Lesson Plan: What do we find in our town? using PIXEL

Aimed at: A2 students of English of around 8 to 12 years old

Objectives:

Identify the different Places in Town (hospital, restaurant,toy shop,etc)

Speak about what places they can find in a town.

Grammar: "There is/are...", "There isn't/aren't...", "Is there/Are there...?"

Materials Needed:

• Box with pictures or miniature representations of places in town

• Printed comic strip about places in town made with Pixton

• Whiteboard and markers

• Costumes or props for role-playing

• Exit tickets (optional)

Procedure:

1. Warm-up: Mystery Box (5 minutes)

• Teacher will introduce the lesson by showing the mystery box containing pictures or miniature representations of places in town.

• Teacher will invite students to take turns picking an item from the box and identifying the place it represents while blindfolded. Their classmates can give them clues for them to guess which place it is.

• Encourage students to describe the place and its characteristics using vocabulary they already know.

2. Reading Comprehension Activity (10 minutes)

• Teacher will distribute copies of the printed comic strip about two friends talking about places in their town.

• Students will read the comic strip individually or in pairs.

• Teacher will facilitate a brief discussion about the comic strip, asking students to identify the places mentioned and the conversation between the friends.

3. Role-Playing (10 minutes)

• Students will divide into groups of three students.

• Each group will be assigned a different scene from the comic strip to act out.

• They will be provided costumes or props as needed to enhance the role-playing experience.

• Teacher will encourage students to use the grammar structures learned in the lesson while acting out their scenes.

4. Dialogue Creation (10 minutes)

• In their groups, teacher will encourage students to create their own dialogue similar to the one in the comic strip.

• Teacher will encourage students to use the grammar structures "There is/are...", "There isn't/aren't...", "Is there/Are there...?" in their dialogues.

• Teacher will allow time for groups to practice and rehearse their dialogues before presenting them to the class.

This last activity should be kept in order to use Pixton to create the comic strip in the future.

5. Exit Ticket (5 minutes)

• As an exit ticket activity, teacher can ask each student to say what their favourite place in town is and why.

Unit of work: Crime

Brief Overview of the Previous Lesson (Lesson 1)

In the previous lesson, students:

• Analyzed newspaper article examples, focusing on journalistic elements like headlines, leads, and the article body.

• Worked in pairs to brainstorm a fictional crime scenario, then individually drafted articles, applying crime-related vocabulary and news style.

• Received feedback on their drafts and revised their work at home, preparing for today’s improvement activity.

LESSON 2

Improving a news article with AI

Unit: Crime and Investigation  

Level: Upper Intermediate

School: Bilingual School in CABA

Number of students: 23

Age: 14-16

Lesson Objective: Students will enhance their fictional crime article using Newswriter.ai, reflecting on both their original writing and the AI’s suggestions.

Tool used: Newswriter.ai

Warmer (10 minutes)

 Activities:

Ask students to review their articles and recall any feedback from peers. Explain that they will be using Newswriter.ai to enhance their writing. They will emphasize how AI can help them identify areas for clarity, engagement, and style improvements. Encourage students to consider what they hope to improve in their articles, such as more precise language, stronger headlines, or additional detail.

Underlying theory

Using Newswriter.ai can foster inclusion by providing tailored feedback that meets diverse learning needs. As noted by Ledesma (2019), "assistive technology can empower students with varying abilities to engage more fully in the writing process" (p. 2). This tool allows students to receive immediate, constructive feedback, which can be particularly beneficial for those with learning disabilities such as dyslexia, who may struggle with traditional writing tasks.

In this initial phase, students are encouraged to reflect on their previous writing and peer feedback. This aligns with the SAMR model's Augmentation level, where technology acts as a direct tool substitute, enhancing the task without changing its nature. As noted in the UNESCO guidance, "AI can help them identify areas for clarity, engagement, and style improvements" (UNESCO, 2023, p. 5) which emphasizes the role of AI in supporting writing enhancement.

 Web (20 minutes)

Step 1: Logging into Newswriter.ai

   Instructions: Guide students to access Newswriter.ai . Walk them through the login process if necessary and ensure each student has a digital copy of their article draft ready to paste into the tool.

Step 2: Entering Their Draft into Newswriter.ai

   Instructions

     - Students should copy the text from their original article draft and paste it into the Newswriter.ai input field. 

     - Explain that Newswriter.ai will provide suggestions to improve clarity, grammar, vocabulary, and style. 

     - Encourage students to stay attentive to each suggestion, as some may be subtle, while others might significantly alter the text.

Underlying theory

This step supports students with attention difficulties by providing a structured process to follow. As highlighted in the ETpedia resource, "clear instructions and step-by-step guidance can help students with SEN stay focused and engaged" (Hockly, 2017, p. 53). 

Step 3: Observing and Comparing AI Suggestions with Original Writing

Ask students to closely examine how the AI changes or enhances specific sections of their article. Provide the following guiding questions to help them analyze and compare:

     Headline Changes: Does Newswriter.ai suggest a different headline? If so, how does it change the focus or tone of the article? Does it make it more catchy or clearer?

     Lead and Introduction: Are there suggestions for the lead (the first few sentences)? Does the AI make the lead more concise or engaging? What does the AI add or remove?

     Sentence Structure: Does the AI recommend altering sentence length or structure? Are sentences broken up for clarity, or combined for flow? Is it more readable now?

     Vocabulary Choices: Are there words the AI suggests replacing with more descriptive or formal alternatives? Why do you think these changes were made, and do they improve the article’s tone?

     Detail and Factual Emphasis: Does the AI add emphasis to certain facts or details? Does it suggest adding information to make the story clearer or more engaging? Is the story more credible because of this?

     Style and Tone: How does the AI affect the overall style of the article? Does it suggest making the tone more neutral, formal, or dramatic? Is the tone similar to the original article?

Underlying theory

Encouraging students to analyze AI suggestions promotes critical thinking and self-reflection, which are essential skills for all learners, especially those with autism spectrum conditions (ASC) who may benefit from structured analytical tasks. "Providing opportunities for students to evaluate their work fosters independence and confidence" (Hockly, 2017, p. 9).

The guiding questions prompt students to critically analyze the AI's suggestions, fostering higher-order thinking skills as outlined in Bloom's Digital Taxonomy. For instance, students are asked to evaluate the effectiveness of the AI's proposed changes, which aligns with the Evaluating level of Bloom's taxonomy (Anderson & Krathwohl, 2001).

Step 4: Making Conscious Choices

   Instructions:

     - As students review suggestions, remind them to be selective. They should accept only those changes that they believe truly enhance their article without altering their original voice or intent too drastically.

     Decision-Making Prompts: For each suggested edit, students should ask themselves:

       - Does this change make my writing clearer or more professional?

       - Do I feel this suggestion reflects the story I want to tell?

       - Why might a reader find this change helpful, and does it match the newspaper style?

Underlying theory

This step encourages students to take ownership of their writing, which is crucial for fostering a sense of agency among learners with emotional and behavioral difficulties. As noted by Ledesma (2019), "empowering students to make choices in their learning can lead to increased motivation and engagement" (p. 3).

This step also encourages students to reflect on their decision-making process regarding the AI's suggestions. As they assess whether changes improve clarity or professionalism, they engage in Analyzing and Evaluating, which are crucial cognitive skills in Bloom's framework. 

Step 5: Saving and Documenting Changes

   Instructions:

     - Once they’re satisfied with their article’s final version, students should save the edited version as a new document. If possible, have them take screenshots of key changes that they found impactful or surprising to discuss later in the reflection.

     - If they wish, students can note a few of the AI’s suggestions they found most helpful and why, as this will aid in the reflection discussion in the next stage.

Quick reminders!

   Time Check: Make sure students are on track, as they only have about 10–15 minutes to explore and apply AI suggestions.

   Focus on Improvement, Not Perfection: Remind students that the AI’s suggestions are only tools to help enhance clarity and style; the article should still feel like their work.

Underlying theory

Documenting changes allows students to track their progress, which can be particularly beneficial for those with learning disabilities. "Reflective practices help students with SEN understand their learning journey and recognize their achievements" (Hockly, 2017, p. 5).

 What’s Next (20 minutes)

  Activities:

  Group Reflection and Comparison:

        - Students return to the classroom and share their original and edited articles in small groups, discussing the changes made with the AI’s help.

    Whole-Class Discussion:

        Prompt Questions:

          - What specific improvements did the AI suggest?

          - Which changes did they keep, and why?

          - Were there any suggestions they disagreed with, and why?

          - How did the AI suggestions change the tone, clarity, or style of the article?

     Individual Reflection: 

        - Students write a short paragraph on their experience, including how the AI helped refine their article, areas where their own style was enhanced, and any new insights on writing.

Underlying theory

Group discussions promote social interaction and communication skills, which are vital for students with SEN. "Collaborative learning environments can enhance peer relationships and support social skills development" (Ledesma, 2019, p. 2).

In addition, facilitating a whole-class discussion allows for diverse perspectives and encourages students to articulate their thoughts, which can be particularly beneficial for students with speech and language difficulties. "Encouraging verbal expression in a supportive environment can boost confidence and communication skills" (Hockly, 2017, p. 9).

Other analysed frameworks

Integration of Digital Competence Framework

The lesson plan encourages students to critically evaluate the AI-generated suggestions, which aligns with the competence of "Information and Data Literacy." According to the DigComp framework, this competence involves "the ability to search for, evaluate, store, organize, and analyze data, information, and content" (Ferrari, 2013, p. 5). By engaging with Newswriter.ai, students practice these skills as they assess the relevance and accuracy of the AI's recommendations.

Communication and Collaboration

The group reflection and whole-class discussions in the lesson plan foster the competence of "Communication and Collaboration." The DigComp framework states that this competence includes "the ability to communicate in digital environments, to share information and content, and to collaborate with others" (Ferrari, 2013, p. 5). As students articulate their thought processes and collaborate on improving their articles, they enhance their ability to communicate effectively in a digital context.

Content Creation

The lesson's focus on enhancing a fictional crime article directly relates to the "Content Creation" competence. The DigComp framework emphasizes the importance of "creating and editing new content, integrating and re-elaborating previous knowledge and content" (Ferrari, 2013, p. 5). By using AI to refine their writing, students are not only creating content but also learning to integrate AI suggestions into their original work, thereby enhancing their creative skills.

Problem-Solving

The critical analysis of AI suggestions encourages students to engage in problem-solving, a key competence in the DigComp framework. It states that learners should be able to "identify needs and problems, and to make informed decisions" (Ferrari, 2013, p. 5). As students navigate the suggestions provided by Newswriter.ai, they are tasked with determining which changes improve their writing, thus honing their problem-solving abilities.

References

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

UNESCO. (2023). Guidance for generative AI in education and research. Retrieved from UNESCO.