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esson Plan for 5th Class on ‘The 1916 Easter Rising’ .
Using Diffit I would source my differentiated reading resources. This generated an array of different resources for all pupils in my class –
Reading & Summary , Vocabulary , Multiple choice Question , Think Pair Share , Causes and Effects. Pupils with reading difficulties would use immmersive reader / read aloud in a style which suited their needs best.
It also gave me the opinion of added activities to help consolidate further learning.
I would also use AI Twee – watching short info grapics videos on the Easter Rising ,this was fantastic as it generated critical thinking questions that the pupils had to answer.
At the end of the lesson I would use Quizizz as an assessment tool .LO : By the end of this lesson, pupils will be able to:
Explain what the 1916 Easter Rising was and why it happened.
Identify key figures and locations involved.
Understand the impact of the Rising on Irish history.
Use AI tools to explore historical events and create content.
Projector/Smartboard
Laptops/tablets with internet access
Access to AI tools (ChatGPT,dIFFIT , Google Slides, etc.)
Printable worksheets or interactive quizzes (e.g., using Kahoot or Quizizz)
Activity:
Start with a short animated video (e.g., RTÉ Learn’s Easter Rising for Kids) that explains the Rising in simple terms. USE ALTWEE
Use a timeline and map of Dublin to show key events and locations (e.g., GPO, St. Stephen’s Green).
Introduce key figures: Padraig Pearse, James Connolly, Countess Markievicz.
Read a simplified version of the Proclamation of the Irish RepublicVisual Aids: Use Google Slides with historical photos and AI-generated summaries (e.g., from ChatGPT).
Pupils use ChatGPT (teacher-supervised) to ask:
“Who was Padraig Pearse and why was he important in 1916?”
“What happened during the Easter Rising?”Create a Kahoot or Quizizz quiz using questions generated by ChatGPT.
Let pupils play in pairs.
Ask pupils to share one new thing they learned.
Pose a reflective question:
“How do you think Ireland would be different if the Rising hadn’t happened?
Assessment
Informal: Observations during AI activity, quiz performance.
Differentiation
Pair less confident readers with stronger ones during AI tasks.
Offer pre-made fact sheets for those who struggle with generating questions.
Extension: Pupils can create quiz using Kahoot or Quizziz.Hi Catherine , Kahoot is definitely one that the children all love. For extension and incentive ,I have pupils create quizzes for the class on recent topics using their names makes it personalized and also helps further develop their word problem skills. I have also used Blooket , which the pupil also love as they use repetition in the questions to consolidate and they can also steal each others points so it is a fun way to revise and the higher ability pupils are not necessary the winner.
Hi Ciara this is an excellent idea. I shall be doing this with the newpaper articles on Easter Rising. To demonstrate to pupils the importance of biases and fact checking. Reading articles from various viewpoints.
One of the stand out AI tools for me was Dffit. I have being playing around with it and shall definitely introducing to my pupils in September. It was really easy to use for example enter the topic “The American Revolution ” into Diffit.
It provides a simplified version of the text that matches 5th class reading level — making complex topics more accessible for all learners.Helps all students understand key events history without being overwhelmed by difficult language. Diffit gives multiple-choice and short-answer questions at the 5th class level. Which you can use as an assessment tool. This will be especially useful in SESE topics across the curriculum. I like that you can adjust reading levels- by creating multiple versions of the same topic so both advanced readers and struggling learners in the same class are supported.Hi Justine , that is a very valid point. Embracing and utilizing AI tools as a whole school approach would uniform and embed good practices and procedures. Perhaps whole school training would help implement this.
Use of AI tools such as ChatGPT ,Co- pilot to create reading comprehension passages, Gaeilge vocabulary practice, or maths word problems tailored to different ability levels in my class. I can adjust difficulty instantly for students who need extra support or more challenge. Generate stories or exercises based on my students’ interests (e.g. football, animals, Minecraft).
Use Kahoot / Blooket to create quizzes and interactive assessments automatically, aligned with what I taught — such as history topics like the French Revolution , or maths fractions. This can display immediate results and quickly display what topics pupils need more consolidation on .
I agree , Reading coach has been a valuable tool which I regularly use with pupils to practice their presentation skills when presenting SESE projects to the class. It give them to confidence to practice and self- edit their own work.
I agree that over exposure to screens is not healthy for children especially at a young age. The video on AI in China was quite scary and extreme. I have used Minecraft education in class and found the children loved using it , whether building the GPO or Trenches for WW1 , they had a blast and taught each other.
AI has the potential to enhance the teaching and learning experience in my 5th class classroom by making education more engaging, personalised, and efficient. For example, AI-powered tools like adaptive learning platforms (e.g., Century Tech or Squirrel AI) can tailor content to each student’s pace and ability, helping struggling learners catch up while challenging advanced students. Language models can assist with creative writing prompts, grammar correction, or even generating Gaeilge vocabulary games, making lessons more interactive and fun.
AI can also support you as a teacher by automating time-consuming tasks such as grading quizzes, analysing student performance data, and generating differentiated lesson plans. Tools like speech-to-text and immersive Reader can help students with learning difficulties participate more fully, while AI-generated visuals or simulations can bring abstract concepts to life in subjects like science or history.
However, challenges include access to devices and internet, maintaining data privacy, and avoiding over-reliance on technology. Professional development and clear guidelines will be essential to integrate AI meaningfully.
Hi Deirdre , I totally agree with the playing field being leveled for children with reading and writing difficulties. It opens so many opportunities for all learners.
he use of AI tools in the Irish primary classroom has the potential shape the future of teaching, learning, and assessment. Reflecting on this, it is clear that AI offers opportunities to enhance the educational experience for both teachers and pupils, provided it is implemented thoughtfully and in line with the values of the Irish curriculum.
In the context of teaching, AI could support teachers by automating time-consuming tasks such as correcting homework, analyzing pupil progress, or generating differentiated lesson materials. This would allow teachers more time to focus on nurturing the holistic development of children, a core principle of the Primary School Curriculum (1999) and the Primary Curriculum Framework (2023). AI can also support inclusive education by offering personalised learning pathways, helping children with additional needs engage with the curriculum at their own pace.
In terms of learning, AI tools—such as adaptive learning platforms or voice-assisted technologies—could encourage more active engagement and independent learning. These tools can adjust content and difficulty in real time, helping to meet pupils where they are in their learning journey. This supports pupils with learning difficulties in reading and writing and thus levels the playing field making learning accessible for all.
Assessment , with AI offering more immediate, formative feedback and long-term data insights to guide teaching. However, this raises important considerations around data protection, teacher autonomy, and digital inequality, particularly in rural or disadvantaged areas. AI should serve as a support to the teacher, not a replacement for the professional judgment and relational work that are central to the Irish classroom.
Overall, the integration of AI in Irish primary education offers promise—but must be approached with care, ensuring it aligns with the ethos of the Irish education system: one that values the whole child, promotes equality, and supports teacher professionalism.