ENGLISH LESSON PLAN ANALYSIS, REVISION AND JUSTIFICATION

Rebekah Donoghue - 17195892

Table of Contents
APST and QT Analysis Template ................................................................................................. 2
Section 1: Australian Professional Standards for Teachers ................................................................... 2
Section 2: NSW Quality Teaching Model ............................................................................................. 3
Section 3: Identifying Areas for Improvement ..................................................................................... 4
Lesson Plan (Simplified for DTL) ................................................................................................. 5
Justification of changes ........................................................................................................... 10
Weebly link ............................................................................................................................. 12
Reference List .......................................................................................................................... 13

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 ENGLISH LESSON PLAN ANALYSIS, REVISION AND JUSTIFICATION
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APST and QT Analysis Template - English

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
1–2–3–4–5 Comments: First activity provides an opportunity for all students to gain a similar level of
understanding of both speakers.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4–5 Comments: Differentiation for ATSI students is not considered in the lesson plan however there is
scope for this considering the texts chosen.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4–5 Comments: Differentiation is not considered in the lesson plan.
1.6 Strategies to support full participation of students with disability
1 – 2 – 3 – 4 – 5 Comments: This is not considered in the lesson plan.
2 Know the content and how to teach it
2.2 Content selection and organisation
1–2–3–4–5 Comments: Content of lesson is not fully aligned with curriculum outcome. First step in lesson plan
is a recap from previous lessons, providing a link to students of their prior learning.
2.3 Curriculum, assessment and reporting
1–2–3–4–5 Comments: Students are assessed informally on the content. Teacher facilitates/monitors small
group and class discussions and students required to apply their knowledge to work which will be
presented to class.
2.6 Information and Communication Technology (ICT)
1–2–3–4–5 Comments: The lesson includes some ICT elements however there is scope to improve this. Students
could complete the worksheet electronically rather than paper-pen being handed out given the lesson
requires student computers for research purposes.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1–2–3–4–5 Comments: Learning goals are outlined in the lesson plan however varying levels of capability and
knowledge are not considered.
3.2 Plan, structure and sequence learning programs
1–2–3–4–5 Comments: Lesson has structure and organisation however some activities may allow for students to
get off task.
3.3 Use teaching strategies
1–2–3–4–5 Comments: Lesson is a combination of teacher directed and student directed. Teacher mostly acts as
facilitator for discussion and ensuring students are on track with work and understanding the
content.
3.4 Select and use resources
1–2–3–4–5 Comments: Some resources are engaging some are not. Lesson incorporates the use of ICT.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1–2–3–4–5 Comments: Lesson includes two teacher facilitated class discussions. Small group discussions also
included but would require careful monitoring by teacher to ensure students stay on task.
4.2 Manage classroom activities
1–2–3–4–5 Comments: Lesson does not explicitly state how teacher will manage classroom activities and ensure
students stay on task.
4.3 Manage challenging behaviour
1–2–3–4–5 Comments: There is no mention of managing challenging behaviour and should be considered in
this lesson plan given the group work task and ICT use.
4.4 Maintain student safety

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1–2–3–4–5 Comments: Lesson does not consider safe use of technology. Lesson does not say how teacher
would diffuse a situation where wellbeing may be affected e.g. racist comments when watching
Martin Luther King Junior’s speech.
4.5 Use ICT safely, responsibly and ethically
1–2–3–4–5 Comments: ICT is utilised in this lesson but no detail is given to how usage will be managed or
monitored.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4–5 Comments: Informal formative assessment is used throughout the lesson through facilitating class
activity/discussion to ensure students learning. Scope to improve includes having students present
their own speech to exemplify deep understanding.
5.2 Provide feedback to students on their learning
1–2–3–4–5 Comments: No specific mention of feedback to students. Assuming feedback would be provided
throughout class discussion/activity however this would not be individualised for each student.

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: Large focus on context of speech and speaker throughout the lesson where time could be
spent further examining the structure and features of the text that make them successful examples.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: Again, focus of lesson seems to be on context of the speech and speaker rather than the
language features and structure of speeches overall.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: The context of the texts is continuously considered throughout the lesson highlighting to
students the effectiveness of the texts in within the respective time period and circumstances.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: Lower order thinking dominates most of the lesson through worksheets. Opportunity for
higher order thinking by asking students to justify their answers given in the class discussion.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Aim of the lesson is to explore speeches as powerful texts through use of language
features and structure. Limited mention of this throughout the lesson after curriculum link and
justification.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: Class is focussed around communication between students. Teacher facilitates
discussion that may be reciprocal as students are able to “bounce” ideas off one and other. Teacher
would need to ensure small group discussions are on topic.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: Students provided little instruction on the quality of work to produce. Instruction that is
given is time based rather than quality based.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: Lesson is scaffolded to keep students engaged through frequent changing of tasks.
Whilst videos can be engaging, consideration should be given to texts used.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: Lesson lacks high expectations for students above filling out the work sheet. Speech
writing task is used to demonstrate the deep understanding for students but is left for homework.
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments: Social support is neutral. Students asked to work together to discuss ideas, which may

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facilitate support between students in understanding content. Not mentioned how/if teacher will
ensure all students participate in class discussion.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: Students provided opportunities to self-regulate through computer use and group
discussions.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: Lesson is highly structured with no evidence of students being able to direct the lesson
other than construction of Venn diagram.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: The lesson is built on prior course content and language features however teacher
assumes no background knowledge of the speakers and allows all students to research context.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: Lesson does not recognise other cultures outside the choice of one speech (Martin
Luther King Junior) however this choice is more so for emphasis on language techniques.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments: No link made between KLAs or subject areas. Only link made to prior knowledge is that
learnt within the same topic.
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: Students from various social and cultural groups neither excluded nor included. There is
scope to improve this through choice of texts studied to include female speakers or Indigenous
speakers etc.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Lesson provides links to outside world through the examination of context of the
speeches. Scope to further improve this through linking effective speech writing to post-schooling
life such as resume writing, interviews etc.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: Narrative features substantially in the lesson where students research the story of each
speech and watch the speech itself to assist in illustrating the concepts.

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 learning 2) 1.4 Strategies for teaching Aboriginal and Torres Strait
needs of students across the full range of abilities Islander students
QT model
1) 1.2 Deep understanding 2) 3.5 Connectedness

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Lesson Plan (Simplified for DTL)

Topic area: English Stage of Learner: Stage 4 Syllabus Pages:

ACELY1750; EN4-3B
Date: 29 September 2017 Location Booked: Lesson Number: 5-6/12
Computer Room
Time: 120 minutes Total Number of students: 27 Printing/preparation
30 x definition worksheet
30 x worksheet for speech 1
30 x worksheet for speech 2

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Students learn about  Identify language features
ACELY17501: Informal formative speeches as powerful spoken in spoken texts
Identify and explore the purposes and assessment via class texts by considering two  Explain effects of these
effects of different text structures and discussions speeches from different language features in
language features of spoken texts and contexts spoken text
use this knowledge to create Informal formative  Create a purposeful text
purposeful texts that inform, persuade assessments via which informs, persuades
and engage. monitoring students and engages
speeches

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Cross Curriculum Themes: Prior knowledge of language features and different text
Aboriginal and Torres Strait Islander histories and cultures structures. Students will be applying their knowledge of
General Capabilities: language features to identify language features used in example
Literacy texts and the explore the effects these have on the power of the
Intercultural understanding text. Students apply this knowledge to create their own
Critical and creative thinking purposeful text.
Information and Communication Technology (ICT) Capability

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 ENGLISH LESSON PLAN ANALYSIS, REVISION AND JUSTIFICATION
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Time Teaching and learning actions Organisation Centred

T/S
Intro Settle class Teacher: Marks roll T
Selects student to hand out definition
10 Provide students with definition sheet of different sheet
minutes language features
Student: Settle in to seats
Revise with students of the range of text types they have Respond to roll call
studied and indicate that this lesson will be focused on
speeches as powerful examples of spoken texts. Resources: Definition list
Body Provide students with a short amount of time to research Teacher: Teacher selects student to T
Martin Luther King Jr. and Richard Gill, ensuring that hand out the two worksheets. While
everyone in the class has some knowledge of both worksheets are being handed out
people. Ask volunteer students to share their findings so Teacher loads video on YouTube
5 minutes that the whole class has a similar level of background
knowledge. Student: Read through information
Hand two worksheets to students. Explain that each sheet as a class
worksheet provides students with the context of each
speech and speaker and then an activity for later. Resources: Information sheet of
Teacher emphasises the importance of understanding the context of texts
vastly different contexts of each text.
Provide students with the ‘I Have a Dream’ worksheet to S
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. Teacher: Starts and ends video
12 Ensures students stay on task when
minutes First watch of Martin Luther King Junior’s speech with watching video.
class as whole (8 minutes). Note: inform students this is Facilitate class discussion
only half the speech.
Student: Watch video quietly as class
Instruct students NOT to complete worksheet on this Participate in class discussion around
watch; just pay full attention to the speech. context

Facilitate short class discussion on why the context of this Resources: YouTube of Martin Luther
speech is important e.g. King fought for civil rights, was King Junior’s speech
this mentioned in the speech?

5 minutes Brief discussion with class to draw similarities between Teacher: Opens and leads T and S
issues explored in King’s speech and those experiences by conversation on the similarities of
Aboriginal and Torres Strait Islanders. issues King spoke about and
experiences in Australia by ATSI
Teacher drives the conversation. people.

Students participate in discussion by providing anecdotes Student: Participate in class

or examples and asking questions. discussion

Resources:
10 Second watch of King’s speech. Teacher: Starts and ends video S
minutes Ensures students stay on task when
Before second play, direct students to obtain highlighter watching video.
and pen.

Ask students to highlight any language features they see Student: Watch video quietly
in King’s speech. Direct students to also write down the Highlight worksheet for language
example if they can. features identified and provide
examples if possible

Resources: YouTube of Martin Luther

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King Junior’s speech

Pen and highlighter
Worksheet

15 Once again, students have time to write down their initial T and S
minutes thoughts in answer to the questions regarding Gill’s Teacher: Starts, fast-forwards and
speech, before discussing these answers in small groups. ends video
Ensures students stay on task when
First watch of Emma Watson’s “HeForShe” campaign watching video.
speech at the United Nations (First 6 minutes and last 3 Facilitate class discussion
minutes). Note: inform students this is only a portion of
the speech. Student: Watch video quietly as class
Participate in class discussion around
Instruct students to change to second worksheet but NOT context
to complete worksheet on this watch; just pay full
attention to the speech. Resources: YouTube of Emma
Watson’s “He for She” speech at the
Facilitate class discussion on why the context of this United Nations 2014
speech is important e.g. United Nations, age of speaker,
issues discussed, facts listed in the speech

10 Second watch of Watson’s speech. Teacher: Starts, fast-forwards and S

minutes ends video
Before second play, direct students to obtain highlighter Ensures students stay on task when
and pen. watching video.
Ask students to highlight any language features they see
in Watson’s speech. Direct students to also write down
the example if they can. Student: Watch video quietly
Highlight worksheet for language
features identified and provide
examples if possible

Resources: YouTube of Emma

Watson’s “HeForShe” speech at the
United Nations 2014
Pen and highlighter
Worksheet
15 As a class, construct Venn diagram which identified the Teacher: Create master Venn S
minutes similarities and differences in the speeches of King and diagram on board
Watson with a focus on language features used. As more
content is added to the Venn diagram, continually Student: Provide language features
highlight the vastly different context of the speeches. used in each speech

Resources: Computer
30 Students then commence writing their own short speech Teacher: Explain to students S
minutes using the ‘Plan Your Own Speech’ worksheet which expectations of what is included in
teacher will project on board. Emphasise the importance speech
of students demonstrating that they have a clear Walk around room and speak to
understanding of language features, audience and students
purpose.
Student: Begin working on speech in
Teacher walks around classroom asking students books
questions regarding their speech, informally assessing
their application of knowledge and answering any Resources: ‘Plan your own speech’
questions worksheet to project on board e.g.
word document copy
Student books and pen
Conclusion Wrap up lesson, students log out of computers and pack Teacher: Provide students key take T
away items and hand in worksheets to teacher. away points
5 minutes Ensure students understand home
Teacher outlines speeches to be finished for homework to work expectations
be presented to class the following lesson. Indicate time

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length students should work towards Student: Write down home work
requirements
Pack up

Resources:

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How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

ACELY17501:
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.
Informal formative assessment through monitoring of class
discussion
Informal formative assessment through monitoring
students progress on start of speeches
Informal formative assessment through marking students
worksheets on speeches

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Justification of changes

In regards to the APST, the lesson was modified to improve standards 1.4 and 1.5.
Standard 1.4 is addressed by adding a short class discussion to draw links between the
content of Martin Luther King Junior’s speech, to the experiences of Aboriginal and
Torres Strait Islander’s (ATSI) in Australia i.e. fight for civil rights. At the proficient
level, standard 1.4 requires teachers to design and implement effective pedagogy that
is responsive to the histories of ATSI students (AITSL, 2016). The original lesson
lacked this despite providing a perfect opportunity to discuss ATSI perspectives and
experiences with the class. This change is beneficial not only to any ATSI student
present, but the class as a whole as it is using experience and/or history to provide an
opportunity for learning (van Kraayenoord, 2007). Shipp (2012) also raises a valid
point, which is that teachers should not overlook including Aboriginal perspectives in
their classroom because they do not think there are any “real Aboriginal” students
(p.22). Shipp (2012) asserts that this continual stereotyping about what it means to be
Aboriginal is not beneficial to any student and may result in teachers overlooking
Indigenous perspectives in their class.

Changes to the lesson have also been made to assist in achieving APST standard 1.5
differentiate teaching to meet the specific learning needs of students across a full
range of capabilities (AISTL, 2016). The original lesson neglected differentiation in
any real way, therefore changes to the worksheets were made and the expectations of
students modified in order to cater for varying levels. A supplementary definition
sheet of various language features has been added to the revision at the beginning of
the lesson to assist students who may be struggling with the content. The worksheets
were changed from a standard question and answer sheet to an activity that caters for
different student needs. The lower level students are expected to only identify and
highlight the language features used, where gifted and talented students are
encouraged to write down the examples where this occurs. The individual speech
work was also adjusted to allow more time for the teacher to assist students in the
creation of their own speech. The modified lesson enables students to work through
elements of Bloom’s Taxonomy going from lower order to higher order where they
are asked to understand the texts, then analyse them and culminating in the creation of
their own (Anderson & Krathwohl, as cited in Vidergor & Harris, 2015). There is still
an expectation of all students to engage with the content however depth and
complexity of the task is modified depending on student needs (VanTassel-Baska &
Stambaugh, 2005).

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Recent NAPLAN testing has revealed that students’ comprehension of texts is low
and no significant improvements have been achieved over time (ACARA, 2016).
Ladwig (2009) states that just delivering knowledge to students is not satisfactory to
learning and it is for this reason that the lesson was modified to satisfy NSW QTM
standard 1.2 deep understanding (NSW Department of Education and Training [NSW
DET], 2003). Students are provided the context of each speech and speaker rather
than having students source this information themselves. This change was
implemented to ensure that students are equipped with the correct foundational
knowledge of the texts, minimising error in understanding. Students then watch the
video twice rather than once. The first viewing is used to identify how the context of
the speech is significant. The second viewing is designed to enable students examine
where language features are utilised in the text. A small group activity leads in to a
class activity that explores the relationship between the language features used and
the context. This change has been made because a deep understanding of content is
not simply getting students to recall information, but giving students the opportunity
to explore the relationship between concepts (Gore, 2007).

Another major modification made to the lesson was the change of the second text.
The second text was changed to Emma Watson’s “HeForShe” campaign speech at the
United Nations in 2014. This text was included to meet the NSW QTM standard 3.5
Connectedness (NSW DET, 2003). Connectedness means linking the curriculum not
with the outside world alone but with issues that may directly impact students (Gore,
2007; NSW DET, 2003). This video has been specifically chosen not only for the
language features used but also for the “real world” contents it contains. Further, the
curriculum outcome of the class revolves around the power of spoken text therefore it
seems appropriate to include a text from a female speaker given that 50.7% of
Australian’s are female (ABS, 2017). Although there are single-sex schools in the
Australian school landscape, life after school is not thus it would still be justified to
include this text in an all male schooling environment.

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Weebly link

rebekahdonoghue.weebly.com

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Reference List

Australian Bureau of Statistics. (2017, June). 2016 Data in Pictures. Retrieved from

http://www.censusdata.abs.gov.au/CensusOutput/copsub2016.nsf/All%20docs

%20by%20catNo/Data-in-pictures/$FILE/australiaER.html

Australian Curriculum, Assessment and Reporting Agency. (2016). NAPLAN

Achievement in Reading, Writing, Language Conventions and Numeracy:

National Report for 2016. Retrieved from

http://www.nap.edu.au/docs/default-source/default-document-library/2016-

naplan-national-report.pdf

Australian Institute for Teaching and School Leadership. (2011). Australian

Professional Standards for Teachers. Retrieved from

https://www.aitsl.edu.au/docs/default-

source/general/australian_professional_standard_for_teachers_final.pdf?sfvrsn

=399ae83c_2

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

higher levels of quality teaching. In J. Butcher & L. McDonald (Eds.), Making

a difference: Challenges for teachers, teaching, and teacher education (pp.

15-33). Rotterdam, The Netherlands: Sense Publishers.

Ladwig, J.G. (2009). Working backwards towards curriculum: on the curricular

implications of Quality Teaching. Curriculum Journal, 20(3), 271-286. doi:

10.1080/09585170903195886

New South Wales Department of Education and Training. (2003). Quality teaching in

NSW Public Schools: A classroom practice guide. Retrieved from

http://web1.muirfield-

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h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%2

0Guide.pdf

Shipp, C. (2012). Why Indigenous perspectives in school?: A consideration of the

current Australian education landscape and the ambiguities to be addressed in

literacy teaching. English in Australia, 47(3), 20-24. Retrieved from

http://search.informit.com.au.ezproxy.uws.edu.au/fullText;dn=197341;res=AE

IT

VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and Possibilities for

Serving Gifted Learners in the Regular Classroom. Theory into Practice,

44(3), 211-217. doi:10.1207/s15430421tip4403_5

van Kraayenoord, C.E. (2007). School and Classroom Practices in Inclusive

Education in Australia. Childhood Education, 83(6), 390-394. doi:

10.1080/00094056.2007.10522957

Vidergor, H.E., & Harris, C.R. (2015). Applied Practice for Educators of Gifted and

Able Learners. Retrieved from http://west-sydney-

primo.hosted.exlibrisgroup.com/primo_library/libweb/action/dlDisplay.do?vid

=UWS-ALMA&docId=UWS-ALMA51210183380001571

United Nations. (2014, September 22). Emma Watson at the HeForShe Campaign

2014 - Official UN Video [Video file]. Retrieved from

https://www.youtube.com/watch?v=gkjW9PZBRfk

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