102086 Designing Teaching & Learning

Assignment 2 - Lesson Plan Analysis

Daniel Jordan 18669233

Contents

Lesson Plan Analysis

Modified Lesson Plan
Academic Justification
Reference List
Learning Portfolio URL

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102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template

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: The lesson plan reinforces throughout the concept that speeches are spoken texts
designed to have a powerful impact. While the speeches themselves are shown in class, the impact
of the speeches is not discussed or referenced, only the language elements employed.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: Students do takes notes on both speeches and then discuss in groups based on the
key concept of texts than inform, persuade and engage. The Venn diagram and ‘plan your own
speech’ exercise also reinforce understanding of key learning outcomes.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: The use of the Venn diagram is designed to highlight the vast difference in context of
the speeches, however the two speeches are not very comparable in terms of their audience and
scope (how do students compare a speech on the value of music education to a profound and
famous speech spanning civil rights, human dignity and the abolition of racism?).
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: The is no context given for the forces that influenced these speeches and what
directed their ultimate discourse. Likewise, they are not historically situated so that students can
properly construct higher order thinking around the modern context, and what has or hasn’t
changed since these speeches were given.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: The lesson asks students to consider language techniques both from a written and
oral perspective and are asked to note them on their work sheets. The lesson however doesn’t
seem to reference terms such as rhetoric or discourse, neither does it discuss techniques such as
repetition or rhyme that are used to create powerful textual orations.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: The lesson encourages lots of student feedback, including small peer-group
interactions, class discussion and then the opportunity for students to perform their own
speeches. The Venn diagram exercise is deliberately designed for latitude to include different
perspectives on how the speeches differ and to provoke lively discussions.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: The introduction does not make it clear if students know they will have to write and
perform their own speech at the beginning of the lesson. However, the concept of examining what
makes a text informative, persuasive and engaging combined with the ‘Plan you own Speech’
instructional work sheet does provide very good explicit quality learning.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: Several parts of the lesson focus on deep engagement, including watching the
speeches on YouTube, having small group discussions, using a visual aid (Venn diagram), a class
discussion and finally performing their own speech.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: While students are taking notes on what makes the speeches persuasive and then
writing their own, there isn’t enough emphasis placed on what makes them extraordinary and
timeless, or why (for example) the refrain ‘I have a dream’ (as an example) has become part of the
modern vernacular to challenge their own speech writing.
2.4 Social support

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1–2–3–4–5 Comments: Small group work before class discussion helps support students who might be
struggling with their confidence. There is no prescribed social support however for students who
find speaking in front of the class stressful and could have been performed potentially in smaller
groups and/ or with friends they are comfortable with and with whom they feel less judged.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: The lesson plan moves students from activity to activity, balancing the amount of talk
time (small group discussions, Venn diagram session and class discussion) with listening time
(watching the speeches, filling in work sheets and hearing other students speak). Should reduce
student idleness and distraction while for the most part keeping everyone involved.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: Student direction is not present, with the speeches chosen before hand and the work
sheet questions fixed. They are asked what they like about the speeches without being asked what
they don’t like or understand. Students could have been given a short list of related speeches to
choose from which may increase engagement and diversity.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Time is given for students to research the background of both figures who speech they
will study (King and Gill), and then follows up with students to share this with the class, but no
student background or knowledge is tapped in relation to either the speeches or speakers in the
lesson.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: Despite using a key civil rights movement leader (Martin Luther King Jnr.), no cultural
background or integration is offered in the lesson plan. A great opportunity for cross-curriculum
offerings around social justice and Australian indigenous rights.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments: In the introduction, the plan reminds students of the range of texts they have been
studying throughout the unit and relates this to the power of spoken text in the form of a speech,
connecting public oration to effective written textual skills.
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: There is a class discussion that is facilitated in the plan; however, it focuses on what
students liked about the speeches when it could be structured instead to look at different
individual perspectives that would deliver a richer and more inclusive discussion.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Students discuss how to write an oral presentation with emphasis on the power of
the written word. They then go on to plan and perform their own speech, and are given a
worksheet to scaffold the exercise, while also being able to review their peers within the
established framework of the speech plan template and class discussions. This facilitates public
speaking and discourse analysis in real-life scenarios.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: While attention is given to the use of language and persuasive texts, there is no
reference to the concept of discourse or ideology presented within the studied speeches. A Venn
diagram is used to only highlight language differences rather than the greater speech narratives.

Identifying Areas for Improvement

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

QT model
1) 1.1 Deep Knowledge 2) 3.2 Cultural Knowledge
3) 1.5 Metalanguage 4) 3.6 Narrative

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Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Close look at speeches Stage 5 – Year 10 141, 145, 185
Date: Location Booked: Lesson Number: 1
xx/xx/2019 English Rooms
Time: Total Number of students Printing/preparation
1 hour 24 Class set of both worksheets

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
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.
EN5-3B evaluate techniques (eg
contrast, exaggeration, juxtaposition
or changing chronological order) used
in spoken, written and visual texts to,
for example, construct plot and create
emotional responses
Students present Students learn about Recognise textual technique in
speeches in class speeches as powerful spoken speech making, the strength
presented in small texts and the legacy they and influence of significant
groups create by considering speeches in history and how to
speeches from different prepare a speech and perform
contexts. Students will also it.
identify the historical
significance of the social
rights movement and its
relationship to Indigenous
Australia social justice
struggle in this nation.

ENLS-15D:
responds to and composes texts that
explore personal, social and world
issues. Develop arguments for and
against cultural issues and
perspectives in texts, eg the Stolen
Generations in Aboriginal history

Time Teaching and learning actions

Intro 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 Begin by showing the class English Grammar Online’s list of stylistic devices (which students can open on their own
devices if applicable) : https://www.ego4u.com/en/cram-up/writing/style
Language Give students a brief run-down of the main techniques, and ask the students to look out for the following stylistic
Technique devices in particular during this lesson:
s  Alliteration
 Anaphora (I have a dream)
 Hyperbole
 Metaphor (the light on the hill)
 Simile
Choose a Let students know that they will be looking at the speech ‘I have a dream’ by Martin Luther King Jnr, and then to
Second choose from one of the three following speeches:
Speech 1. Prime Minister Kevin Rudd, MP – Apology to Australia's Indigenous peoples.
https://www.australia.gov.au/about-australia/our-country/our-people/apology-to-australias-
indigenous-peoples
2. Ben Chifley. The Light on the Hill. http://australianpolitics.com/1949/06/12/chifley-light-on-the-hill-
speech.html

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3. Jack Patten’s opening address to the Day of Mourning protest. https://www.theguardian.com/australia-

news/2016/jan/26/notable-speeches-by-indigenous-australians-we-refuse-to-be-pushed-into-the-
background
Speaker Provide students with a short amount of time to research Martin Luther King Jr. and their choice for the second
Backgroun speech they have chosen, ensuring that everyone in the class has some knowledge of all four people. Ask volunteer
ds students to share their findings so that the whole class has a similar level of background knowledge. Ask students if
they can think of any significant public speeches talked about at home.
MLK Provide students with the ‘I Have a Dream’ worksheet to look over and the opportunity to ask questions before
Speech viewing Martin Luther King Jr’s speech (8 mins). Note: make sure your students know that this is only half of the
and speech.
Context Worksheet Additions: Quotations from people inspired by MLK’s speech:
Forest Whitaker, famous actor:
"We followed him because he was holding your hope. The hope that your life would be full and complete with
equality.”

Barack Obama, 44th President of the United States:

"Dr. King was 26 when the Montgomery bus boycott began. He started small, rallying others who believed their
efforts mattered, pressing on through challenges and doubts to change our world for the better. A permanent
inspiration for the rest of us to keep pushing towards justice."
Students then write down their initial thoughts in answer to the questions regarding King’s speech. Facilitate small
group discussions where students can share their answers.
Second Show students Richard Gill’s The value of music education (13 mins).
Speeches Show Kevin Rudd’s Apology Speech (3 mins): https://www.youtube.com/watch?v=RThkO3XBThs
Ask for a volunteer student to read the last three paragraphs of Chifley’s “The Light on the Hill”:
http://australianpolitics.com/1949/06/12/chifley-light-on-the-hill-speech.html
Ask for a volunteer student to read Jack Patten’s opening address: https://www.theguardian.com/australia-
news/2016/jan/26/notable-speeches-by-indigenous-australians-we-refuse-to-be-pushed-into-the-background

Once again, students have time to write down their initial thoughts in answer to the questions regarding their
chosen speech, before discussing these answers in small groups.
Charting As a class, construct a Venn diagram which identifies the similarities and differences in the speeches of King and
Language their chosen second speech with a focus on the language features used. As more content is added to the Venn
diagram, continually highlight the vastly different contexts of the speeches.
Class Facilitate a class discussion where students can contribute their ideas about what it is they liked about any of the
Discussion speeches. This is another way of ensuring that students are considering the effectiveness of the speeches. 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.
Legacy & Ask students what lasting impact or relevance to today any or all of these speeches have had to highlight the lasting
Impact impact of significant speeches, language and the social and cultural impact created (e.g. ‘I have a dream’ as part of
the common vernacular). Play the Youtube History channel’s 5 minute video which highlights the enormous impact
of the ‘I Have a Dream’ speech upon civil rights discourse in America and beyond:
https://www.youtube.com/watch?v=_IB0i6bJIjw
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, and to
think of addressing a social issue in Australia today (examples could include racism, sexism, homophobia, religious
intolerance, the gap for indigenous Australians or their choice of something similar).

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

ACELY1750 Students present their speeches in class within small peer groups. They
receive a peer review grade from their group which is submitted to the
teacher with their written speech plan. An activity could then be based
around looking at what made the speeches different with regard to
language use, purpose and intended audience.
EN5-3B Evaluate use of stylistic devices in written speech.

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ENLS-15D Evaluate connection to social justice and indigenous Australian rights in

speeches and class discussion.

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

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Academic Justification

The original lesson plan is very good but focuses primarily on the significance of taking written text into an

oral format without providing sufficient analytical tools in the form of stylistic devices common to speech

writing. The plan also misses the opportunity to engage students with cross-curriculum discussion and

knowledge around social rights, justice and the legacy of famous speeches, which can then be related to

indigenous Australian history. This justification will explain how the modified plan incorporates these

elements to provide deep student knowledge and creates a narrative showing the power of translating

written language in to a compelling oration that can profoundly affect the world we live in, and can change

hearts and minds in social justice relevant not only to indigenous Australians but all people from any and all

walks of life.

The first modification to the lesson is to address the NSW Quality Teaching model element 1.5: Metalanguage

(Gore, 2007). Using the English Grammar Online website (2019), students are given proper scaffolding to

unpack and interpret textual techniques within the speeches they will hear in the lesson, in particular

powerfully effecting anaphora (‘I have a dream’, ‘we apologise’) as well as rhyme and alliteration techniques,

delivering on outcome EN5-3B (NESA, 2016). Student’s will over the course of the lesson be able to identify

not only the powerful motif “I have dream’ but connect it with a deeper level of understanding (element 1.1,

Gore, 2007) to the mood of optimism and hope (Reed, 1999) created through the powerful use and delivery

of language. This also relates to the national curriculum goal of interrelating strands of literature with “a

growing repertoire of English usage” (Jones & Chen, 2016, pp. 46). Students will also be encouraged to use

some of these techniques in writing their own speech, demonstrating deep knowledge (element 1.1, Gore,

2007) by employing stylistic devices in speech writing.

In the next part of the lesson, the plan has been modified to remove Gill’s speech on music education and

instead give students three options to choose from for the second speech, allowing greater student direction

(element 2.6) while also creating a relevant narrative (element 3.6) between the social rights issues

addressed by Martin Luther and the three Australia speech choices presented (NESA, 2016). This also allows

for cross-curriculum inclusion of Australian indigenous rights and struggles as students connect Luther’s

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dramatic theme of social inclusion for all people regardless of colour to Chifley’s vision of Australia as “a light

on the hill” (Chifley, 1949), Patton’s plea to white Australia: “we do not wish to be left behind in Australia’s

march to progress” (Patton, 1938) and the 2008 apology made by Prime Minister Rudd, addressing outcome

element cultural knowledge (3.2) and indigenous social justice ENLS-15D (NESA, 2016). By further including

reflections by actor Forest Whitaker and former President Barack Obama regarding the legacy of Luther’s

famous speech (Hanson, 2019), combined with History dot com’s YouTube video highlighting the impact on

the Civil Rights ACT of 1964 (History.com, 2018), students can see the enduring legacy of profound speech

making which will deepen their knowledge (element 1.1) of why speech writing is so important and how they

can create a legacy that has a timeless ideology (element 3.6, Gore, 2007). At the same time, the

modifications to the lesson simultaneously address a cross-curriculum priority to examine within Aboriginal

and Torres Strait Islander culture “ways of life and experiences as expressed through historical, social and

political lenses” (ACARA, 2016).

To bring the lesson together, the lesson has been modified to provide a better framework for students to

create their own speech. It now has a thematic approach relating to an issue of social inequity in Australia

today (such as racism or homophobia) which connects to the lessons narrative (3.6, Gore, 2007) on social-

activist speeches, while still allowing students room to direct their learning by choosing their own theme.

Similarly, by modifying the speech performance to occur in small peer groups, students will feel more socially

supported (2.4, Gore, 2007) while also having a closer connected opportunity to discuss not only language

techniques, style and devices, but the social and cultural impact, outcomes and diverse cultural landscape

within Australian schools and communities (Ferfolja, Jones-Diaz & Ullman, 2018).

In conclusion, the modifications to this lesson plan provides better scaffolding for the language analysis in

metalanguage and writing techniques and creates a strong narrative highlighting the importance of language

and oral performance in social justice and activism. This is then cross-curriculum connected to Australian

indigenous, culture and history, and creates deep understanding that powerful speeches can create a lasting

legacy and challenge long held ideologies.

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References
Australian Curriculum Assessment and Reporting Authority (ACARA). (2016). Cross-curriculum Priorities.

Retrieved from https://www.acara.edu.au/curriculum/cross-curriculum-priorities

Chifley, B. (1949, June 12). The Light on the Hill, ALP Conference. AustralianPolitics.com. Retrieved from

http://australianpolitics.com/1949/06/12/chifley-light-on-the-hill-speech.html

English Grammar Online. (2019). Stylistic Devices (Rhetorical Devices, Figures of Speech). Retrieved from

https://www.ego4u.com/en/cram-up/writing/style

Ferfolja, T., Jones-Diaz, C., & Ullman, J. (2018). Understanding Sociological Theory for Educational Practices.

Second ed. 2018. Port Melbourne, VIC, Australia: Cambridge University Press.

Gore, J. (2007). Improving pedagogy: The challenges of moving teachers toward higher levels of quality

teaching. In J. Butcher & L. McDonald (Ed.), Making a difference: Challenges for teachers, teaching,

and teacher education (pp.15-33). Rotterdam, Netherlands: Sense Publishers.

Hanson, M. (2019, January 21). 5 Powerful People Inspired by Martin Luther King. The Liberty Project.

Retrieved form https://www.libertyproject.com/people-martin-luther-king-inspired-

2626640542.html

History Channel. (2018, January 13). Martin Luther King, Jr.'s "I Have A Dream". Retrieved from

https://www.youtube.com/watch?v=_IB0i6bJIjw

Jones, P., & Chen, H. (2016). The role of dialogic pedagogy in teaching grammar. Research Papers in

Education, 31(1), 45-69.

NSW Education Standards Authority (NESA). (2006). A classroom practice guide 2nd ed. (2006). Retrieved

from https://app.education.nsw.gov.au/quality-teaching-

rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf

NSW Education Standards Authority (NESA). (2016). New NSW Syllabus Learning Across the Curriculum.

Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-

areas/english-year-10/english-k-10

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Patten, J. (1938, January 26). Jack Patten’s opening address to the Day of Mourning protest on 26 January

1938. The Guardian. Retrieved from https://www.theguardian.com/australia-

news/2016/jan/26/notable-speeches-by-indigenous-australians-we-refuse-to-be-pushed-into-the-

background

Reed, H. (1999). Martin Luther King, Jr: History and memory, reflections on dreams and silences. The

Journal of Negro History, 84(2), 150.

Rudd, K. (2008, February 13). Apology to Australia's Indigenous peoples. Australian Government. Retrieved

from https://www.australia.gov.au/about-australia/our-country/our-people/apology-to-australias-

indigenous-peoples

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Learning Portfolio Web Link

https://thedanjordan.weebly.com/planning.html

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