102086 Designing Teaching: Analyzing and Revising Speech Lesson

This assignment presents a detailed analysis of a lesson plan designed for Stage 5 (Year 10) students focusing on English speeches. The lesson plan aims to teach students about effective speech writing and delivery, using examples from famous speeches by Martin Luther King Jr. and Richard Gill. The analysis evaluates the lesson plan based on the NSW Quality Teaching model, assessing aspects such as intellectual quality, quality learning environment, and significance. The report includes an evaluation of deep knowledge, understanding, problematic knowledge, higher-order thinking, metalanguage, and substantive communication. Furthermore, it assesses explicit quality criteria, engagement, high expectations, social support, student self-regulation, and student direction. The assignment also likely includes modifications to the original lesson plan with justifications for these changes, aiming to improve teaching and learning outcomes. The ultimate goal is to enhance students' abilities in both writing and delivering impactful speeches. Desklib offers this document, along with other solved assignments and past papers, to support students in their academic endeavors.

Lesson Plan - English
Topic area:
Close look at speeches
Stage of Learner:
Stage 5 – Year 10
Syllabus Pages:
Date: Location Booked: Lesson Number: /
Time:
1 hour
Total Number of students Printing/preparation
Class set of both worksheets
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes
ACELY1750: Understands the
importance of the various
functional aspects related to
the language. Identifies the
text structures and the
features of the language.
Identify the essential
elements that differentiate
between the written and the
spoken language (Head et
al., 2018). Use the
knowledge gained towards
creating effective texts that
can significantly
communicate even the most
complex ideas to the listener
and persuade greater
audience engagement.
Students will write
speeches and present
them in languages that
will help it to be easily
read and understood.
Students will have to
present writings that
will be easier to read
as a speech with
efficient use of
grammatically correct
sentences and strong
technical aspects of
text. The students will
have to give speeches
that will be clear, fluid
and meaningful. The
students will have to
display both effective
speech writing and
oral speech. Students
will have to engage in
group discussions
(Maddox &
Chandrasekaran,
2014).
Students learn about the
impact of powerful spoken
language. The essence of
spoken language and its
relevance in enhancing
spoken communication (Kim
Hori & Watanabe, 2017).
Students learn about how
effective speech can be
constructed. Moreover,
students learn about how
their own speech can be
enhanced through effectively
modifying their speech for
better communication.
Students learn about the
essential differences between
spoken and written
communication.
Students learn to write written
copies of speeches that can
make speeches easier. Student
learn to modulate their voices
in order to give appropriate
speeches. Students learn to
enhance their speaking
abilities. Moreover, students
learn to use the ability to give
effective speeches. Students
learn to use spoken language
towards their essential
advantage in various life
situations.
Time Teaching and learning actions
Intro Remind the students that that speech is an important form of spoken presentation of written text.
Additionally, the various forms of written texts that can be used as foundations for effective engaging
speeches will be discussed among the students. Stress on the value of good speeches and their impact
towards establishing higher levels of communication. Discuss the effect of good speeches on public
acceptance of the presented view point. Remind students of the various speeches they have come across
throughout their lives and the speeches that were provided by some teaches in the course. Help students to
develop own styles and techniques of giving effective speeches. Discuss the greater values of good
speeches in human life.
Body Provide students with an assignment that need them to research about the viewpoints of Martin Luther
King Jr. and Richard Gill. Both of these leaders were known for their brilliant speeches. A short amount of
time will be given to the students to research thoroughly about the achievements and the most important
speeches of these figures. Ensure that the entire class has relevant and essential knowledge about these
two figures. Volunteers will be asked to provide essential details of their research findings in regards to the
two leaders. Ensure that the class in completely engaged in the assignment and figure out the problem
areas if any at the end of the assignment.
Give students with a worksheet related to the famous speech “I have a dream” of Martin Luther King Jr. and
understand about the various aspects of the speech. Reminding the students that the given worksheet only
contains half of the speech with only 8 minutes. Making the students understand the various tones that
have been utilized by the orator in order to give a firsthand impression of stressed and unstressed usage of
words in speeches. The various emotional moods depicted through speeches are to also be provided to the
students in order for them to learn the value of speech when addressing a huge crowd. The worksheet is to
contain the various feedbacks of different critics in regards to the speech (Barnaud et al., 2017). Making the

students understand about the various technical areas concerned with effective speech giving. The design
and delivery of the worksheet will be done in such ways that students can easily relate to them. The aim is
to provide students with a first impression of how speeches can be used to inspire a large number of
students. Moreover, how technical aspects of speeches have been crucially developed over the years to
enhance their general acceptance and influence over the public need to be properly discussed among
students. Students will get a primary understanding of the importance of speeches.
Students have to write their thoughts on the speeches. They need to critically analyze and evaluate the
various aspects of the speeches. They have to highlight the most important technical aspects of the speech
(Lee & Tashev, 2015). They have to provide the relevance of the speech and the essential background of the
given speech. Students will have to relate to the speech and will have to write down their conclusive views
on the speech. Students have to use their written assessment to engage in meaningful group discussions.
Students will have to questions each other’s reflective points and discuss the most important factors that
have emerged out of the study. Students get to learn the value of speech and at the same time learn to use
their communicative abilities to take part in effective discussions.
The value of music education, a 13 minutes video of Richard Gill’s speech is shown to the students.
Students have to record their written analysis of the same just in the same way they did for the speech of
Martin Luther King Jr. The students further discuss the essential elements that emerge out of the analysis of
the speech of Richard Gill. The essential aspects that have generated out of the discussion are unanimously
pointed out by the students on the basis of the most to the least relevant (Schmoker, 2018).
Student engage in further discussion about the factors that they have been able to learn out of these two
speech hearing and learning assignments.
A Venn diagram is constructed by students in class in order to focus on the differences and similarities
between the speeches of Martin Luther King Jr. and Richard Gill. Before the presentation of the diagram the
students are asked to point out their respective individual views in regards the differences and similarities
between the speeches of the two leaders (Chan et al., 2016). The Venn diagram is to be further used
towards understanding the technical language aspects that emerge from the analysis of the speeches. In
discussion with the students in class more aspects are to be added to the Venn diagram (Wu et al., 2015).
The students are required to present their own views on the speeches. The students have to address the
entire class through effective speech in regards to the matter. The students have to provide individual
opinion this time addressing the class rather than the teacher. Other students have the ability to produce
counter arguments during the session (Santos & Zadrozny, 2014). The student have to then give their
respective opinion regards who they can select as the better orator. Moreover, the students can provide
their own respective opinions in regard to what they liked or disliked about the speeches.
Students are given relevant topics and asked to develop written speech documents in regards to the topic.
The techniques and aspects related to the speeches should be related to the learning results that have
generated from the previous assignments. The teacher checks the written documents. The students with
better speeches are selected and the students with weaker speeches are asked to re do the assignment
(Saito & Akiyama, 2017). After the entire class has been covered, the students are asked to individually
present their written speech documents as verbal speeches in the class. Students thus, learn both how to
write good speeches and orate the same.
After the assignments further discussions can be used effectively towards understanding the value of
written language and its effective presentation as speech. The teacher emphasizes on making written
speeches in ways that will make verbal oration of speeches easier. The teacher can make the students
understand about the difference in writing and speaking skills that crucially affect speeches. The students
learn about how technically correct speeches can both be produced and orated for ensuring better
outcomes. The students are given quick tips to enhance their speaking abilities. The teacher can provide
individual feedback as per the classroom performances. The teacher further provides valuable insights with
regards to addressing the wider audiences.
Conclusion The students are asked to provide the final speeches on highly relevant topics. The students are to produce
documents in a way that they will use to address the public. The students are required to prepare a short
and a medium length speeches. The students then go on to orate their written speeches in front of the class
and the assessors. Students will have to strictly follow the guideline of “plan your own speech”. Students
have to show their audience addressing and speech purpose skills.
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording
ACELY1750 Students are to be assessed on the basis of two criteria.
The primary criteria will be their classroom performances
based on the two assessments (Maddox et al., 2016).
Moreover, students will be judged on the basis of their
effective classroom discussion capabilities. Points will also
be provided in accordance with their communication
levels. The secondary assessment will be based on the
effectiveness of the final assessment speeches. The
various aspects such as use of language, purpose and
communicative intent with regards to the audience will
be essentially measured.
1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: The plan focuses on modules that will enhance the knowledge of the students
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: Due to the effort given toward learning deep understanding of the speech related issues
can be addressed
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: Problematic knowledge has not been greatly addressed through the program
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: Since the use of speeches and groups discussions will be used, higher order thinking can
be essentially achieved
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Metalanguage cannot be effectively used as aspects like phonology in speech have not
been addressed
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: The course is aimed towards substantive communication. The communicative aspects
are greatly addressed
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: Essential emphasis has been given towards enhancing the quality aspects. Hence, the
area is very well addressed
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: Engagement is enhances as the course will focus extensively on student engagement
through discussion and speech giving practical assignments
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: Expectations created are high as both the written and verbal aspects of speech given
have been crucially addressed
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments: Social support is high as the students will constantly interact with each other
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: Self-regulation is an essential target as the entire course is focused towards students
developing their own abilities

2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: Students can be directed in better ways as extensive student participation will be
induced
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Background knowledge will be scarce as the scope of implementing effective
background knowledge is less
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: The cultural aspects of speeches have not been covered. Hence, the scope is low
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments: Integration of knowledge will be medium as the scope is more for practical knowledge
on speeches
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: Inclusivity is high as the course is aimed towards the integrated speech learning of the
entire class
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: There will be great connectedness as the course will extensively focus on group
discussion
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: The narrative functions are good. The various speeches will be aimed towards better
narration.
Identify the four NSW QT model elements you are targeting for improvement.
QT model
1) Metalanguage through phonetic aspects of
speech
2) Cultural Knowledge
3) Knowledge integration 4) Background knowledge
Academic Justification
The modifications were incorporated into the study in order to make it more interactive so that
students can learn the essential aspects of the given study. Here the basic study is relate to learning
effective speech. The previous lessons were designed in a theoretical way to give a theoretical basis
of understanding to the students. However the current study has been based on better and far
more effective learning. Speech is essentially communication and need to be understood through

practical lessons rather than theoretical exercises. Hence, the modifications have incorporated to a
greater extent the practical lessons to help the students understand the greater significance of the
study. In this way, students learn about how effective speech can be constructed (Lee & Tashev,
2015). Moreover, students learn about how their own speech can be enhanced through effectively
modifying their speech for better communication. Students learn about the essential differences
between spoken and written communication. The study has always been focused towards the
greater understanding of the subject matter. The students are greatly helped through the study as
they can learn the effectiveness of speech. It is important that the greater significance of learning
speech are understood (Maddox et al., 2016). This is mainly due to the fact that speech has both
technical and philosophical elements attached to it. Martin Luther King Jr. and Richard Gill were
both excellent orators and their speeches have been used in order to make the students understand
the significance of strong speeches. It is important because only by gaining essential practical
experience can students develop a deeper more meaningful understanding of a subject matter.
Thus, the study has been essentially focused towards creating a positive value for the lessons in the
life of the students.
In the lessons, Students will have to relate to the speech and will have to write down their
conclusive views on the speech. Thus, they can develop both deep knowledge and deep
understanding of the subject. Moreover, students have to use their written assessment to engage in
meaningful group discussions (Barnaud et al., 2017). Group discussion have been planned in order
to enhance all the basic qualities of intellectual ability of the students. Students will have to
questions each other’s reflective points and discuss the most important factors that have emerged
out of the study. Students get to learn the value of speech and at the same time learn to use their
communicative abilities to take part in effective discussions. The current learning attitudes focus
towards developing the intrinsic learning abilities of the students. The same have been focused
towards achieving in the work. Emphasis have been given towards providing a quality learning
environment. However, despite the modifications some specific aspects like Meta language, cultural
knowledge, knowledge integration and background knowledge need to be essentially focused on
(Schmoker, 2018).
As far as the assessments are concerned, Students will be assessed on the basis of two
criteria. The primary criteria will focus on classroom performances based on the two assessments
(Maddox et al., 2016). Moreover, students will be judged on the basis of their effective classroom
discussion capabilities. Points will also be provided in accordance with their communication levels.
The secondary assessment will be based on the effectiveness of the final assessment speeches. The
various aspects such as use of language, purpose and communicative intent with regards to the
audience will be essentially measured. The assessment has been modified in accordance with the
study requirements of the learning program. It is much important that along with the learning
procedure the assessment also incorporates test of both skills and knowledge. The modifications
over all are poised towards developing the students better for their future endeavors.

References
Barnaud, M. L., Schwartz, J. L., Diard, J., & Bessiere, P. (2017, October). Assessing phonological
learning in COSMO, a Bayesian model of speech communication. In EPIROB-ICDL.
Chan, W., Jaitly, N., Le, Q., & Vinyals, O. (2016, March). Listen, attend and spell: A neural network
for large vocabulary conversational speech recognition. In Acoustics, Speech and Signal
Processing (ICASSP), 2016 IEEE International Conference on (pp. 4960-4964). IEEE.
Head, P., Kluge, D., Lyons, C., Rees, G., White, J., & Bussinguer-Khavari, V. (2018). Performance-
Assisted Learning: Enabling Students to Thrive and Jive.
Ishikawa, S. I. (2015). Lexical development in L2 English learners’ speeches and writings. Procedia-
Social and Behavioral Sciences, 198, 202-210.
Kim, S., Hori, T., & Watanabe, S. (2017, March). Joint CTC-attention based end-to-end speech
recognition using multi-task learning. In Acoustics, Speech and Signal Processing (ICASSP),
2017 IEEE International Conference on (pp. 4835-4839). IEEE.
Lee, J., & Tashev, I. (2015). High-level feature representation using recurrent neural network for
speech emotion recognition.
Maddox, W. T., & Chandrasekaran, B. (2014). Tests of a dual-system model of speech category
learning. Bilingualism: Language and cognition, 17(4), 709-728.
Maddox, W. T., Koslov, S., Yi, H. G., & Chandrasekaran, B. (2016). Performance pressure enhances
speech learning. Applied psycholinguistics, 37(6), 1369-1396.
Saito, K., & Akiyama, Y. (2017). Video based interaction, negotiation for comprehensibility, and‐
second language speech learning: A longitudinal study. Language Learning, 67(1), 43-74.
Santos, C. D., & Zadrozny, B. (2014). Learning character-level representations for part-of-speech
tagging. In Proceedings of the 31st International Conference on Machine Learning (ICML-
14) (pp. 1818-1826).
Schmoker, M. (2018). Focus: Elevating the essentials to radically improve student learning. Ascd.
Wu, Z., Valentini-Botinhao, C., Watts, O., & King, S. (2015, April). Deep neural networks employing
multi-task learning and stacked bottleneck features for speech synthesis. In Acoustics,
Speech and Signal Processing (ICASSP), 2015 IEEE International Conference on (pp. 4460-
4464). IEEE.