Lesson Plan Analysis and

Revision
English KLA
Student Name: Ashna Ashmita Ram
Student ID: 18953190
102086 Designing Teaching & Learning
Assignment 2: QT Analysis Template

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments:
The teacher provides deep knowledge in the lesson that strongly deals with concepts of ANZAC
Day and using note taking activities/formats to prepare them for their research project.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments:
Most of the students highlight deep understanding in the lesson through activities, gaining
knowledge.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments:
Some political, cultural and social knowledge is evident, however working towards this and
elaborating further through different perspectives is needed.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments:
Students work out and decide how many groups of headings there are and what information goes
under the headings. Building on this would include: creating argument/debates, giving out a
presentation, elaborating on questions/answers.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments:
Low in metalanguage as images & symbols were not shown. Students used texts that discussed
about ANZAC Day and the teacher information based on ANZAC on the whiteboard.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments:
Communication is evident between teacher and student where the teacher questions students and
students respond, both as a class and in groups. More elaboration and deep discussion is also needed.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments:
Classroom environment is productive between the teacher and students. Students know what teacher
expects and ongoing monitoring of students is visible.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments:
Students are engaged and involved in the tasks. Students also collaborate in small groups with peers
and discuss the tasks together as a group.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments:
Students are involved in challenging work and are encouraged to try hard and participate through set
tasks of gathering information and applying them.
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments:
Support is heavily seen in the lesson as respect and positive attitudes are seen through student to
student and teacher. Teacher encourages students to talk and appreciates student responses and goes
around to each table to help students.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments:
The lesson proceeds without interruption of student misbehaviour and students are paying attention
and participating in the classroom as the teacher continues on with the lesson.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments:
Tasks are set by the teacher but students work both in groups and independently and time spent on
activities and pace of the lesson is slow.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments:
Students had great background knowledge about ANZAC Day as teacher questioned students about
it and they responded well.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments:
Some cultural knowledge and social groups is evident in the lesson. Teacher mentions that most of
the students have difficulties accessing historical and cultural knowledge and/or they have different
perspectives of them.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments:
Although concepts intersect with History KLA, building on other KLA such as geography and art in
the lesson is useful to make connections and engage in more creative work.
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments:
No students were excluded in the classroom. Students were included in the lesson regardless of their
cultural background as students are working collaboratively.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments:
Knowledge and skills of Harmony Day & ANZAC Day are relevant outside of the school
environment as it connects students to Australian cultural events and note-taking is useful for future.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments:
Students did not share their personal stories that relate to the lesson. Teacher should allow students
to discuss their personal experiences of ANZAC Day, e.g. what do they do on this day?

Identifying Areas for Improvement

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

QT model
1) Higher Order Thinking 2) Metalanguage
3) Knowledge Integration 4) Narrative
 Lesson Plan

Topic area: English EALD

Note taking & ANZAC Day

Stage of Learner:
Year 11 - 1B

Syllabus Pages:
-NSW English EAL/D Stage 6
Syllabus 2017
Pages: 16-52
-NSW English Standard Stage 6
Syllabus 2017
Pages: 16-51
-NSW English Life Skills Stage 6
Syllabus 2017
Pages: 14-52
Date: 12/05/2020

Location Booked:
K.G.21
Lesson Number: 2
Time: 60 minutes
Total Number of students:
20-25 students
Printing/preparation
-A3/A4 paper
-Markers
-Interactive Whiteboard
-Set questions

Outcomes
Assessment
Students learn about
Students learn to

Syllabus outcome
 Engage personally with texts
 examine the differences between spoken and written communication
 Develop and apply contextual knowledge
 use active listening strategies and work collaboratively with others(ACEEA005)
 situations(ACEEA030)
 Understand and apply knowledge of language forms and features
develop and use language for making connections, posing questions, affirming, challenging, speculating and generalising
 Develop and apply contextual knowledge
 understand how contexts influence the perspectives represented in texts and how audiences respond to them
Lesson assessment

-Uncompleted activities & tasks can be completed as homework

-Note-taking format

-Australian cultural events

-Significance of ANZAC Day

-take notes in two formats: dot points & mind-maps

-use texts to identify verbs, nouns, adjectives & adverbs

-enhance vocabulary & use sentence structure & grammar in a proper manner

-analyse/create meaning of the texts

Life Skills outcomes

Objective A
 communicates in a range of everyday contexts for familiar audiences and purposes
 reads, views and responds to texts in familiar contexts
 comprehends and responds to a range of texts in familiar and unfamiliar contexts
 uses strategies to comprehend a range of texts composed for different purposes and contexts
 composes texts for a variety of purposes and audiences in a range of modes
Objective B
 identifies how language forms and features of texts vary according to purpose, audience and context
 uses appropriate language forms and features when composing texts for different modes, media, audiences, contexts
and purposes
Objective C
 represents own ideas and personal experiences in interpretive and imaginative texts
 compares ideas, purposes and audiences of texts
Objective D
 explores texts that express a range of ideas, values, points of view and attitudes
Objective E
 reflects on own learning processes and goals

CCP & GCs

-Grammar knowledge
-Comprehending texts through listening, reading and viewing
-Word knowledge
-Composing texts through speaking, writing and reading
-Visual knowledge
-Text knowledge
-Inquiring- identifying, exploring and organising information and ideas
-Generating ideas, possibilities & actions
-Reflecting on thinking and processes
-Recognising culture & developing respect
subject specific concepts
-ANZAC Day and its impact to Australian culture
Discipline specific skills
-Macro skills: reading, writing, speaking & listening
-improving how to gather information
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
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.
1.1 Deep knowledge
1.2 Deep understanding
1.3 Problematic knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive communication

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.
2.1 Explicit quality criteria
2.2 Engagement
2.3 High Expectations
2.4 Social Support
2.5 Students’ self-regulation
2.6 Student direction

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.
3.1 Background knowledge
3.2 Cultural knowledge
3.3 Knowledge integration
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
Higher-Order Critical thinking activities/tasks & open discussions
Thinking -Deciding how many groups they would organise the information into and the headings to
use
-Comprehension skills
-Writing in a diary form: vocabulary, sentence structure and grammar
-Brainstorming & mind-maps
-Argument/debating activity
Metalanguage -Using visuals
-Identifying verbs, adjectives, nouns & adverbs in reading text
-Enhancing vocabulary
-Summarising the text into their own words
-Answering set questions
Knowledge Integration with Art KLA – creative poster with reflection, visual images of poppy (flower)
Integration Integration with History KLA – historical images
Integration with Geography KLA – image of maps/flags of Australia & New Zealand
Narrative Personal stories/experiences and discussing the below questions with peers:
1. What do you do on this day?
2. Have you been involved in marching before? If so, where and what is it for?
3. What other cultural events do you all celebrate? And how you celebrate them?
4. Do you have a day like ANZAC Day in your culture/home country?
Tim Teaching and learning actions Organisation Centred
e T/S
15 Ask the students to recall everything they know about Teacher: Student-
mins ANZAC Day and make a list in their exercise books Give students the questions: centred
-Go around the room and ask each and every student what Group/Pair
they know about ANZAC Day. Build more questions such as 1. What do you do on this day? work
by asking: Who else also thought the same? , Does anyone 2. Have you been involved in marching
know why this is the way it is? (on a particular topic) before? If so, where and what is it for?
3. What other cultural events do you
-Elaborate on the topic by getting students more involved in all celebrate? And how you celebrate
personal stories and opinions of ANZAC Day. Students can them?
participate in more thinking activity. Give students set 4. Do you have a day like ANZAC Day in
questions to answer: your culture/home country?
1. What do you do on this day?
2. Have you been involved in marching before? If so, where Scaffold:
and what is it for? (start) On ANZAC Day…..
3. What other cultural events do you all celebrate? And how
you celebrate them? Student:
4. Do you have a day like ANZAC Day in your culture/home
country?

-Students work in pairs and/or groups to discuss the Resources:

questions and share their own experiences/personal stories
with their peers.

-After that, get students to write in a diary form of the

answers of the above questions.

10 Hand out and read a written text on ANZAC Day. As a Teacher: Student-
mins worksheet and projected onto the Smart Board. -Preparing reading text centred
-Get the students to first read the text independently in their -Preparing questions for students Group
own pace. Then read as a class. work
Student:
-After students reading, get students to summarise the text
in their own words and write it in their books. Answering Resources:
below question individually:
-What visual images they saw while reading?

Ask the students to think in pairs about how many groups

they would organise the information into and what headings
they would use
-Ask students to discuss in pairs on how many groups they
would organise the information into and the headings to
use. Students are required to ask the below questions with
their partner:

1. How many groups have you chosen? And Why?

2. What headings do you think should be used? And Why?

During this conversation activity, students need to write

each other’s responses in the dot point note taking format.

10 Ask the students to pick out the most important information Teacher: Student-
mins in the text. Highlight on the Smart Board and students -Preparing questions for students centred
highlight on their sheets. Individual
-Get the students to highlight the verbs, nouns, adjectives Student: & Group
and adverbs that are present in the text. work
Resources:
-Then get the students to work in groups to discuss any -A3 paper

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 words/phrases they are unsure of and identify the important
information in the text.

-Go around to each group and discuss in depth with the

students by asking them questions such as:

1. What information do you think are important from

the text?
2. Why did you choose these information?

- And elaborate on student responses

- After that, go through the text as a class, discuss any

unclear words and then ask each student to highlight the Teacher-
important information on the Smart Board while also centred
highlighting on the worksheet. Class

After that, students need to transfer the information on A3

paper in the mind-map format under the each heading
chosen as a class.

15 At the same time discuss the significance of ANZAC as a Teacher: Teacher-

mins special event in our society. -Prepare images to display on IWB centred
-Ask students as a class why they think ANZAC Day is a Class
special event in our society for an open-discussion. Student:
-Brainstorm ideas
-After this, show students images that relate to ANZAC such -Create argument/debate points
as: -Decide the significance of images
Teacher-
1. put a picture/image of the Australian /New Zealand centred
Resources:
Flag/Maps (Relating to geography KLA) Class
-IWB
2. image of ANZAC flower (poppy) (reflecting to Art KLA)
3. show one or two historical images (reflecting to History))

-Get the students to brainstorm ideas on what the images Student-

show. Students may use either dot point or mind map centred
format to brainstorm. Individual

-After brainstorming, assign each group of students with an

image and students are required to create an argument Student-
and/or debate how each image relates to ANZAC Day and centred
explain its significance to ANZAC. Group
work
10 -Give students A4 paper individually and tell them to put Teacher: Student-
mins information on what they have learnt in the lesson as a centred
reflection exercise. Student: Individual
-Using mind-map strategy to create
-Students need to decide what headings they want to use in reflective poster
the poster (reflecting back on the mind-map format)
Resources: Class
-After that, students present their poster/mind-map and talk -A4 paper
about their overall learning to the class.

*Any uncompleted activity/tasks can be done for

homework*

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Reflection
What have I learned about the teaching and learning process when preparing this lesson?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
1 -Use different methods (reading, writing, listening & speaking skills) for
Know students and diverse student needs: reading text, writing skills, listening & speaking
how they learn activities such as: debate.
2 -Student centred learning of the activities that involve higher order
Know the content thinking skills. Literacy strategies- vocabulary, grammar, punctuation,
and how to teach sentence structure, verbs, nouns, adverbs.
it
3 -Critical thinking strategies, creative thinking and problem-solving
Plan for and -productive learning environment: collaborative learning/student
implement engagement/communication
effective teaching -Use of ICT: IWB
and learning -Reflective activity for evaluation
5 -Assessment can be taken to assess student’s knowledge and skills in
Assess, provide terms of the four macro skills
feedback and -Ongoing feedback during lesson/checking their progression/work
report on student
learning

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?

-Text must be clear and big on the Interactive Whiteboard

-Writing on the board must be clear and big

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References (In APA)
You must list all references that you have used for the content and resources of this lesson in this
space.

NSW Education Standards Authority [NESA]. (2017). English EAL/D Stage 6 Syllabus.

[Link]

NSW Education Standards Authority [NESA]. (2017). English Life Skills Stage 6 Syllabus.

[Link]

653b76aa72f0/[Link]?MOD=AJPERES&CVID=

NSW Education Standards Authority [NESA]. (2017). English Standard Stage 6 Syllabus.

[Link]

[Link]

Resources Attached:
You must list all the resources that you have created or found in this space.

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This essay analyses Year 11 EALD English Key Learning Area (KLA) lesson plan to determine

improvements to curriculum, pedagogies, resource and assessment. The Quality Teaching

Framework (QTF) elements were used to evaluate the lesson plan and address improvements in the

teaching and learning process in order to achieve the outcomes. The modifications to the lesson

plan will be addressed through four improvement areas with academic justification of the changes

and how these alternations have the ability to achieve the improvements.

To improve Narrative, teacher should go around the room and search for student prior knowledge

about ANZAC Day which helps to build more questions leading to new directions, for example:

similarities between students thinking, responding and asking students why something is the way it

is referring to a particular topic or idea. Engaging students in conversations on a specific area,

sharing their personal stories, thoughts and opinions is significant in promoting discussions to help

students understand and participate in classrooms. It also allows students to elaborate on the topic

by working in groups with peers, talking and addressing set questions such as: what they personally

do on ANZAC Day. Collaborative learning is a great opportunity for students to work together and

Pierson (2014) depicts the importance of using student stories in curriculum is effective in ESL

teaching and learning and Riddle (2009) explains that narratives in classrooms provides students

with a voice in which they are able to share ideas while also improving their listening and speaking

skills.

Adapting Bloom’s Taxonomy to achieve Higher Order Thinking (HOT) skills is beneficial in

pedagogical practices (Ganapathy & Kaur, 2014) as various researches show it gains student

attention and engagement in the classroom through inquiry-based approach (IBL) (Spronken-Smith

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et al, 2008) further motivating them to engage in challenging tasks (Ames, 1992; Kalpan et al,

2002). Students are required to transfer their personal experiences in a written form of a diary

which is a student-centred approach (Gibbs as cited in O’Neil & McMahon, 2005). This will assist

students to think how they will format their written piece which will also improve their writing

skills by assessing them on their vocabulary, sentence structure, grammar and punctuation.

Setyarini (2019) suggests that brainstorming and mind-mapping activities are useful for students to

think about the content. Students can use this to brainstorm ideas of what images represent and

present in a mind-map or dot point format. Arguments and/or debating activity have been

incorporated where students need to create an argument in groups how each image relates to

ANZAC Day and explain its significance. This enhances critical thinking skills and presents an

understanding of a particular topic, questioning on opinion of others and clarifying argument

(Handayani, 2017). Ongoing open-ended discussion and elaboration is evident throughout the

modified lesson plan.

Metalanguage often intersects with HOT skills and it is important to consider the diverse learners

and their learning needs while also embedding visual literacy. Visuals in ESL classrooms are a

great teaching tool to allow student engagement. Rangvid (2018) depicts that student engagement

can lead to “academic achievement” (p.266) and attain success. Harrison (2013) highlights the

importance of using Interactive Whiteboard (IWB) in classrooms and the activity of displaying

ANZAC images on the IWB requires students to describe its importance. This creates opportunities

for students to make critical interpretations, enhancing their vocabulary (Callow, 2006). Geoghegan

et al (2013) mentions that reading literacy by identifying important information helps to gain a

deeper understanding of both prior and new knowledge. The modified lesson plan aims to achieve

an understanding of new content and words, increasing vocabulary while also identifying

metalanguage such as: nouns, adjectives, verbs and adverbs to bring English literacy to more

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attention. This activity engages students in comprehension skills by summarising the text into their

own words and answering set questions that also constructs their own understanding and can use

their prior knowledge (Sporer et al, 2009). King (1994) depicts that students’ prior knowledge is

effective and important in making connections with existing and new information, draw new

perspectives and deepened their understanding.

Embedding other KLAs in the lesson helps to make connection to class content. Including activities

and tasks that relate to Art KLA is useful to allow student engagement in classrooms that integrates

with both History and English. Planning and including visual and aural learning is helpful for

students to process the learning (Silverstein & Layne, 2010) and therefore, images of the poppy

flower, referring to the concept of ANZAC Art and understanding what it signifies is evident.

Using historical images of ANZAC Day helps to think and create meaning and embed more

political, cultural and social knowledge to further explain and relate to History. Integrating flags

and maps relates to Geography KLA which strengthens and enriches their learning of the concepts.

Using HOT skills to create a reflective poster and deciding what type of headings and information

students want to show in the poster allows students to use their knowledge and understanding in a

creative manner.

To conclude, this analysis was to provide modifications to the English lesson plan in order to

achieve the improvements from the QTF elements that includes: Narrative, Higher Order Thinking,

Metalanguage and Knowledge Integration.

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References

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational

Psychology, 84(3), 261-271.

Callow, J. (2006). Images, politics and multiliteracies: Using a visual metalanguage. Australian

Journal of Language and Literacy, 29(1), 7-23.

Ganapathy, M., & Kaur, S. (2014). ESL Student’s perceptions of the use of higher order thinking

skills in English language writing. Advances in Language and Literary Studies, 5(5), 80-87.

[Link]

Geoghegan, D., O’Neil, S., & Petersen, S. (2013). Metalanguage: The ‘teacher talk’ of explicit

literacy teaching in practice. Improving Schools, 16(2), 119-129.

[Link]

Handayani, R. (2017). Student’s critical thinking skills in a classroom debate. LLT Journal: A

Journal on Language and Language Teaching, 19(2), 132-140.

[Link]

Harrison, N. (2013). Using the interactive whiteboard to scaffold a metalanguage: Teaching higher

order thinking skills in preservice teacher education. Australasian Journal of Educational

Technology, 29(1), 54-65. [Link]

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Kalpan, A., Middleton, M.J., Udan, T., & Midgley, C. (2002). Achievement goals and goal

structure. In C. Midgley (Ed.), Goals, goal structure and patterns of adaptive learning, (pp.

21-53). Mahwah, NJ: Erlbaum

King, A. (1994). Guiding knowledge construction in the classroom: Effects of teaching children

how to question and how to explain. American Educational Research Journal Summer,

31(2), 338-368. [Link]

O’Neil, G., & McMahon, T. (2005). Student-centred learning: What does it mean for students and

lectures? In G. O’Neil., S. M., & B. McMullin (Eds.), Emerging Issues in the Practice of

University Learning and Teaching (pp. 27-36). All Ireland Society for Higher Education

(AISHE).

Pierson, S. (2014). The power of story: Using personal narrative, computer technology and

podcasting with young adult English language learners. Teaching English with Technology,

14(4), 3-16.

Rangvid, B. (2018). Student engagement in inclusive classrooms. Education Economics, 26(3),

266-284. [Link]

Riddle, J. (2009). Life in every language. Multimedia & Internet@School, 16(3), 22-24.

Setyarini, S. (2019). Higher order thinking skills in storytelling for teaching English to junior high

school students: A shortcut to fulfil learning objectives of 21st Century. Advances in Social

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 Science, Education and Humanities Research, 257, 214-217.

[Link]

Silverstein, B L., & Layne, S. (2010). Defining arts integration.

Sporer, N., Brunstein, J C., & Kieschke, U. (2009). Improving students reading comprehension

skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction,

19(3), 272-286. [Link]

Spronken-Smith, R., Bullard, J., Ray, W., Roberts, C., & Keiffer, A. (2008). Where might sand

dunes be on mars? Engaging students through inquiry-based learning in geography. Journal

of Geography in Higher Education, 32(1), 71-86.

[Link]

Learning portfolio URL: [Link]

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