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This is definitely a lesson that I feel would benefit all senior end classes as in the times we are living in, teaching children about fake news is just so important in helping them think critically, identify reliable information, and stay safe in a world with lots of misleading content.
I decided to use Chat GPT to help me create a fortnightly lesson plan based on some of the novels that are available for students in my school currently. I chose the novel There’s a Boy in the Girl’s Bathroom which our fifth class students use. I asked Chat GPT to help me create a lesson plan that would support vocabulary development as well as developing the writing genre of narrative writing.
I made an effort to make the prompts quite specific. The following is what I entered: Create a fortnightly lesson plan on Louis Sacher’s novel ‘There was a boy in the girl’s bathroom’. It should be aimed at mixed abilities aged 11 and aimed at 5th class level. I want it to focus on vocabulary development as well as the writing genre of narrative writing.
Overview
Class: 5th Class (Age 11)
Text: There’s a Boy in the Girls’ Bathroom by Louis Sachar
Focus: Vocabulary Development + Narrative Writing
Duration: 2 weeks (10 days)
Level: Mixed ability
Themes Explored: Friendship, identity, emotional growth, empathy✏️ Learning Objectives
By the end of the two weeks, pupils will:Develop vocabulary through context, discussion, and application
Analyse character and plot to inform narrative writing
Plan, draft, and edit a short narrative inspired by the novel
Engage in collaborative learning through group discussion and shared writing🗓️ Fortnightly Lesson Plan
Day
Focus
Activities
Differentiation1: Intro to Novel + Vocabulary Journal Setup – Read Chapter 1 together
Discuss Bradley as a character
Introduce vocabulary journal: pupils collect 3–5 new words from each chapter | – Pair weaker readers with stronger ones
Provide visuals or glossary for EAL/SEN2 : Character Descriptions – Read Chapters 2–3
Explore descriptive language used for Bradley
Group work: Create word maps of adjectives for Bradley – Use sentence starters
Provide labelled image prompts3: Vocabulary in Context – Identify new words from reading (e.g. suspicious, awkward, embarrassed)
Create sentences using new vocabulary – Provide sentence frames
Offer challenge task: synonym/antonym match4: Setting the Scene: Narrative Opening – Model writing the beginning of a story based on Bradley’s world
Pupils write their own openings in first or third person – Scaffold structure (opening sentence bank)
Allow voice-to-text for writing5: Dialogue and Character Voice – Focus on dialogue in Chapter 5
Discuss how Bradley speaks and what it tells us
Pupils write a short dialogue between Bradley and Carla – Sentence strips for sequencing
Use guided writing frames6: Building Conflict in Narrative Writing – Read next chapter
Discuss types of conflict in the story
Brainstorm conflicts for their own narrative – Graphic organisers
Partner brainstorming for ideas7 : Vocabulary Game Day- Play vocabulary games (e.g., word bingo, taboo, charades with vocabulary words)
Revise key vocabulary learned so far – Group mixed-ability teams
Use visual aids or simplified word lists for some
8: Drafting Narratives – Pupils begin writing a narrative based on a school or friendship scenario inspired by the novel – Provide writing checklist
Use graphic organisers or story maps9: Peer Feedback and Editing – Swap stories in pairs for feedback
Focus on vocabulary use and clarity of ideas
Begin revisions – Use peer review prompts
Offer teacher conferencing for support10: Final Edits and Sharing- Pupils finalise their narratives
Share aloud or create a class display
Reflect on vocabulary learned – Provide publishing templates
Encourage oral presentations for confident speakers🧠 Assessment Opportunities
Vocabulary journals (ongoing)
Narrative writing (plan, draft, final piece)
Oral participation in discussions and vocabulary games
Self and peer assessment🧰 Resources Needed
Copies of the novel (whole or selected chapters)
Vocabulary journals or digital alternative
Word wall for class-wide new vocabulary
Graphic organisers for story structure
Sentence starters/frames for supportI was genuinely surprised as to how detailed and varied the fortnightly plan was. I found it to be laid out well, clear and in a straight forward manner. I felt it broke down my criteria into bitesize chunks which make it very straight forward to plan for and integrate into a whole class setting. It even went as far as to offer additional resources to accompany the text. I feel it would certainly enhance the pupil engagement as I feel it allows me to guide it to focus on not just the different abilities in the class but also specific aspects of the novel and the varying interest levels in the group.
The use of other AI applications could be used in the following ways:
Use Immersive Reader for a tricky passage from the book, allowing pupils with Dyslexia or other literacy needs to access the text confidently.
I could use Gemini to create vocabulary quizzes based on the text being read.
I could use Quizizz to assess and track the pupil’s progression, understanding and responses for quick analysis.
Next year, I plan to begin to use Scratch in 3rd class as an introduction to basic coding through a fun and creative way. We will have access to Ipads twice a week so I feel the children can begin by exploring simple programming and then gradually moving on to more independent creations, where I hope we can link coding to the other curriculum subjects of Literacy, Numeracy and SPHE.
This module has given me some great suggestions that AI can be a valuable tool for supporting children in my withdrawal groups for both Maths and Literacy as they benefit from more personalised instruction.
Khan Academy will allow me to adjust the difficulty of the Maths questions I ask the children, which will be based on each child’s responses. This will allow me to offer more support if and when needed. For example a child who is struggling with number bonds could benefit from the practise at their individualised level while being provided with visual models.
In literacy, Gemini can help a child who may struggle with creative writing by asking for a story starter or help finishing a sentence. In the mainstream classroom a child with Dyslexia could benefit from using Immersive Reader, as they have the opportunity to access the same poem/ text that the rest of the class is reading, benefiting them by feeling part of the class and not segregating them.
I look forward to using Immersive Reader both in a mainstream and SET capacity where children with Dyslexia or other Literacy challenges can use Immersive Reader to keep up with a possibly challenging class text. Making the font bigger, changing the background to a more preferential colour can help them follow along without getting overwhelmed by trying to read every single word.
The AI tools covered in this module have the potential to transform my teaching and the learning in my classroom in extraordinarily powerful ways. I feel Immersive Reader will promote more inclusive literacy learning which in turn will help to build the confidence of the struggling readers or SEN children I teach. I look forward to delving deeper into the various functions available.
The use of Microsoft Reading Coach would allow teachers to cut down on the amount of time doing 1 to 1 reading assessments and would allow children and parents to easily track their child’s progress.
The videos on AI being used in the classrooms in China I found to be quite alarming both as a teacher and primarily as a parent. Not only do I feel it could cause harm our children’s well-being and creativity if it was introduced in Ireland, but I also feel it would promote a surveillance culture in our classrooms.
It’s clear that this module showed a huge amount of content, which I look forward to spending the next few weeks going through and navigating myself. This will hopefully build my confidence for September.
I found Microsoft Reading Coach to be a very powerful tool that I feel will be of huge benefit for differentiating reading not only in my SEN classroom in September but also in the mainstream classroom as it will save me so much time while also providing individualised and differentiated reading passages based on each child’s reading level. I found it to be of great benefit too as it can adjust the difficulty as the children progress, ensuring that each child reads texts suited to their ability which supports an inclusive classroom.
Diffit can also be used to differentiate content and support inclusive learning to generate reading materials at multiple reading levels. As a class teacher it will allow the SEN children to access the same core content as their peers, in a way that meets their needs.
All of the AI resources presented in this module will not only save so much time for us teachers in our lesson planning, presentations/ powerpoint displays but also they will allow us to provide valuable time to focus more hands on and directly on the children in our classrooms
I too have many EAL children in my class and I feel Diffit will be of huge benefit to all EAL children and also to all of the teachers in my school
I completely agree Eimear. That blank mind at the end of the day when you’re trying to just get a start on an interesting and engaging lesson plan idea: AI will help elevate that blankness and provide the creativity some of us need
From exploring AI in this module there are many benefits to be seen. I chose this course to further my education and understanding of AI and to enable me to be able to use it efficiently and effectively in my classroom.
What stood out to me the most so far in this module is how AI can be used to make the curriculum and education as a whole more accessible for a variety of students. While there are many benefits, there are of course some limitations. The use of ChatGPT for students can pose a worry for us teachers. Using this particular AI tool can eliminate the need for students to focus directly on a task or question being posed to them and creating shortcuts for them in literacy based tasks. It has the potential to inhibit their own creativity and writing styles as well as create an unfair balance in the classroom with regards to work standards etc.
Duolingo has recently been introduced to me and stands out as an app that enables children to learn and adapt to language issues in new environments to them. Working in a school which caters to a lot of nationalities does highlight the need for programmes which can assess and cater language support to children based on their specific needs.
