Stolen Generations: Q&A Factsheet.
Retrieved from Reconciliation Australia: https://www.reconciliation.org.au/wp-
content/uploads/2013/12/Apology-fact-sheet.pdf

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