Zachary Mark Harris- 17978675 Designing Teaching & Learning- 102086

ASSIGNMENT 2: LESSON PLAN ANALYSIS,

REVISION & JUSTIFICATION
102086 DESIGNING TEACHING & LEARNING 1H/AUTUMN 2018

Zachary Mark Harris- 17978675

URL web link to Learning Portfolio: https://zmharris.weebly.com

Zachary Mark Harris- 17978675 Designing Teaching & Learning- 102086

Section 2: NSW Quality Teaching Model

1 Intellectual quality
1.1 Deep knowledge
1–2–3–4–5 Comments: The overall lesson, worksheets included, does not delve deep into language
techniques or understanding of context. It lacks explanation or even a recap at the beginning
of the lesson to help centre the students.

1.2 Deep understanding

1–2–3–4–5 Comments: This lesson requires students to briefly research both Martin Luther King Jr. and
Richard Gill. However, this lesson fails to get students to engage with the importance or
context of these speeches specifically nor does it engage with the other aspects of speeches.

1.3 Problematic knowledge

1–2–3–4–5 Comments: The lesson fails to encourage discourse or different points of view regarding these
speeches. It encourages discussion as to potential reasoning behind them but only after
researching briefly.

1.4 Higher-order thinking

1–2–3–4–5 Comments: Questions asked within the lesson do not encourage higher order thinking. They
were superficial and repetitive without any engagement with the overall theme or expected
outcomes.

1.5 Metalanguage
1–2–3–4–5 Comments: The expectation for the students to list language techniques begins to delve into
metalanguage but at a very superficial level. If language techniques were provided and
students were asked to analyse the speeches with them in mind, a wider array of discussion
and perhaps debate surrounding them may occur.

1.6 Substantive communication

1–2–3–4–5 Comments: Teacher facilitated for group work and a class discussion was present in many
sections of the lesson. There were a few moments of no substantive communications but this
was for solo work and solo research

Quality learning environment

2.1 Explicit quality criteria
1–2–3–4–5 Comments: There are no outlines as to expected outcomes surrounding this lesson. The
explicit guidelines are just as to what work is expected to be completed

2.2 Engagement
1–2–3–4–5 Comments: Without engaging activities or an attempt to make the work relatable it is hard to
expect engagement to be high. Also, long periods of video would almost certainly reduce
engagement for much of the class

2.3 High expectations

1–2–3–4–5 Comments: This lesson does not give opportunity for challenging work. The questions are
quite simple and they're not encouraged to go beyond.
Zachary Mark Harris- 17978675 Designing Teaching & Learning- 102086

2.4 Social support

1–2–3–4–5 Comments: This is a lesson that has low expectations and lacks of engaging activities.
Because of this, one could expect there is a lack of social support from peers or a need for
support from the teacher.
2.5 Students’ self-regulation
1–2–3–4–5 Comments: Much of the lesson is designed to be student centred with mild teacher assistance.
One could assume that because of this there would be at least some student self regulation.
2.6 Student direction
1–2–3–4–5 Comments: This lesson has one research aspect and final activity at the end of the lesson that
allows for student self-regulation. The other activities and majority of interaction is led by the
teacher

3 Significance
3.1 Background knowledge
1–2–3–4–5 Comments: Little to no engagement with outside knowledge is presented in this lesson nor is
it encouraged for discussion. Prior knowledge of language techniques is used within the
lesson.

3.2 Cultural knowledge

1–2–3–4–5 Comments: There is no explicit recognition of the cultural significance of the Martin Luther
King Jr speech or the setting in which it is given. There is no effort to engage in any discourse
surrounding this either

3.3 Knowledge integration

1–2–3–4–5 Comments: No attempt to link with any other subject. The connections that could be made are
evident within the speeches themselves and not built upon by the teacher.

3.4 Inclusivity
1–2–3–4–5 Comments: This lesson only superficially gets the students to engage with context and
meaning behind the speeches. Connecting with the Martin Luther King Jr speech specifically
has a potential for discourse that includes a multitude of cultures individual students.

3.5 Connectedness
1–2–3–4–5 Comments: There is no clear connection to anything outside of this lesson. There is potential
with both speeches to connect to current issues as well as other lessons which just isn’t
capitalised on.

3.6 Narrative
1–2–3–4–5 Comments: N/A- This lesson doesn’t seem to include room for narrative nor does it seem to
facilitate student narrative. By developing upon areas like inclusivity, knowledge integration
and cultural knowledge, the level of narrative could develop.

Identifying Areas for Improvement

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

QT model
1) Deep Understanding 2) Higher-order thinking
3)Deep Knowledge 4)Engagement
 Zachary Mark Harris- 17978675 Designing Teaching & Learning- 102086

Lesson Plan - English

Topic area: Stage of Learner:Syllabus Pages:

Close look at Stage 5 – Year 10
speeches
Date: Location Booked:
Lesson Number: /

Time: Printing/preparation
120 Minutes  Prepared ICT snippets/videos
 Spare sheets of paper and pens for those students who
don’t have a book

**FLIPPED CLASSROOM APPROACH

Students are already familiarised with and have been using

Google Classroom for some time.

Students are instructed prior about the required activity on

Google Classroom and teacher makes sure all students can
access the resource and quiz. Due date for the quiz is set to
the night before prior this lesson

Outcomes Assessment Students learn Students learn

about to
Syllabus outcomes Students will be Students learn Engage with
assessed on their about speeches different
EN5-1A responds to and ability to: as powerful aspects of a
composes increasingly compose and spoken texts by speech
sophisticated and sustained deliver a considering
texts for understanding, persuasive speech two speeches Create a
interpretation, critical analysis, using language from different speech that is
imaginative expression and appropriate to eras but similar designed to
pleasure audience, purpose issues. engage and
and context. persuade
EN5-4B effectively transfers Impact of
knowledge, skills and This will come speeches for Think critically
understanding of language both within the different about the
concepts into new and different lesson and cultures author and
contexts following the their
lesson. intentions
Zachary Mark Harris- 17978675 Designing Teaching & Learning- 102086

EN5-5C thinks imaginatively, Nature of social through the

creatively, interpretively and justice issues speech
critically about information and
increasingly complex ideas and
arguments to respond to and
compose texts in a range of
contexts

EN5-9E purposefully reflects on,

assesses and adapts their
individual and collaborative
skills with increasing
independence and
effectiveness

Cross-curriculum priority
Aboriginal and Torres Strait
Islander histories and cultures

Time Teaching and learning actions Organisation Centred

T/S

Intro- 1. Introduction Teacher: Roll T

(5 Welcome students into class, mark Student: required to
minutes) roll and begin to outline lesson prepare themselves for
objectives. Make it clear that this the lesson
double period lesson will be focused Take out notebooks
on speeches as powerful examples of Resources: Roll
spoken text. Explain the
expectation/outcomes for this lesson
and the importance to them.

Example of script
Good morning! For today’s lesson,
we’re going to be taking a closer look
into speeches as powerful spoken
texts. One thing we’ll be focussing on
is the ways in which context,
language techniques and even
audience play a fundamental role in
how a speech functions and how it is
received. After this, each one of you
will also be creating your own speech
Zachary Mark Harris- 17978675 Designing Teaching & Learning- 102086

which will challenge a current social

justice issue.

Body 2. Introduction to speeches Teacher: Writing the S

(15 Pose the question of “What is a mind map on the board
minutes) speech?” for reference
throughout the lesson.
Ask students to copy down what the Student: Engaging with
mind map as each student provides group activity
answers Resources:
White board markers
As the students respond the teacher White Board
creates a mind map on the board
*If no white board and
*Guidance given by teacher in this work from a word
class discussion with prompts to document projected on
target audience, language techniques the screen
etc and upon the board write
answers to develop understanding of
what a speech is.

Aim: to guide the students to several

answers and build upon the idea that
speeches function much like a
persuasive text.

(10 2. Using the mind map explain to the Teacher: T/S

minutes) student that speeches are a form of
text and can be understood under a Student: expected to be
similar lens listening and
Resources:
Example of script:
What we see with this mind map we
created is that much like the other
text types we have studied, speeches
have their own set of characteristics
and features that can be analysed.
Zachary Mark Harris- 17978675 Designing Teaching & Learning- 102086

(20 mins) Students should have already Teacher: creates a Venn T/S
watched the speech clips (provided Diagram on the board
on google classroom) and completed contrasting the
the google classroom work differences and
similarities
Script example: Student: Copying the
So prior to this lesson, you should contrast of the two into
have all watched the two speeches. their notebook
What we’re going to do is think back
to these speeches and as a class Followed by interaction
compare them. Before we look at our with peer’s speeches
notes, I want us to try to remember
the key things, be it sentences,
phrases or techniques these speeches
had.

Teacher is creating a Venn Diagram

on the board using these details

*Students are to be copying this work

as well into their book for reference*

Following a the discussion without

the Google Classroom worksheet,
students are then asked to take out
their devices and compare and share
what they initially thought and what
they have now come up with
together on the whiteboard.

Script example Teacher: Assisting S

(40 mins) These two speeches, though both students where they
quite powerful were trying to achieve need help but moving
two different things. One quite from group to group
rallying and the other sorrowful. Both and insuring student
very moving in their own respects. engagement and
You also noticed how an initial direction
viewing and then a more critical Student: Researching
analysis brought about different their social justice issue
things and creating a
Resources: iPads, pens
How a speech is received often comes and paper
down to the techniques, tone and
even audience. Now, you will have
your chance to move an audience!
Zachary Mark Harris- 17978675 Designing Teaching & Learning- 102086

Students are to choose a social justice

issue in the schooling system- Provide
specific issues in regards to Aboriginal
and Torres Strait Islander inequality
within schools or low SES outcomes
within school.

They will then choose their target

audience and the tone of their
speech. The way in which they
approach this is their choice and they
will utilise their iPad/laptops for
research into these issues and
develop a persuasive speech

Teacher will provide assistance

throughout this period and will
monitor the progress of each student
to ensure they’re following along,
answering questions along the way..

Conclusion Teacher asks for anyone to volunteer Teacher: Listening to S

(30 mins) to read out their speeches. There will each speech and taking
be time for around 3-5 students note of key features
including feedback time. and use of techniques
Student: Listening and
If no volunteers are found, use the writing feedback and
Random name picker found in the then engaging in the
resources below. feedback process

Teacher informs the students that

whilst the speeches are occurring,
students are required to listen, take
note of the tone, potential target
audience, language techniques and
topic.

The student finishes the speech is

prompted to justify why they used
the language and tone specifically in
regards to topic and audience.

Ask volunteers to provide their

notes/feedback for the student.
Zachary Mark Harris- 17978675 Designing Teaching & Learning- 102086

Conclude the lesson

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

1. EN5-1A responds to and
composes increasingly
sophisticated and sustained texts
for understanding, interpretation,
critical analysis, imaginative
expression and pleasure
2. EN5-4B effectively transfers
knowledge, skills and
understanding of language
concepts into new and different
contexts
3. EN5-5C thinks imaginatively,
creatively, interpretively and
critically about information and
increasingly complex ideas and
arguments to respond to and
compose texts in a range of
contexts
4. EN5-9E purposefully reflects on,
assesses and adapts their
individual and collaborative skills
with increasing independence
and effectiveness
1. Students are able to engage with
the complexities surrounding
speeches. This is seen through the
answers provided on Google
Classroom
2. Students demonstrate ability to
apply this knowledge of texts and
language techniques to engage
with the speeches in class
discussion and speech creation
3. Students, through their knowledge
acquired during the lesson and
understandings of speeches, create
and present their own speech to
persuade the class in regards to a
social justice issue of their choice
4. Speeches will be given feedback by
both students and teacher and will
also be uploaded to Google
Classroom for additional teacher
feedback following the conclusion
of the lesson

YouTube clips
https://www.youtube.com/watch?v=b3TZOGpG6cM (Kevin Rudd’s apology speech)
https://www.youtube.com/watch?v=3vDWWy4CMhE (Martin Luther King Jr- I have a
dream)

Random Name Picker tool

https://www.classtools.net/random-name-picker/
Zachary Mark Harris- 17978675 Designing Teaching & Learning- 102086

Worksheet for Google Classroom: (Presented alongside the two speeches on the class
Google Classroom)

What are the names of the individuals presenting the speeches?

Speech 1:
Speech 2:

When were these speeches given?

Speech 1:
Speech 2:

Where were these speeches given?

Speech 1:
Speech 2:

Who were the target audience for each of the speeches?

Speech 1:
Speech 2:

List some language techniques used within both speeches

Speech 1:
Speech 2:

What do you think was similar and different about these two speeches
Similarities:
Differences:

How did these speeches make you feel and were the specific aspects that affected you
more?
Speech 1
Speech 2

EXTENSION! (For those who want to delve deeper, this will help you with the activity in
the lesson which I will collect)

Think of another speech given in recent times that affected you in some way. It could
be one you watched on television, at a sports game or even at school. Describe the
audience, the tone of the speech, the language techniques and what you think the
desired outcome of the speech was.
Zachary Mark Harris- 17978675 Designing Teaching & Learning- 102086

Academic Justification

A lesson plan can be an effective way for a teacher to scaffold a unique, engaging and

ultimately rewarding lesson for students. What was evident within the English lesson plan

was that there were necessary changes that needed to be made for the betterment of both

student engagement and that teacher’s pedagogical practices. When looked at under the lens

of the Quality Teaching Standards, the lesson plan has been modified to improve the QT

standards of Deep Knowledge (1.1), Deep Understanding (1.2) Higher-order thinking (1.4)

and finally engagement (2.2) (Department of Education and Training (DET), 2003)

One key aspect of this lesson plan that was altered in order to improve the lesson plan

was how Information and Communications Technology (ICT) was implemented. New South

Wales Education Standards Authority (NESA) outlines that in an increasingly ICT heavy

society, effective implementation and education of ICT is essential to the classroom (NESA,

2018). NESA asserts that teachers play a “central role in teaching students to use ICT

strategically” as to “optimise their learning” (NESA, 2018). Standard 2.6 in the Australian

Professional Standards for Teachers is also centred upon ICT and the ability to use it in an

effective manner (Australian Institute for Teaching and School Leadership [AITSL], 2011).

For this lesson, the key point was to remove the use of videos within the classroom and

develop implement a strategy that would assist the student’s engagement through furthering

their knowledge and understanding within the classroom.

The lesson needed to be done in a way where activities that required a high-order

thinking were the focal point within the classroom instead of them being lost within a 60-

minute lesson. In doing so the QT standards of 1.1, 1.2 and 2.2 would hopefully be benefitted

through one specific change. What was chosen was a Flipped Classroom (FC) or Flipped

Learning Instruction (FLI) strategy which was used in conjunction with a double period to
Zachary Mark Harris- 17978675 Designing Teaching & Learning- 102086

provide a more adequate time frame to properly engage with the topic. FC’s have often been

discussed in this technological age “as a way to engage students with different learning styles

and motivation levels” (Hao, Lee, 2015, p.250). The choice to use Google classroom, aside

from removing the viewing time of videos, addresses the need for students to develop a deep

understanding, or QT standard 1.2. Using this kind of classroom approach is designed to

“enhance the knowledge and understanding” and in turn help “maintain focus in the

classroom” (Hao, Lee, 2015). Supporters of the FC approach say that in the current

technological age, “innovative practices such as FLI” are a necessary addition to classrooms

to enhance the learning of this technological generation (Hao, Lee, 2015).

Another way the QT standards 1.1, 1.2, 1.4 and 2.2 were addressed within this lesson

was the way in which each activity was made with Bloom’s Taxonomy as the main point of

reference. Bloom’s Taxonomy (1969) is a classification of cognitive processes that ranks

these cognitive processes in a hierarchical order (Woolfolk, Margretts, 2016). This is

fundamental to the alterations made to the lesson plan because activities focussed on the

lower order thinking in this hierarchy were taking up large sections in the previous lesson

plan. What is expected is they would have negative impacts upon the QT Standards 1.1, 1.2.

1.4 and subsequently 2.4. In research conducted throughout 2013-2015, there was evidence to

suggest that an effective FC has Bloom’s Taxonomy at its core (Zainuddin, Halili, 2016).

What was also shown in these studies is that by having the students “gaining

knowledge and comprehension” outside of the classroom the students were seen to “feel

[more] confident during interactive learning activities in the class”. (Zainuddin, Halili,

2016). APST outlines one of the key standards for teachers is 1.2, Understanding how

students learn (NESA, 2018). By changing the dynamic to focussing on the higher order

thinking, within a double period, students will be more confident in taking risks and
Zachary Mark Harris- 17978675 Designing Teaching & Learning- 102086

developing the deep knowledge and understanding. However, to go beyond cognitive

understanding was also a big feature of the changes.

Using Richard Gil’s speech seemed to be too distant from the other speech and indeed

students. This surely would inhibit any level of engagement of students to occur beyond a

simple cognitive level which would affect deep learning and understanding (Grauerholz,

2001). The decision to use Kevin Rudd’s speech is more appropriate as it could be juxtaposed

with Martin Luther King Jr’s speech and the discourse surrounding these speeches becomes

relevant and relatable for the students considering the current political climate. The Kevin

Rudd speech also addresses the cross-curriculum priority of Aboriginal and Torres Strait

Islander histories and culture if it is approached in a deep and meaningful way. (NESA 2018).

Deep learning is achieved beyond just the simple “cognitive level” and it is achieved a

connection between these speeches (Grauerholz, 2001).

Zachary Mark Harris- 17978675 Designing Teaching & Learning- 102086

References

Department of Education and Training (2003) Classroom Practice Guide. Retrieved from

http://mscplc.weebly.com/uploads/4/8/0/8/4808031/quality_teaching_guide.pdf

Grauerholz, L. (2001). Teaching Holistically to Achieve Deep Learning. College

Teaching, 49(2), 44-50.

Hao, Y., & Lee, K. (2016). Teaching in flipped classrooms: Exploring pre-service teachers'

concerns. Computers In Human Behavior, 57, 250-260. doi:

10.1016/j.chb.2015.12.022

Margetts, K. & Woolfolk, A. (2016). Educational psychology (4th ed.). Melbourne: Pearson

Australia.

New South Wales Education and Schooling Authority [NESA] (2018) English Syllabus.

Retrieved from https://syllabus.nesa.nsw.edu.au/english/

New South Wales Education and Schooling Authority [NESA] (2018). Integrating ICT

Capability. Retrieved from https://syllabus.nesa.nsw.edu.au/support-

materials/integrating-ict/

New South Wales Education and Schooling Authority [NESA] (2018). The Australian

Professional Standards for Teachers. Retrieved from

http://educationstandards.nsw.edu.au/wps/wcm/connect/8658b2fa-62d3-40ca-a8d9-

02309a2c67a1/australian-professional-standards-

teachers.pdf?MOD=AJPERES&CVID=

Zainuddin, Z., & Halili, S. (2016). Flipped Classroom Research and Trends from Different

Fields of Study. International Review of Research in Open and Distance Learning,

17(3), 313-340.