[Caoimhe Smith]

I agree with Tracey, I really like the way there is a cross curricular approach to this lesson and getting a vast variety of subjects covered to cater for all children’s learning. The three tier question is a great way for differentiation and having used resources such as Kahoot I really think the Quiz on chromebooks is a fun approach to assessing the lesson!

[Caoimhe Smith]

Lesson Plan: Character Development in The Boy in the Striped Pyjamas
Class: 6th Class
Lesson Details
Duration 60 minutes

Class 6th Class
Novel The Boy in the Striped Pyjamas
Focus Character Development
Learning Outcomes
-Identify how a character changes throughout a novel.
-Use evidence from the text to support opinions.
-Describe a character’s thoughts, feelings and motivations.
-Work collaboratively to discuss and compare ideas.
– Use digital tools appropriately to support learning.
Lesson Objectives:
-Explain how Bruno develops from the beginning to the end of the novel.
-Compare Bruno’s character at two different points in the story.
-Provide at least two pieces of textual evidence to support their ideas.
-Create a short written response describing Bruno’s development.
Ai tools used:
Microsoft Copilot
To generate differentiated discussion questions and model descriptive vocabulary linked to Bruno’s feelings and experiences.
MagicSchool
To create a quick exit ticket and a scaffolded writing frame for pupils who need additional support.
Lesson Structure
1. Introduction / Recap
Begin by asking pupils to recall what they already know about Bruno.
Questions:
What kind of person is Bruno at the beginning of the novel?
What are his main interests?
How does he react to moving house?
Using Copilot beforehand, prepare a short list of differentiated prompts so that all pupils can contribute.
2. Development – Text Exploration
Pupils work in pairs with selected extracts from the novel.
Task:
Highlight evidence that shows Bruno’s thoughts and feelings.
Identify any changes in his understanding of the world around him.
Teacher input:
Model one example on the board, showing how to move from evidence to explanation.
Example:
“Bruno begins as a curious but sheltered child. Later, his friendship with Shmuel helps him question what he has been told.”
3. Group Discussion
Each group receives one discussion question generated using Copilot.
Examples:
How does Bruno’s friendship with Shmuel influence his decisions?
What does Bruno learn by the end of the novel?
Which event causes the greatest change in Bruno’s character?
Pupils record two key points from their discussion.
4. Independent Writing
Using a writing frame created in MagicSchool, pupils write a short paragraph:
“Describe how Bruno develops as a character during the novel. Use two pieces of evidence from the text.”
Encourage pupils to use descriptive language and connect their ideas clearly.
5. Conclusion
Ask pupils to share one sentence describing Bruno at the start and one sentence describing him at the end.
Complete a quick MagicSchool exit ticket with two questions:
What is one way Bruno changed?
What evidence supports this?
Assessment

Oral Assessment Participation in discussion and ability to explain ideas.
Written Assessment Clear explanation of character development and use of evidence.
Exit Ticket Understanding of how and why Bruno changed.
Teacher Observation Engagement with the text and collaboration with peers.
Differentiation
Support
Provide sentence starters, vocabulary banks and a scaffolded writing frame

[Caoimhe Smith]

I think that Microsoft CoPilot and Microsoft Reading Coach will be be greatly beneficial in the senior classes across a broad range of subjects. In English CoPilot will help to generate engaging descriptive writing prompts especially during novel work, allow a great use for modelling vocabulary while also catering for different abilities. It will be a great tool for planning lessons and comprehension work even as an early finisher activity which could allow for the teacher to spend more time supporting pupils.

Microsoft Reading Coach encourages confident reading by allowing the pupils the opportunity to receive immediate feedback and one that is personalised. Which is crucial in developing reading confidence and decoding comprehension.

CoPilot in SESE allows children to research according to ability and to explore topics from different perspectives.Both are fantastic tools that will help students develop in literacy, digital skills and give them more engagement while also promoting independent learning.

[Caoimhe Smith]

I think similarly to you Barbara I will use Co Pilot image creator to help with description of characters, especially when doing class novels. I think its a great resource to teach the children the importance of descriptive writing for character work. It outlines the improtance of given as much detail as possible to allow the reader to visualise characters. I found it very effective the sample used in the video where they didn’t give enough description for the image and therefore the correct image wasn’t generated, that alone is a fantastic way to show the children how important description is in writing alone!

[Caoimhe Smith]

I totally agree here , it’s a great way of helping teachers effectively use their time management around teaching ! As we all know every teacher has a never ending to do list!

[Caoimhe Smith]

AI tools have the potential to make a real difference in the classroom when they are used in the right way. I think they can help teachers save time by creating resources, giving instant feedback and identifying pupils who might need extra support. This means teachers can spend more time working directly with pupils instead of focusing on paperwork.

For learning, AI can make activities more personalised by adapting to each pupil’s level and pace. This could help build confidence, especially for children who need extra practice before moving on. At the same time, it’s important that pupils still develop their own thinking skills and don’t become too reliant on technology.

When it comes to assessment, I think AI can be a useful tool for tracking progress and highlighting gaps in learning, but it should never replace a teacher’s professional judgement. Overall, I believe AI will become a bigger part of education in the future, but it should always be used to support good teaching rather than replace the important role of the teacher.

[Caoimhe Smith]

AI could really change things in my classroom, especially with tools like Carnegie Learning. I like that it adapts to each pupil’s level, so if one child is struggling with fractions, it can give extra practice and hints straight away, while another pupil can move on to harder work. That kind of instant feedback would save time and help me spot gaps quicker. The teacher dashboard is another big plus because it shows where pupils are getting stuck, which makes planning small-group support much easier.
That said, I think there would be challenges. Not every pupil has equal access to devices, and I’d need time to learn the system properly. I’d also want to make sure AI supports my teaching rather than replaces it. Used well, though, Carnegie Learning could make lessons more personal, engaging and less stressful for everyone in the long run.

[Caoimhe Smith]

I completely agree , AI is a fantastic resource for teaching and can make really useful resources to enhance your teaching but never replace

[Caoimhe Smith]

Ye I think OSMo is a great tool , especially for kids who might be integrated into mainstream classes from asd classes.

[Caoimhe Smith]

I really like the idea of using scratch particularly in the senior classes . I think it’s a great way to introduce pupils to coding because it’s colourful, easy to use and encourages creativity.

If I was introducing Scratch to my class, I would begin by showing them a simple project, like making a character move or creating a short animation. I would explain each step as I go and then let the pupils work in pairs to create their own project. Group work or working in teams I think  would be great for help build confidence and give them the chance to solve problems as a team. I would walk around the classroom, answer questions and encourage them to experiment and have them see it as a fun tool to learning.

I think Scratch is an excellent starting point for coding. It makes learning fun and engaging while helping pupils develop problem-solving, logical thinking and creativity. It also helps them gain confidence with technology in a relaxed and supportive environment which I think be great to develop their skills further in secondary school

• This reply was modified 3 months, 4 weeks ago by Caoimhe Smith.

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