Original Lesson Plan

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

Syllabus outcomes Students present Students learn about

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

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 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.

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.

Facilitate small group discussions where students can share their answers.

Show students Richard Gill’s The value of music education (13 mins).

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.

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. 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.

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

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.doc
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http://www.capthat.com.au/sites/default/files/Close%20look%20at%20speeches%20worksheet%202.doc
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 New Lesson Plan

Lesson Plan

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

1hour Class set of both worksheets

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Students will be able to Students will learn how
ACELY1750: Identify and learn about speeches as to make powerful
Speeches in class
explore the purposes powerful spoken text by speeches as well as be
and effects of Class participation considering two able to effectively
different text speeches from various analyze speeches
structures and context
language features of
spoken texts, and use
this knowledge to
create purposeful
texts that inform,
persuade and engage

Time Teaching and learning actions

Intro The lesson will begin with a speech from the teacher indicating the significance of the
current lesson as well as highlighting the relevant aspects that make up an effective speech.

This will be proceeded by the students being reminded of the range of text types that they
have previously studied. The teacher will then indicate the objective of the lesson and ask
students to note down their expectations from the lesson

Body Students will be selected at random to think of various speeches they have heard and note the
words of the speaker that they still remember.
The students will then be given some time to review the speeches by Martin Luther King Jr
and Richard Gill.

Every student will be required to note down some of the items that they find interesting
from the speeches in order to ensure that they all have knowledge about the people
involved.

Students will then at will share their findings with the class to further ensure that all members
of the class have some knowledge of the speeches reviewed

The “I have a dream” worksheet is given to the students to review and time allocated for the
students to ask questions related to it before the actual speech is made available for them.

At this point, the students must be informed that this is only part of the speech which is being
used for educational purposes.

In a question and answer model, students will then be expected to write down their
thoughts associated with the speech

The students will then be asked to share their initial thoughts with other members of the
class in a group discussion where everyone is expected to contribute.

The class will then be opened for the students to ask questions among each other as well as
directing some to the teacher to help internalize their findings and group discussions.

Students will then be provided with the Richard Gill “The Value of Music Education”. Similar to
the “I have a dream” speech, the students will be expected to write down their initial thoughts
and provide answers to questions related to the speech both from the teacher as well as other
students.

Note: Group discussions will be highly encouraged here

The class will then proceed to develop a Venn diagram with contributions coming mainly from
the students identifying the similarities as well as differences in the two speeches. The focus of
this comparison will be based on the language features utilized. As the students add more
contributions are added to the Venn diagram, the teacher will highlight the vastly different
context of the speeches as well as correct the students in case they are wrong on a given
aspect.

A class discussion driven by the students will then be carried out where the students will be
required to highlight what they like about the speeches. This will see to it that the students
understand the effectiveness of the two speeches.

Further discussion by the teacher will be carried out to explore the concept of how written
language when presented to a given audience orally can affect the power of written word.
 Conclusi Students will then be required to start writing their short speech using the plan your own
on speech template. The focus of this writing will be on the student's ability to realize their
audience as well as the objective of writing the speech.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

ACRLY1750 Students will be required to orally present their speech in

class.

A discussion will be carried out to evaluate what made each

speech made by the students and determine what makes
the speech unique with regards to the use of language, the
objective of the speech as well as the target audience.
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 – Comments: The lesson plan is sufficient enough to support deep knowledge among the
5 students. This is because it focusses on a key concept or idea making it sufficient enough to
support deep knowledge

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: Students are likely to have a deep understanding of the lesson. This is because
5 the lesson plan allows them to reason and argue on the subject matter indicating their deep
understanding

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: The knowledge being imparted is taken to be open to various perspectives
5 considered to be socially constructed and therefore can be questioned. Students have been
provided with tools to challenge and question the knowledge

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: In a good share of the lesson, students demonstrated a higher order of thinking
5 in the activities involved and in particular those that were a core part of the lesson.
The lesson plan is also designed to support higher order of thinking as students are called
upon to reflect on various speeches
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: The lesson is designed in such a manner that there are frequent commentary
5 on the use of language. The plan includes several language symbols indicating a higher use
of metalanguage

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: Through out the lesson, there is a sustained interaction among the students as
5 well as the teachers. The students are allowed time to ask questions as well as interact with
each other in group settings.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: The lesson plan only makes general statements related to the desired quality of
5 work. There is no explicit statement made in the lesson plan to help realize the focus of the
study

2.2 Engagement
1 – 2 – 3 – 4 – Comments: There is a variable engagement among the students as a number of them are
5 involved in various parts of the lesson. However, in in some cases, their engagement is
minimal

2.3 High expectations

1 – 2 – 3 – 4 – Comments: A high number of the students are involved in challenging work during most
5 part of the lesson. This is because the plan is designed to encourages them to participate or
try hard to participate in the class.

2.4 Social support

1 – 2 – 3 – 4 – Comments: Social support is strong in the lesson plan as students are encouraged to help
5 each other throughout the lesson. The lesson plan encourages group discussions that
enhance social support

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: There were various interruptions from the students as a number of them did
5 not demonstrate autonomy and initiative in regulating their own behaviour. The lesson plan
did not include the appropriate techniques to be used in ensuring that students practiced
autonomy in managing their behaviour.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: The plan has no evidence of student direction. This is because it is designed to
5 be explicitly controlled by the teacher

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: The plan has no mention of the student’s background knowledge. It simply dives
5 directly into the subject matter.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: The lesson has some elements of cultural knowledge valued. However, this is
5 within the dominant culture

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: There are various meaningful connections that are made between topic by the
5 teacher as well as the students during the lesson. The speeches are connected to various
language symbols helping in understanding the lesson

3.4 Inclusivity
1–2–3–4– Comments: The lesson includes all groups in all its aspects. Through the use of group
5 discussions, the plan ensures that everyone is included within the lesson.
 3.5 Connectedness
1 – 2 – 3 – 4 – Comments: The lesson plan has value and meaning that is beyond the classroom. Students
5 are able to realize as well as explore connections between the class knowledge and
situations they experience outside class.

3.6 Narrative
1–2–3–4– Comments: There is substantial use of narrative throughout the lesson enhancing its
5 significance. Narrations have been encouraged to help the students develop a better
understanding of the lesson

Identifying Areas for Improvement

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

QT model
1)Explicit quality criteria 2) Student’s self-regulation
3) Student direction 4) Background knowledge
 Academic Justification

In as much as the current lesson play is comprehensive, it is essential to note that

there is still space for improvement. This is apparent from the analysis which reveals several

shortcomings from the lesson plan that require improvement in order for the plan to be

considered effective. Among the aspects that the plan needs to ensure are in line with the

required educational standard include the students explicit quality criteria, student's self-

regulation, student direction, as well as background knowledge. The current study provides a

rationale as to why the improvement of these aspects is important in enhancing the learning

process of the students.

One of the major areas of the lesson plan that requires improvement in the current

lesson plan is the explicit quality criteria. In the previous lesson plan, the study observed that

the plan was developed in such a manner that it only general statements were made relating

to the quality of work. It is for this reason that the modified lesson plan provided a clear

criterion detailing all the significant activities such as the provision of the speeches with the

focus of the study being to evaluate the use of language in the speeches. According to Meyer

(2015) high explicit quality criteria is only achieved if there are frequent, detailed and

specific statements made in the lesson plan about the quality of work expected of the

students. The newly developed lesson plan has ensured that all the important aspects of the

lesson are detailed with specific instruction of what is expected of the children provided. This
will ensure that the students develop a better understanding of the lesson as well as see to it

that they derive quality from it.

Apart from the explicit quality criteria, the analysis also noted that the previous lesson

plan needed improvement with regards to the student’s self-regulation. According to Job,

Walton, Bernecker & Dweck (2015), student’s self-regulation can be taken to mean the

process of helping students manage their thoughts, behavior, as well as emotions. This is

believed to be instrumental in ensuring that the students successfully navigate their learning

experience. In the previous lesson plan, there was no reference made to how the students will

be helped to self-regulate their behavior during the lesson. Therefore, the modified lesson

plan emphasized on the need for the students to regularly participate in the lesson by having

them take notes and report every aspect of what they have learned as the lesson proceeded.

This ensured that the students exercised their autonomy and initiative in regulating their own

behavior. As such, the lesson will have limited interruptions as the students will be occupied

throughout the lesson with group activities as well as personal reflections.

In the new lesson, the students have been given at least two opportunities where they

are required to take control of the lesson. This is particularly after reviewing the speeches

where the students are required to not only ask questions but also provide answers and

challenge the position taken by them. Student’s direction is giving the students the

opportunity to make decisions about what type of questions they want to pursue (RYDE

NSW. 2006). The teacher in such cases only jumps in to ensure that the students are in the

right direction and have not lost the sense of direction.

 Finally, it is also essential for the previous lesson plan to improve on its background

knowledge. An analysis of the lesson plan reveals that it lacked any element of background

information. If the lesson was to be taken in its initial plan, it would be difficult for the

students to understand the lesson. Neuman, Kaefer & Pinkham (2014) argue that for students

to understand a given concept, it is critical that they have some sort of background

information about the subject matter. It is for this reason that in the modified lesson plan, the

lesson started with a speech from the teacher highlighting the various linguistics aspects of

speeches and how they affect the speech. This provided the students with some background

information on the subject matter making it easy for them to better understand the current

lesson.
 References

Entwistle, N., & Ramsden, P. (2015). Understanding student learning (Routledge Revivals).

Routledge.

Job, V., Walton, G. M., Bernecker, K., & Dweck, C. S. (2015). Implicit theories about

willpower predict self-regulation and grades in everyday life. Journal of Personality

and Social Psychology, 108(4), 637.

Meyer, O. (2015). Towards quality CLIL: successful planning and teaching

strategies. PULSO. Revista de Educación, (33), 11-29.

Neuman, S. B., Kaefer, T., & Pinkham, A. (2014). Building background knowledge. The

Reading Teacher, 68(2), 145-148.

RYDE NSW. (2006). A classroom practice guide. New South Wales.