Designing Teaching & Learning:

Assessment 2
Modifying a Lesson Plan

Saayna Singh

Student Number: 19159052

Contents
Original Lesson Plan...................................................................................................................................... 3
APST and QT Analysis Template ................................................................................................................... 5
Modified Lesson Plan.................................................................................................................................... 9
Syllabus outcomes ........................................................................................................................................ 9
Academic Justification ................................................................................................................................ 15
Reference List ............................................................................................................................................. 17
Learning Portfolio Link................................................................................................................................ 18
Original Lesson Plan

Close look at speeches

YEAR 10 ENGLISH

AUSTRALIAN CURRICULUM LEARNING OBJECTIVES

ACELY17501: Identify and explore the purposes and effects of different text structures2 and
language features3 of spoken texts4 and use this knowledge to create5 purposeful texts that
inform, persuade and engage.

RESOURCES REQUIRED
Suitable facilities for showing captioned YouTube clips on screen to class, including access to the
Internet
Student computers
Student worksheets 16 and 27 x class set

LESSON OUTCOME: Students learn about speeches as powerful spoken texts by considering two
speeches from different contexts.

Lesson outline:
Note: this lesson is best conducted over two periods.
1. 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.
2. 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.
3. Provide students with the I Have a Dream worksheet to look over and the opportunity to ask
questions before viewing Martin Luther King Jrs speech8 (8 mins). Note: make sure your
students know that this is only half of the speech.
4. Students then write down their initial thoughts in answer to the questions regarding Kings
speech.
5. Facilitate small group discussions where students can share their answers.
6. Show students Richard Gills The value of music education9 (13 mins).

1
http://www.australiancurriculum.edu.au/Elements/3b341913-791e-4790-a049-9e4600a2a3f9
2
http://www.australiancurriculum.edu.au/Glossary?a=E&t=text+structures
3
http://www.australiancurriculum.edu.au/Glossary?a=E&t=language+features
4
http://www.australiancurriculum.edu.au/Glossary?a=E&t=texts
5
http://www.australiancurriculum.edu.au/Glossary?a=E&t=create
6
http://bit.ly/Muqgy5
7
http://bit.ly/NvnuTG
8
http://www.youtube.com/watch?v=_1zxq0TCjIg&cc=1
 7. Once again, students have time to write down their initial thoughts in answer to the questions
regarding Gills speech, before discussing these answers in small groups.
8. 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.
9. 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.
10. 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.
11. 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.

HOMEWORK/EXTENSION

Students complete speeches. Be sure to indicate a time limit for students to work toward.

OPPORTUNITY FOR FURTHER ACTIVITY

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.

9
http://www.youtube.com/watch?v=HeRus3NVbwE&cc=1
APST and QT Analysis Template

102086 Designing Teaching & Learning 1H 2017

Assignment 2: APST and QT Analysis Template

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: The lesson plan does not take into account socioeconomic background based on the
assumption that students are required to have computers and they are not provided to
students. Additionally, both speeches are not relevant to Aboriginal culture or Australia.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
12345 Comments: Despite focusing on class discussions, the lesson plan have any specific strategies for
Aboriginal and Torres Islander students. These strategies could have been added.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
12345 Comments: The lesson does incorporate various group discussion and ways to engage students.
However, more one-on-one discussions between the teacher and students could have aided in
the ability to demonstrate learning outcomes.

1.6 Strategies to support full participation of students with disability

12345 Comments: The modes for research are pre-determined. These could have been determined by
the students allowing them to be innovative with their research methods also involving students
with a disability.

2 Know the content and how to teach it

2.2 Content selection and organisation
1 2 3 4 5 Comments: The students are clearly informed that they need to identify different parts of speech.
However, the purpose and the understanding of the speech may get lost in trying to achieve this goal.

2.3 Curriculum, assessment and reporting

12345 Comments: The lesson plan is one-dimensional and does not incorporate various learning
strategies and objectives. Even the assessment is not clearly defined.
2.6 Information and Communication Technology (ICT)
12345 Comments: The lesson plan does include ICT along with traditional methods like worksheets.
Use of computers and YouTube does provide an ICT experience to them.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1 2 3 4 5 Comments: There is a lack of regulation of group discussions. There needs to be a clearly defined
objective for the assessment as well.

3.2 Plan, structure and sequence learning programs

12345 Comments: The lesson plan does have some planning. However, the structure can be improved
by using different learning strategies.

3.3 Use teaching strategies

12345 Comments: The lesson plan incorporate some learning strategies like reading, group discussions,
ICT, etc. It needs to balance the teacher-directed learning in group discussions.

3.4 Select and use resources

12345 Comments: Use of ICT, readings and worksheets is a good use resources. It enables the students to have
a balanced mix of contemporary and traditional forms of learning.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
12345 Comments: Group discussions and presentation of views by both groups allows adequate
student participation. Given clearly defined objectives can further enhance this participation.

4.2 Manage classroom activities

12345 Comments: There is a planned sequence of activities in the class with given times for each. A better
structure and clearly defined goals at each step can enhance the management.

4.3 Manage challenging behaviour

12345 Comments: There is no mention of separate strategies to enable gifted and troubled students
who may not be learning at the same pace as others. There may also be a confusion regarding
the objective of the assessment among students.

4.4 Maintain student safety

12345 Comments: There is very less requirement of the need for safety measures in this lesson plan.
However, issues like confidence and anxiety can be addressed during speeches.

4.5 Use ICT safely, responsibly and ethically

12345 Comments: ICT in this lesson plan is controlled and monitored by the teacher. The teacher can
still educate about the responsible use of ICT.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
12345 Comments: Informal and formative assessments are beneficial where there are group
discussions. The lesson plan mainly focusses on the last assessment.

5.2 Provide feedback to students on their learning

12345 Comments: The lesson plan does not include anything about student feedback. The students are
likely to ahev confusion about the objective of the assessment.
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: The lesson plan lacks sufficient detail about the concepts. This can be seen where
the teacher is asking the students to share their opinions on the subject.
1.2 Deep understanding
1 2 3 4 5 Comments: There is a lack of one-on-one discussions between teacher and students. Due to an
increased focus on group activities, there is a lack of display of understanding by the students.

1.3 Problematic knowledge

1 2 3 4 5 Comments: Martin Luther King Jr's speech may have different interpretations for each student.
The Venn diagram may not be an accurate representation of the speech.

1.4 Higher-order thinking

1 2 3 4 5 Comments: The general nature of group discussions fails to identify the different learning levels
of each student. The teacher is unable to decipher each student's learning abilities and
challenges.

1.5 Metalanguage
1 2 3 4 5 Comments: The lesson plan can provide various examples in between about language features
in speeches. There is a need for enhancing the student engagement and learning in the
activities.

1.6 Substantive communication

1 2 3 4 5 Comments: Group discussions fail to identify the assured and equal participation of every
student. One-on-one communication between the teacher and each student is necessary.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 5 Comments: There is no way to determine the lesson outcome until the student complete their
speeches. Also, there are no parameters to determine the learning outcome.

2.2 Engagement
1 2 3 4 5 Comments: There is engagement in class discussions enabling students to be more vocal in
smaller groups than the whole class. However, this also means that some students may not be
participating at all and this gets over-shadowed in group discussions.

2.3 High expectations

1 2 3 4 5 Comments: There is no indicator of high expectations. The inadequacy of activities throughout
the class decreases chances of high expectations.

2.4 Social support

1 2 3 4 5 Comments: There is no clear mention or display of social support. However, group discussions
itself may prove to be a form of social support.
2.5 Students self-regulation
1 2 3 4 5 Comments: Group activities and discussions facilitate self-regulation. The worksheets given to
students can include open-ended questions aiding in self-regulation.

2.6 Student direction

1 2 3 4 5 Comments: There is almost no flexibility in the nature of the activities set for students. The
students do not have a choice to approach it differently.

3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments: There is no reference to learning materials given to students regarding their text
types. Cross-curriculum priorities have not been mentioned in the lesson plan.

3.2 Cultural knowledge

1 2 3 4 5 Comments: The lesson plan can focus on cultural knowledge, which is missing. Inclusion of
speeches on Australian culture can be beneficial.

3.3 Knowledge integration

1 2 3 4 5 Comments: There is a lack of mention of learning objectives from a cross-curriculum point of
view. The lesson plan can imbibe some references of the same.

3.4 Inclusivity
12345 Comments: The main objective of a group discussions is essentially inclusion and participation of
everyone. However, a few students not participating in group discussions can also go unnoticed.

3.5 Connectedness
1 2 3 4 5 Comments: The speech by Martin Luther King Jr may find a sense of connection due to its
connection to racism and Australia being a multi-cultural country. However, inclusion of a
speech relevant to Australia may prove influential.

3.6 Narrative
12345 Comments: Due to the oral nature of the lesson plan, it tends to be continuously narrative.
Inclusion of more activities would enhance its present narrative nature.

Section 3: Identifying Areas for Improvement

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

APST
1.3 Students with diverse linguistic, cultural, religious and 2.3 Curriculum, assessment and reporting
socioeconomic backgrounds
QT model
2.1 Explicit quality criteria 3.5 Connectedness
Modified Lesson Plan

Topic area: English Stage of Learner: Stage 5 Syllabus Pages: 134

(English K-100 Syllabus)

Date: 03/05/2017 Location Booked: Classroom Lesson Number: 1 /2

Time: 60 minutes Total Number of students Printing/preparation

23 1. Access to Internet
2. Access to YouTube
3. Transcript of Taken clip
4. Worksheet with answers
5. Transcript of Aboriginal
Recognition
 Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment

EN5-1A
Composition of refined and
prolonged texts to aid and
enhance interpretive skills,
creative responses, critical
analysis and grasp of the
subject.
Informal assessment at researching the importance of Students will learn about the
the beginning of the public speaking and its importance of spoken texts and
class in reference to a significance in influencing powerful speeches keeping in
reading that was people. (ACELA1354) view varied contexts.
assigned to be done at
home.

Using a personal experience as Students will also learn about use

EN1-7B
Identification of difference in
use of language in their writing
material in accordance with
the aim, audience and context.
EN5-3B
Selection of text structure
corresponding to the purpose
of each along with forms of
language and features in
accordance with the wide
range of contexts, while
elaborating the relation
between their meaning and
effects.
the subject matter for the researching and establishing
Questions in between formation of creative texts for relations between and among
the lecture as the lesson varied objectives along with different forms of texts. (EN5-6C)
progresses to ensure discussion of variety of texts
involvement of students Effectively uses and critically
and use of language to illustrate
during the lecture. assesses a wide range of
such features. (ACELT1584,
processes, skills, strategies and
ACELT1591)
knowledge for responding to and
composing a wide range of texts
Informal Formative in different media and
assessment at the end of Recognition of media, technologies. (EN5-2A)
the lesson to check the multimedia and visual texts for
progress of students. difference audiences, contexts
and purposes. (EN4-2A, EN5-2A)

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

Aboriginal and Torres Strait Islander cultures.
Study of speeches in the lesson in reference to Aboriginal and
Torres Strait Islander cultures.
General Capability
Learning of rhetorical questions, irony, sarcasm, and exaggeration in
English language and the ability to identify them.
Students will learn the different forms of speech and what makes a
speech powerful and effective.

ICT: effective use of computers and their basic features and

how to browse the internet.

Literary: Ability to read and write speeches in English

Critical Thinking: Analysis and creation of speeches as well as

forms of spoken texts.

Time Teaching and learning actions Organisation Centred

T/S
Intro Revision of previous lesson on spoken texts and
speeches.
Presentation of a worksheet to students elaborating
8 minutes definitions of various forms of language and parts of a
speech. They have to identify different forms of speech
and match them with their correct name.
Students may reference their notes from the class during
the worksheet to help them relate to their learning from
the class.
Review of Student Worksheets
15
Minutes Discussion of correct answers in the class wherein every
student given their input of various questions in the
worksheet. Students are asked to present and questions
or confusions regarding their answers.
For each possibility of answer, students raise their hand
for the answer they think is correct. From the students
who raise their hands, anyone is asked to justify their
choice. The students who did not raise their hands and do
not agree are also asked to present their reason for
contradiction.
The correct answer is then established after going
through different answer choices. Students are then
presented with more examples to relate to the correct
answer choice along with stating the definition one more
time. For example, the students are asked to give an
example of irony.
This process is repeated for all questions.
Body Study of Speech
Students are given a paper and a pen before a speech is
played on the class projector.
10
minutes The class is explained that they will be watching a video of
a speech by Nova Peris, Australias first indigenous female
politician. The aim of this activity is to promote the
understanding and knowledge of Aboriginal and Torres
Strait Islander cultures, their history and their essential
essence in the Australian culture.
The students are then shown the video of the speech of
Nova Peris.
Teacher: Study of parts of speech and Student
language. Workbook and worksheet
provided to every student to record
their learnings from the class.
Student: Active participation in
questions asked in the class and their
feedback on the learnings in their
workbook and worksheet.
Resources: Various Features of
Language and Parts of Speech
workbook.
Teacher: All questions of the
worksheet are discussed with their
answers by giving examples related to
the subject and definitions for the
same are discussed again briefly.
Student: States the opinion and
justification to different answer
choices along with referencing them
from the workbook.
Resources: Worksheet with answers
Teacher: Explains the activity and its Teacher
purpose to the students. Continuous
engagement of the class through
discussion.
Student
Student: Each student watches the
video gives their feedback on the
speech
Resources: Laptop, projector, paper
and pen. Access to internet to show

After the video is played, students are provided with the
transcript of the speech. They will use the pen and paper
provided to write about what they learned from the
10 speech. Students are then given 5 minutes to have a
discussion among themselves about the speech and
Minutes
express their thoughts about it.
Every student in the classroom is asked to present one
thing that they learned from this speech that is likely to
stay with them after the class.
Flowchart
The teacher then asks the students about the language
features that could identify in the speech. The teacher
10 draws a flowchart on which she writes each feature that
Minutes students mention from the speech. The teacher highlights
the example of parts of speech that the students were
unable to identify.
Plan a Speech
Conclusion A discussion is initiated about the students liking and
disliking about the speech. The students share their
5 Minutes opinions with the rest of the class.
10 Preparation for Next Assessment
minutes
Students are then given their next assessment worksheet
for the following week about Make Your Speech. The
teacher then asks students to read the requirements of
the assessment and ask any queries they may have about
making the assessments or any doubts about any part of
the assessment that they may be facing problems with
Oral Speech Assessment. The students are advised to
make the speech keeping in view the audience
The teacher mentions that each speech requires the
the YouTube video.
Teacher: Teacher hands out the Student
transcripts of the speech by Nova
Peris.
Student: Writes their thoughts about
the speech on the paper, and
participates in discussions among
students and then narrates their
learning with the whole class.
Resources: Transcripts of the speech
by Nova Peris.
Teacher: Draws a flowchart to Teacher
illustrate different parts of speech
identified by the students in the class.
Student: Participate in the discussion
in the class.
Resources: Whiteboard and marker.
Teacher: Instructions about the Teacher
discussion.
Student: Participation in class
discussion ensuring engagement in
the lesson.
Resources: None required
Teacher: Explanation of requirements Student
of the assessment and ensuring
students clearly understand the
requirements of the assessment.
Answering students queries about
the assessment.
Student: Read the assessment
requirements and ask queries.
student to focus on one form of speech in detail for
example, irony, rhetorical question, onomatopoeia, etc.
while also mentioning the other forms of speech. Resources: Assessment worksheet
WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?

As the lesson touches on elements of racism and Indigenous culture, students need
to be reminded to be sensitive to other views and respectful in their comments. This
is outlined, in part, by 1.1.2 of the WHS Policy which promotes dignity and respect

As there is a large emphasis on spoken language, the students need to be aware of a

respectful way to communicate. The use of sarcasm, irony and humour must be
regulated by the teacher to ensure it does not exceed what is acceptable.
Academic Justification

The original lesson plan had inadequate details for the lesson and was more of a summarized
version of a lesson plan. The revised lesson plan includes some added syllabus outcomes,
objectives and student engagement activities to enhance the original lesson plan.

Modifications to the original lesson plan have been made keeping in view the New South Wales
(NSW) Quality Teaching (QT) model. The modified lesson plan ensures that students are
engaged and involved throughout the lesson in the subject through continuous discussions and
feedback. General Capabilities have been added to improve the original lesson plan. The
assessment is introduced at the end of the lesson, which relates to the same subject matter
discussed in the lesson. This ensures maximum retention and connectedness about the lesson
among the students who can then incorporate and utilize classroom learning in their
assessment. Questions and feedback about the assessment also addressed at the end of the
lesson in order to induce a further sense of correlation between the lesson and the assessment.
The informal assessment at the beginning is added in line with APST standard 2.3 to enable the
students to have better understanding of the language features in a speech.

The original lesson plan also lacked referencing of Aboriginal culture, which is mentioned by
the Assessment and Reporting Authority (2016) as mandatory. It is a pre-requisite for English
lessons to have relevant association to Aboriginal culture and Australia. Therefore, the
modified lesson plan intended to achieve the same. Nova Peris's speech was played in the class
in accordance with the cross-cultural theme and she has been one of the most powerful and
influential aboriginal people and her speech reflects the same. Including the speech was
incorporate Aboriginal and Torres Strait Islander culture and history and demonstrate the
ACELY1654 objective of learning.

Cross cultural themes are added to the original lesson plan to substantially enhance the original
lesson plan. They were not clearly visible in the original lesson plan and additionally, it did not
lend sufficient attention to the previous learning (Serdyukov and Ryan, 2008). Australian
Institute for Teaching and School Leadership (AITSL, 2017) states that teachers should utilize
curriculum, assessment, and reporting knowledge while designing lesson plans. Inability to
reflect on previous learning disconnects students from previous learning and they also find it
unable to establish any relationship with the previous and current learning. The activities and
the assessment included in the modified assessment plan ensure that students can identify and
make use of language features in the making of their own speech.

In accordance to AITSL, the assessment at the end of the lesson plan which is planned for the
following week enables assessment of student learning. The lack of a formal assessment in the
original lesson plan fails to reflect on the learning of the students from the lesson plan. Samuel
(2014) states that assessments in student learning enable the teachers to check that learning
outcomes are met by the students.

As stated in the Australian Curriculum, learning objectives mentioned in ACELT1641 and

ACELA1564 lay stress on the ability of students to be able to recognize and understand various
language features like irony, rhetorical questions, onomatopoeia, exaggerations, etc. While
making a speech that invokes a reaction from the audience. There is a lack of adequate
communication between the teacher and students and even among the students; student
discussion broadens the horizons of each student's learning as each student interprets the
same lesson in their own unique way. Samuel (2014) states that a class discussion enables
students to get insight into other students' interpretation of the learning. Furthermore,
increased communication enables the teacher to see the demonstration of their learning
outcomes, for example, when discussing the identification of the language features in the
flowchart.
 Reference List

Australian Institute for Teaching and School Leadership. (2017). Australian professional standards

for teachers. http://www.aitsl.edu.au/teach/standards.

Australian Curriculum. (2017). Year 10 English. Retrieved from

https://www.australiancurriculum.edu.au/f-10-.

Australian Curriculum, Assessment and Reporting Authority. (2016). Cross-curriculum priorities.

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

Serdyukov, P. and Ryan, M. (2008). Writing effective lesson plans. Boston: Pearson Allyn and Bacon,

pp.151-169.

Samuel, S. (2014). How to design a comprehensive lesson plan. MedEdPublish.

Learning Portfolio Link

http://saayna.weebly.com/