Part A: Original lesson plan

Language (LOTE) Lesson plan

Part B: QT Analysis Template and modified lesson plan

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 Comments: The lack of recap of the previous lesson tends to decrease students’
–5 understanding for the previous lesson conducted. However, by using news articles
and recordings, students will be able to learn the language in the most natural
method.
1.2 Deep understanding
1 – 2 – 3 – 4 Comments: there is a lack of group interaction and previous lesson recap time
–5 which does not increase deep understanding link between the students’ and the
subject being taught. Nonetheless, the time given to repeat the recordings and to
answer the questions provided was adequate to implement deep understanding for
the students.
1.3 Problematic knowledge
1 – 2 – 3 – 4 Comments: students were given the resources to intercept and create their own
–5 understanding towards it.

1.4 Higher-order thinking

1 – 2 – 3 – 4 Comments: The lesson plan seems to encourage lower order thinking among
–5 students as they are just required to understand new vocabulary and answer the
questions that were given to them. There was no activity provided to create higher
order thinking environment in the class.
1.5 Metalanguage
1 – 2 – 3 – 4 Comments: The teacher does go through the new vocabularies at the beginning but
–5 there will not be enough time to critically discuss the finer details of the language
during the discussion part of the lesson. The way a language is used in news articles
differs from the way we usually write and speak due to the word limit and the lack
of discussion time between teacher-student means that the teacher will not be able
to provide the students’ adequate information regarding this fact.

1.6 Substantive communication

1 – 2 – 3 – 4 Comments: There isn’t enough communication occurring between students’ and
–5 teacher but the group discussion towards the end of the lesson helped increase the
rating I have chosen as it allows students to discuss the text in more detail and
generate more substantive ideas in regards to the content of the lesson as well as the
resources provided to achieve the lesson outcome. In addition, an initiate–respond–
evaluate (IRE) format is not used as it is unable to fit into this lesson plan.
Quality learning environment

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2.1 Explicit quality criteria
1 – 2 – 3 – 4 Comments: There was no explicit quality criterion given to the students’ as they
–5 were just required to answer to the questions given to them. Nonetheless, the
teacher will be aiding the students via assessing their listening skill as it will be
shown by they responded to the questions.
2.2 Engagement
1 – 2 – 3 – 4 Comments: Students are encouraged to raise questions and discuss in class.
–5 However, I am unable to identify if the students are participating in high or low
engagement due to the lack of information provided on the lesson plan.
2.3 High expectations
1 – 2 – 3 – 4 Comments: As students’ will have to create proper sentences . As it can’t be seen
–5 whether students will be
2.4 Social support
1 – 2 – 3 – 4 Comments: I am unable to identify whether or not there will be a high or a low
–5 social support just from the lesson plan but based on the activity provided, it would
seem that there would be a strong positive support to aid the students’ for the
activity. Further, as long as there is a positive support for the students’, there should
not be any “put downs” by peers in the class.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 Comments: N/A. I am unable to decide on this element as it cannot be seen from
–5 the lesson plan. However, if the students’ do find the material to be too difficult to
comprehend, then there will be a problem in managing students’ behaviour in the
class.
2.6 Student direction
1 – 2 – 3 – 4 Comments: The lesson is teacher directed rather than student directed as the teacher
–5 sets the material that is needed to cover the content along with the time required for
students’ to complete the task. Conversely, students’ are given the choice on the
pace of their lesson by allowing them to play the recording numerous times within
the time limit and mark their own work with assistance from the teacher.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 Comments: The lesson encourages students’ to discuss on the background
–5 knowledge they have on the content they have to cover. This can come in the form
of prior knowledge gained in school or outside of school as it is a news segment
being taught which indicates that students’ who keep up with international news
would have already discussed on it.
3.2 Cultural knowledge
1 – 2 – 3 – 4 Comments: No extra information on cultural knowledge was present in the lesson
–5 other than what would be viewed in the news segment and most likely not
expended on due to the time restrain.
3.3 Knowledge integration
1 – 2 – 3 – 4 Comments: N/A. None could be depicted from the lesson plan as there was not
–5 enough information provided to state otherwise.
3.4 Inclusivity
1 – 2 – 3 – 4 Comments: N/A. This element can only be reviewed when class is in session not
–5 just from the lesson plan. On the other hand, I would assume that there should be
inclusivity in the classroom to encourage students from various backgrounds to
work on the activity without problems and find possibilities to include students who
might not want to participate in the activity.

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3.5 Connectedness
1 – 2 – 3 – 4 Comments: this highly depends on the resource chosen for this current lesson plan.
–5 I would assume that teacher would have chosen a news segment that would be able
to create awareness on a real-life context as it would be able to be discussed during
the class session.
3.6 Narrative
1 – 2 – 3 – 4 Comments: The lesson was conducted in the form of content narrative instead of
–5 process narrative as students’ are required to listen to the news segment in the class.
Hence, using the resources from the lesson plan, it looks like students’ should be
able to grasp the substance of the lesson to a certain degree.

Identifying Areas for Improvement

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

QT model
1) 1.4 Higher order thinking 2) 2.1 Explicit quality criteria
3) 3.3 Knowledge integration 4) 3.2 Cultural knowledge

Lesson Plan

Topic area: German Stage of Learner: Stage 4 (Y7&8) Syllabus Pages:

Date: Location Booked: Lesson Number: /

Time: 1 hour Total Number of students Printing/preparation

German newspaper article
25 German television news report
Transcript of tv news report

Outcomes Assessment Students learn about Students learn to

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  demonstrates Collect  the importance  deduce meaning
understanding of the worksheets from of from context
main ideas and students understanding and prior
supporting detail in the intention of knowledge of
spoken texts and the speaker/s subject matter
responds and the context when listening
appropriately in interpreting for main ideas.
 applies a range of meaning  identify specific
linguistic structures to  the importance information, eg
express own ideas in of the logical by identifying
writing development statements as
of ideas in true or false,
constructing answering
text questions in
 being able to English or
understand German,
how the choosing the
language is correct word.
used in terms  select and
of news setting incorporate
modelled
linguistic
structures in
own writing.
 express ideas
and provide
additional
details in a
series of linked
sentences, eg
using
conjunctions
such as und,
aber, oder.

Time Teaching and learning actions

5 mins Conduct a short recap of the previous lesson and provide an outline for the lesson
10 mins Practise the accurate transcription of familiar and unfamiliar words from the text: read
out ten or more key words from the news report, one by one. Then go over them, paying
attention to capital letters, umlauts etc, and recapping pronunciation rules. Ensure
students know the meaning of all new vocabulary. Then ask what they think the text
will be about.

10 mins Students should be given the questions in German relating to the recording they are
about to hear. They should read them through, asking for clarification of vocabulary as
they do so. They may then be able to anticipate more details of the dialogue they are
about to hear. They should also look at the title. Look at the formation of the questions,
and encourage students to suggest the grammatical construction that might be

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 appropriate in the answer.
10 mins Students are told to listen to the dialogue once from beginning to end, to ascertain
length and get an overall impression. They will be asked to work in pairs and use the
link provided by the teacher to connect to the news segment using their devices or
devices provided to them. Then they can play it again, as often as they like within the
overall time limit, and write answers to the questions. They should be encouraged to
write answers in rough first. If possible, individual headphones should be used, but the
teacher could play the recording centrally, pausing and repeating as appropriate.

Students should check their work, ensuring that their answers make sense and are
5 mins grammatically accurate. Meanwhile hand out a transcript to each student, face down.

15 mins Students’ should discuss the usage of the language in terms of daily life setting versus
news articles and segment settings. Students mark their own work for comprehension,
under the teacher’s guidance, using the transcript as an aid. Students highlight
appropriate phrases on their transcript. (The teacher takes in the work to assess the
language.)

5 mins In pairs students identify one or two areas that they could improve and take away from
the lesson taught.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

 demonstrates Listen to German news report to understand main ideas
understanding of the
main ideas and
supporting detail in
spoken texts and
responds
appropriately

 applies a range of Respond to questions in German about the television

linguistic structures news report
to express own ideas
in writing

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Part C: Academic Justification ( words)

The original lesson plan chosen had its strengths, however, there were changes that had to

be made in order to achieve a more stimulating lesson plan for stage 4 students’ and these changes

were made in regards to the Quality Teaching Model provided by the NSW Department of

Education and Training. In order to solidify the modifications made to the lesson plan and that the

changes made did not overlap into another stage module, I had examined the syllabus in regards to

teaching the German language to stage 4 students’ (NSW Education Standards Authority [NESA],

2018).

To ensure students’ attain deep knowledge and especially deep understanding in regards to

the topic they will be taught on, a recap on the previous topic taught is essential. This is one of the

changes that were made to the original lessen plan as it is the most fundamental part that aids

students’ in gaining knowledge for that particular topic and create a bridging support to the

upcoming topics in the subject (Department of Education and Training, 2003). Similarly, being able

to reflect on the topic taught previously and on the day itself will be able to create a better

understanding of the content learnt. This method is used often by teachers to ensure they are using

the right ideas to teacher their students’ and by repeatedly using this idea of ‘reflection’ towards

students’, it will become a routine to them and this method will result in being used naturally in the

future for other subjects too (Killion and Todnam, 1991).

Students’ these days are very dependent on their devices due to the constant changes and the

creation of new technology which is why teachers are urged to bring in the use of Information and

communication technologies (ICT) into their teaching lessons. As a result, the usage of ICT

increases students’ interest in education as it is a form of resource they are used to. Studies have

shown that using ICT has led to an increase in students’ performance in classes as well as improve

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their “thinking skills” and the ability to manage the information found along with how it will be

used from the internet (Haslaman, Mumcu and Usluel, 2007, p. 54). In my opinion, implementing

the use of ICT in classes will provide a higher chance in increasing elements 1.4 Higher-order

thinking and 2.2 engagement from the Quality Teaching Model (Department of Education and

Training, 2003).

The last changes made towards the lesson plan to increase group work and group discussion

as it is essential to attaining a language in an efficient manner. Although the lesson plan did not

include any problem-based learning into the class session, it did include the activity of answering

questions based on a material of news segment into the lesson. The goal of the activity would be to

depict the method of how the language will be used in that particular setting in the best possible

way. Using the relevant situation such as the news segment also enhances the students’ ability to

experience the language being used not only in that particular setting but knowing when to use it in

the future situations (Imms and Llyod, 2004; Department of Education and Training, 2003).

Likewise, working with peers in classrooms teaches students’ to overcome issues that will arise in

group works and group discussions as well as encourages them to work as a team to solve a

problem. This is seen as incorporating cooperative learning which is highly encouraged in the

Quality Teaching Model elements (Goodell, Cooke and Ash, 2012). Creating an environment

where group work is available also increases the possibility for students’ to integrate their

knowledge to their peers in order to complete their activity (Department of Education and Training,

2003)

These changes were made with the ideas that derived from the lessons taught in this unit

along with the Quality Teaching Model guide. Due to the time limit presented in the lesson plan, I

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was unable to make more detailed changes to encourage real-life situations in the classroom which

was seen to be lacking in respect to the quality teaching model.

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 References

Department of Education and Training. (2003). A classroom practice guide. Retrieved from
https://app.education.nsw.gov.au/quality-teaching-
rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf

Goodell, L.S., Cooke, N.K., & Ash, S.L. (2012). Cooperative learning through in-class team work:
An approach to classroom instruction in a life cycle nutrition course. NACTA Journal
56(2), 68-75. Retrieved from
http://go.galegroup.com.ezproxy.uws.edu.au/ps/i.do?id=GALE%7CA302114479&v=2.1&u
=uwsydney&it=r&p=AONE&sw=w&authCount=1

Haslaman, T., Mumcu, F.K., & Usluel, Y.K. (2007). The Integration of information and
communication technologies in learning and teaching process: A lesson plan example.
Education and Science, 32(146), 54-58. Retrieved from
https://search-proquest-com.ezproxy.uws.edu.au/docview/1009841911?accountid=36155

Imms, W. & Lloyd, E. (2004). Not another lesson plan!: Building a collaborative curriculum
survival pack for future arts teachers. Australian Art Education, 27(2), 51-68. Retrieved
from https://search.informit.com.au/fullText;dn%3D145418;res%3DAEIPT

Killion, J.P. & Todnem, G.R. (1991). A process for personal theory building. Retrieved from
http://ascd.com/ASCD/pdf/journals/ed_lead/el_199103_killion.pdf

NSW Education Standards Authority [NESA]. (2018). German k-10 syllabus. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/languages/german-k-10-syllabus

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