Designing Teaching & Learning (102086) - Assessment 2

LESSON PLAN
ANALYSIS
Jessica Hayter
Student ID: 18139336

CONTENTS
Original Lesson Plan .........1
Adapted Lesson Plan ....2
Lesson Plan Analysis .4
Modified Lesson Plan .7
Reflection ..9
Academic Justification ..10
Learning Portfolio Web Link .12
Resources ...13
References ..15

Original Lesson Plan

I was given this lesson plan by a local teacher called Sharon Wilson. She is happy for me to
use it on my assessment.

Adapted Lesson Plan

Topic area:
Date:
To be taught 9/5/16
Time:
50 minute lesson

Stage of Learner:
Stage 4
Location Booked:

Syllabus Pages:
Lesson Number:

Total Number of students

Printing/preparation

Outcomes

Assessment

Students learn
about

Students learn
to

EN5-4B
Effectively transfers
knowledge, skills and
understanding of language
concepts into the new and
different contexts

Not assessed
will form the basis
of further study

Persuasive language in
advertising

Identify and unpick

persuasive language in
advertisements

EN5-6C
Investigates the
relationships between and
among texts

Cross Curriculum themes & General

capabilities

Explicit subject specific concepts and

skills
1.

Students explore the way language is used in

advertising to persuade and manipulate
consumers, and imbed stereotypes.

Quality Teaching Elements (lesson focus) Highlight the

appropriate areas

3
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of
important, substantive concepts, skills and ideas. Such pedagogy treats
knowledge as something that requires active construction and requires
students to engage in higher-order thinking and to communicate
substantively about what they are learning.
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and
teachers work productively in an environment clearly focused on
learning. Such pedagogy sets high and explicit expectations and
develops positive relationships between teacher and students and
among students.
Significance
This refers to pedagogy that helps make learning more meaningful and
important to students. Such pedagogy draws clear connections with
students prior knowledge and identities, with contexts outside of the
classroom, and with multiple ways of knowing all cultural perspective.

1.1 Deep knowledge

1.2 Deep
understanding
1.3 Problematic
knowledge

1.4 Higher-order
thinking
1.5 Metalanguage
1.6 Substantive
communication

2.1 Explicit quality

criteria
2.2 Engagement
2.3 High
Expectations

2.4 Social Support

2.5 Students selfregulation
2.6 Student direction

3.1 Background
knowledge
3.2 Cultural
knowledge
3.3 Knowledge
integration

3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

4
How are the quality teaching elements you have identified
achieved within the lesson?
Teaching
element
Higherorder
thinking
Metalangua
ge

Time
20 min

15 min

15 min

Indicators of presence in the lesson

Students must analyse the way language can persuade and manipulate.
Students must identify the language techniques in the advertisement.

Social
Support

This activity requires group work. Students are also required to share their
ideas with the class.

Student
direction

The class hinges upon group work and class discussion by students in
order to achieve learning outcomes.

Teaching and learning actions

Ask the class to brainstorm advertisements
that they have seen or heard. Break students
into groups for discussion. Have them answer
what aspects of these ads contribute to their
appeal?
Mark the roll while students are having
discussion
Show the Old Spice advertisement and a
Chanel/Dior advertisement. Ask students in
their groups to pick out similarities and
differences.
Identify target audiences, the type of
language used, the stereotypes each ad is
using, and how the ad tries to
persuade/manipulate.
Each group shares their ideas with the class.
Students then write up two paragraphs, one
for each technique. Describing the technique
and how it is used to persuade the consumer.

Organisation
Teacher:
Student: Groups
Resources: Roll
Teacher:
Student: Groups
Resources: Advertisements

Teacher:
Student: Individual
Resources: Writing
implements

Centr
ed
T/S

Lesson Plan Analysis

Section 1: Australian Professional Standards for Teachers
Standard
1 Know
students
and how
they learn

2 Know the
content and
how to
teach it

3 Plan for
an
implement
effective
teaching
and
learning

Evaluation score
Comments incl. evidence for evaluation score (2 sentences
1 (poor) 5
maximum)
(excellent)
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural,
Not included in the lesson plan
1 2 3 4 5 NA
religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and
Not included in the lesson plan
1 2 3 4 5 NA
Torres Strait Islander students
1.5 Differentiate teaching to meet the specific
Not included in the lesson plan
learning needs of students across the full
1 2 3 4 5 NA
range of abilities
1.6 Strategies to support full participation of
Not included in the lesson plan
1 2 3 4 5 NA
students with disability
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
1 2 3 4 5 NA
Creative selection for learning metalanguage. Content is relevant for
years 7 & 8.
2.3 Curriculum, assessment and reporting
1 2 3 4 5 NA
Links to curriculum. No assessment or reporting applicable.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous
Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication
1 2 3 4 5 NA
Interaction with videos from the internet & slideshows.
Technology (ICT)
3.1 Establish challenging learning goals
1 2 3 4 5 NA
Asks students to identify and describe metalanguage, and present
ideas to the class.
3.2 Plan, structure and sequence learning
1 2 3 4 5 NA
The sequence is planned to smoothly transition to next activity.
programs
3.3 Use teaching strategies
1 2 3 4 5 NA
Not included in the lesson plan
3.4 Select and use resources
1 2 3 4 5 NA
Not explicitly highlighted in the lesson plan. Advertisements require
Youtube access; this and slideshows require smartboard or digital
overhead projector.
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs

6
4 Create
and
maintain
supportive
and safe
learning
environmen
ts
5 Assess,
provide
feedback
and report
on student
learning

3.7 Engage parents/ carers in the educative process

4.1 Support student participation
1 2 3 4 5 NA
4.2 Manage classroom activities
1 2 3 4 5 NA
4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically

1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA

5.1 Assess student learning

1 2 3 4 5 NA
5.2 Provide feedback to students on their
1 2 3 4 5 NA
learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement

Not mentioned in the lesson plan

Divided class into groups and assigned questions to be answered.
Class discussion to follow. No other management mentioned.
Not mentioned in the lesson plan
Not mentioned in the lesson plan
Not mentioned in the lesson plan
Not assessed, will form the basis of further study
Not mentioned in the lesson plan

6 Engage in
professiona
l learning

6.1 Identify and plan professional learning needs

7 Engage
professiona
lly with
colleagues,
parents/car
ers and the
community

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational requirements

6.2 Engage in professional learning and improve practice

6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning

7.3 Engage with the parents/carers

7.4 Engage with professional teaching networks and broader communities

7
Section 2: NSW Quality Teaching Model
Dimensio
n

Element

Intellectu
al quality

Deep knowledge
Deep understanding
Problematic knowledge
Higher-order thinking
Metalanguage
Substantive communication

Quality
learning
environm
ent

Explicit quality criteria

Engagement
High expectations
Social support
Students self-regulation
Student direction

Significan

Background knowledge

Code
(refer to QT
model
documentation
for criteria for
each number)
12345
NA
12345
NA
12345
NA
1
NA
1
NA
1
NA
1
NA
1
NA

2345

1
NA
1
NA
1
NA
1
NA
1

2345

2345
2345
2345
2345

2345
2345
2345
2345

Comments incl. evidence for code (2 sentences

maximum)

Students will deeply engage with language techniques in

advertising consistently, with only little insignificant
content covered.
Class discussion and group work aids the distribution of
understanding among group members.
Discussion on the social constructions of the
advertisements, such as stereotypical behavior, is
designed for students to criticize.
Dissection of the advertisements involves higher-order
thinking.
The main point of the lesson is the engagement with
metalanguage and its uses.
Class discussion is substantive communication.
No explicit instructions for quality of work. There were
only basic directions outlined in the lesson plan.
There is no description of this in the lesson plan. There is
no back-up plan described, if class discussion and/or
group work fails.
The group work sets high expectations.
Group work & class discussion have high degree of
social support
There is no description of this in the lesson plan.
Student centered. Through discussion, students dictate
the content.
The question asked by the teacher at the beginning of

8
ce

NA
Cultural knowledge
Knowledge integration
Inclusivity
Connectedness
Narrative

1
NA
1
NA
1
NA
1
NA

2345

the lesson asks the students what their prior knowledge

of ads might be.
Not mentioned in the lesson plan

2345

Not mentioned in the lesson plan

2345

Not mentioned in the lesson plan

2345

The assessment box clearly states that this lesson feeds

into others. Also, advertisements are a part of everyday
life.
Not mentioned in the lesson plan

12345
NA

Modified Lesson Plan

Highlighted items are the modifications from original lesson plan:

Topic area:
Language techniques

Stage of Learner:
Stage 4

Date:
To be taught 9/5/16

Location Booked:
Lesson Number:
Classroom with access to
2/10
technology
Total Number of students Printing/preparation
28
Prepare Youtube links to ads
Access Powerpoint slides
Print 28 Word worksheets

Time:
50 minute lesson

Outcomes
EN5-4B
Effectively transfers
knowledge, skills and
understanding of language
concepts into the new and
different contexts
EN5-6C
Investigates the
relationships between and
among texts
EN4-8D
Identifies, considers and
appreciates cultural
expression in texts

Assessment

Syllabus Pages:
https://syllabus.bostes.nsw.edu.au/englis
h/english-k10/outcomes/

Students learn
about

Students learn
to

Diagnostic
Persuasive language in Identify and unpick
assessment
advertising
persuasive language in
evident in opening Sustainability vs
advertisements
question.
Be critical of stereotypes
consumerism.
in general.
Cultural context of
Group discussion
Be aware of
advertising.
aids teacher in
consumerism.
formative
Be aware of cultural
assessment.
differences in
marketing.
The informal
assessment is also
the summative
assessment
evident in the
group
presentations.

ACEEN025
evaluating the effects of
rhetorical devices, for
example, emphasis,
emotive language and
imagery in the construction
of argument

Cross Curriculum themes & General

capabilities

Explicit subject specific concepts and

skills

1.
2.

Students explore the way language is used in

advertising to persuade and manipulate consumers,
and imbed stereotypes.

3.

Sustainability - Cross Curriculum Priority

Connects to KLA Drama, in deconstructing film
techniques and Business Studies, by looking at
marketing.
Literacy, Critical & Creative Thinking, and
Personal & Social Capability- General Capabilities.

10

11
Highlighted items are the modifications from original lesson plan:

Time

Teaching and learning actions

10 min

20 min

10 min

10 min

Organisation

Introduce myself to students. Ask students to form groups

Teacher:
of 4. Must be differentiated groups prearranged by teacher Load slides, open Youtube
in lesson 1/10.
links
Ask the class to brainstorm advertisements that they have Mark the roll during group
seen or heard. Have them answer what aspects of these
discussion.
ads contribute to their appeal? which is displayed in slides
Student: Form groups,
(see appendix).
then discussion.
Mark the roll while students are having discussion
Resources: Roll, slides,
internet.
Show the Old Spice advertisement and a Chanel/Dior
Teacher:
advertisement.
Hand out worksheets - 1
per group (see appendix)
GROUP ANALYSIS ACTIVITY
Explicit instructions for
Select a scribe
how sheet is to be filled
There must be at least 4 answers for each of the following
out.
headings:
Play Youtube ads 3 or 4
Ask students in their groups to pick out similarities and
times.
differences
Move about the room and
Identify target audiences
assist groups as
The type of language used
required.
The stereotypes each ad is using
Student: Group work
Resources:
And how the ad tries to persuade/manipulate consumers to

Youtube
buy unnecessary items ie. sustainability
Behaviour issues & Extension activities see appendix

Worksheet

Writing implements
Each group shares one key idea with the class.
Teacher: Discussion
facilitator
After presentations, ask students if the ad would work as
Student: Group
well anywhere else in the world? Or is it aimed at western
presentations
culture?
Resources: Worksheet,
slides-Captain Morgan
Spiced Rum advertising
logo story.
Individually, students write up one concise sentence for
Teacher: Move about the
each technique discussed in their groups. Highlight which
room & assist students as
ad, and the technique and describe how it is used to
required.
persuade the consumer.
Student: Individual
Resources: Writing
implements

Centr
ed
T/S
Teacher

Student

Student

Student

APPENDIX:

o Powerpoint Slides see page 13.

o Word Worksheet see page 14.
Behavioural issues:
In the event that students do not comply with
instructions, Teacher can revert to individual worksheets for all
students.
Extension activities: In the event that students complete the work,
direct them to their personal devices and onto Youtube for more
advertisements to deconstruct Brut, Maybelline, Husqvarna etc.

WORKPLACE HEALTH & SAFETY:

What are the key risk issues that may appear and need to be
reduced/eliminated in this lesson?

12
There are minimal health and safety risks in this lesson over and above
those normally encountered in day-to-day social science classrooms.
Management of student behaviour is a key difference between minimal risk
and high risk; such as projectiles or inappropriate use of school furniture. The
teacher must also take note of electricity in the use of technology (Safe Work
NSW, 2016).

13
REFLECTION:
I have learnt that there are many contributing factors to be considered when
preparing lessons. As a teacher, we must maintain the core syllabus, while
managing behaviour, considering Cross-Curriculum themes and General
Capabilities, as well as maintaining an engaging lesson where learning will
occur. Planning for a single lesson is quite involved. The Australian
Professional Standards of Teaching, (APST), and the NSW Quality Teaching
model, (QT model), aid teachers in generating lesson plans in conjunction
with ACARAs National Curriculum and the NSW syllabus.
Although a lot of the planning is done in preparation for the class, there may
be alternate scenarios where students do not engage with the provided
material, or the class is poorly behaved on the day; this requires extra
teacher planning. One class of 55 minutes, requires double the planning, just
in case the first lesson fails.
This assessment template demands much detail. I understand that reality
does not demand as much; however, upon examining the original lesson
plan, which I initially thought was good, I discovered that very little of the
APST were incorporated into the written evidence. This does not mean the
teacher did not adhere to the APST in their classroom practice. Much can be
assumed. However, since documentation of the APST aids teachers in
gaining professional advancement, the APST should be noted in all lesson
plans.
How am I measuring the outcomes of this lesson?
Learning Outcome

Method of measurement and recording

EN5-4B - effectively
transfers knowledge,
skills and
understanding of
language concepts
into the new and
different contexts
EN5-6C - investigates
the relationships
between and among
texts

Formative assessment done through informal questions during the

class discussion. The teacher can direct questions to test how
much students understand and interpret from advertisements,
using their metalanguage learnt in lesson 1/10.
Not formally recorded.

ACEEN025
-evaluating the effects
of rhetorical devices,
for example,
emphasis, emotive
language and imagery
in the construction of
argument
EN4-8D - identifies,
considers and

Informal summative assessment implemented in students writing

down their understanding of the metalanguage in their textbooks
at the end of the lesson. Teacher will only observe some student
answers.
Not formally recorded.
The diagnostic, formative and summative assessments are all
evaluating the understanding of students in regards to
metalanguage, and its purpose, (arguing that the product
advertised is worth spending money on). The students must
critically engage with persuasive language and how it works in
society.
Not formally recorded.
Informal formative assessment, through observation. Teacher
interacts with students during group presentations to discover their

14
appreciates cultural
expression in texts

thoughts on how these advertisements would be interpreted in

other cultures; whether it would be as effective at marketing the
product, or less. Teacher can then incorporate further cultural
aspects into further lessons, if acknowledgement of difference is
low.
Not formally recorded.

15
ACADEMIC JUSTIFICATION:
Through the analysis of the APST and the QT model, it is
apparent that the original lesson plan is weaker in certain areas and
stronger in others. The weaker areas have been strengthened using
recommendations from the APST, the QT model, and other academic
sources.
According to Wilkerson & Lequia (2015), small group work
capitalises on peer support (p.227). Heterogeneous groups are mixed
ability groups, which provide students with learning opportunities
directly from fellow students. There are many benefits to group work;
such as academic achievement, motivation, self-efficacy, social
development, and promotes peer inclusion (p.227-229). The original
lesson plan already contained group work; so the modified lesson
plan augmented the group work, to be based on prearranged
heterogeneous groups, which lessens the opportunity for behavioural
issues, makes for quicker group formation, and also broadens
students academic prospects through differentiation (Standard 1.5,
APST, AITSL, 2016).
Standard 5.1 Assess student learning (AITSL, 2016).
Assessment was the weakest part of the original lesson plan; nonexistent, except for the note that this lesson would form the basis of
further study. How can a teacher move onto the next lesson, without
comprehending whether the foundational lessons were understood?
Whether it is formal or informal, assessment is key in measuring
students learning (Brookhart, 2014). It aids teachers in evaluating

16
what may need to be modified or strengthened within the lesson, for
future use. The original lesson plan included diagnostic assessment
in

the

opening

question,

which

determined

students

prior

knowledge. The modified lesson plan strengthens the use of

assessment by continuing to capture student understanding with
directive questions during the class discussion. Also, the informal
presentation forms a type of summative assessment. As this is lesson
two out of ten, only the tenth lesson on techniques would require the
inclusion of a formal summative assessment (Brookhart, 2014). In
regards

to

recording

the

informal

assessments

added,

the

observations made by the teacher would be recorded in their

reflection/evaluation of the lesson, or discussed with colleagues.
Standard 4.3 Manage challenging behaviour (AITSL,
2016). Good planning involves a back-up plan for behavioural issues,
and extension activities for the Gifted and Talented students. Morgan
(2014) outlines that a differentiated classroom entitles students to
work at their own pace (p.36), this sometimes means others will be
quicker than others. Offering the faster students extension activities,
prevents them from becoming bored and exhibiting behavioural
problems (p.34).
Explicit Quality Criteria (NSW Department of Education &
Training, 2003) means explicitly stating the quality of work that you
expect as a teacher. The original lesson plan did not include explicit
instructions. Gore (2007) states that the QT Model supports detailed
and clear lesson goals, as it is proven to improve student learning. In

17
the event that discussion leads off track, having the instructions on
the board gives the students a reference point to continue student
centred learning (Severiens, Meeuwisse & Born, 2015). Repetition,
and reiteration of expectations, are employed by the teacher to
imbed the lesson goal. Repetition is evident within the modified
lesson plan through the opening discussion points on what works in
advertising, then identifying the techniques and how they are
effective, and then discussing these ideas with the class. Finally,
students note down key ideas in their textbooks.
Cultural Knowledge (NSW Department of Education &
Training, 2003). The original lesson plan did not venture into cultural
background differences. The modified lesson plan now includes the
syllabus outcome, EN4-8D, which is aimed at critically engaging
students in acknowledging the cultural differences in educational
materials (BOSTES, 2016). As seen in the modified lesson plan,
cultural differences are now explicitly addressed as a discussion
point. Since advertising is based on contextual societies, and target
markets, it follows that advertising would differ between cultures. An
example was provided for students in the powerpoint slides, as
follows:
In America, market responses were gathered for the Captain Morgan
Spiced Rum logo. Anglo-Saxon responses were positive. However,
Hispanic responses were negative, stating the pirate looked like an
oppressor (Hoag, 2015). Underlying these responses is the postcolonialist theory, that European settlers oppressed the native

18
people. Note how it is invisible to the Anglo-Saxon respondents. The
Captain Morgan example was provided for students to unveil some
cultural differences in advertising.
The modified lesson plan now explicitly addresses multiple
APST Standards and QT model areas. Standard 4.3, Standard 5.1,
along with QT model areas, Explicit Quality Criteria and Cultural
Knowledge have been explored in detail. The modified lesson plan is
now an encompassing lesson plan that is effective for student
learning.

LEARNING PORTFOLIO WEB LINK:

http://jhayter.weebly.com/

19

RESOURCES:
From Appendix:
Powerpoint slides

20

From Appendix:
Word Worksheet this one has some answers to direct a substitute teacher to example answers:

21

REFERENCES
ACARA. (2016). Senior secondary curriculum. Retrieved Sep 24, 2016, from English
curriculum:
http://www.australiancurriculum.edu.au/seniorsecondary/english/english/curric
ulum/seniorsecondary#page=1
ACARA. (2016). Sustainability overview. Retrieved Sep 24, 2016, from Crosscurriculum priorities:
http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability
/overview

22
AITSL. (2014). Australian professional standards for teachers. Retrieved Sep 6, 2016,
from Australian institute for teaching and school leadership:
http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list?c=graduate
BOSTES. (2016). Outcome coding. Retrieved Sep 24, 2016, from English K-10
syllabus: https://syllabus.bostes.nsw.edu.au/english/english-k10/english-key/
BOSTES. (2016). Stage 4 statement. Retrieved Sep 24, 2016, from English K-10
syllabus: https://syllabus.bostes.nsw.edu.au/english/english-k10/stagestatements/
BOSTES. (2016). Table of objectives and outcomes - Continuum of learning. Retrieved
Sep 24, 2016, from English K-10 syllabus:
https://syllabus.bostes.nsw.edu.au/english/english-k10/outcomes/
Brookhart, S. (2014). Multiple measures in classroom assessment. In R. E. Slavin,
Proven programs in education: Classroom management and education (pp. 1619). SAGE Publications. Retrieved Sep 29, 2016, from
http://ebookcentral.proquest.com.ezproxy.uws.edu.au/lib/uwsau/detail.action?
docID=1696669
Gore, J. (2007). Improving pedagogy. In J. Butcher, & L. McDonald (Eds.), Making a
difference: Challenges for teachers, teaching and teacher education (pp. 1532). Sense Publishers.
Hoag, C. (2015). Issue: Hispanic marketing. Hispanic marketing, 1-20.
doi:10.1177/2374556815588527
Morgan, H. (2014). Maximising student success with differentiated learning. The
clearing house: A journal of educational strategies, issues and ideas, 87(1), 3438. doi:10.1080/00098655.2013.832130

23
NSW Department of Education & Training. (2003). Quality teaching in NSW public
schools: A classroom practice guide.
NSW Government. (2016). Managing safety. Retrieved Sep 24, 2016, from Safework
NSW: http://www.safework.nsw.gov.au/health-and-safety/manage-workplacesafety/your-responsibilities
Severiens, S., Meeuwisse, M., & Born, M. (2015). Student experience & academic
success: comparing a student-centred & lecture-based course programme. High
Education, 70, 1-17. doi:10.1007/s10734-014-9820-3
Wilkerson, K. L., & Lequia, J. L. (2015). Maximising the benefits of working
cooperatively with peers. In L. H. Meltzer, The power of peers in the
classroom: Enhancing learning and social skills (pp. 224-250). Guilford
Publications. Retrieved Sep 28, 2016, from
http://ebookcentral.proquest.com.ezproxy.uws.edu.au/lib/uwsau/reader.action?
docID=1981158