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Assessment Description

This week, you are going to create a lesson with AI. Please take the time to read both the directions and rubric. This particular assignment can be a bit confusing for some. In particular, be aware of the content required for the reflection.

Please remember to use that provided resource! Also, be sure to read the directions and rubric carefully. 

Educators must be able to design integrated and targeted lessons that address content and ELP standards to support the academic achievement and language development of ELs. Thoughtfully planned integrated instruction builds ELs' language skills within the context of academic content area learning. Meaningful targeted instruction is planned with clear and specific language goals and provides ELs with the focused teaching needed to improve English language proficiency.

When planning lessons for integrated and targeted instruction, an AI tool, such as MagicSchool or ChatGPT, can serve as a powerful resource, if used ethically and appropriately to enhance, not replace, an educator's own skills and judgment. By applying the "first draft principle," an AI tool can be used to efficiently brainstorm initial ideas for lessons and help generate drafts. The output created with an AI tool is the starting point, rather than the final product. Reviewing, editing, and refinement are still essential to plan lessons that are free of any inaccuracies, biases, or problematic content and to tailor them with students' needs and interests in mind.

For this assignment, complete the "ESL-540 Integrated and Targeted Lesson Plans" template.

Part 1: Integrated Lesson Planning with AI Tools

Complete Sections 1 and 2 of the Integrated Lesson Plan based on one of three grade-level options. Use the Arizona ELA and ELP standards that are provided in the template and EL Class Profile for your selected grade level. 

Research and explore GCU's "AI Resource Center" to familiarize yourself with the ethical and effective use of AI tools to complete this assignment. 

Select at least one free AI tool to explore and generate content for a first draft of your integrated lesson plan. Consider the following:

· Select multiple means of representation and engagement by prompting for a variety of instructional strategies, activities, and materials.

· Prompt for a variety of assessments to allow for multiple means of expression.

Review the AI-generated output to edit and refine the final content for your integrated lesson plan. Consider the following:

· Alignment of the standards with the content and language objectives, assessments, and instructional strategies

· Quality of the objectives (e.g., DOK level)

· Appropriateness of the assessment for the grade level, content, and class profile

· Quality and appropriateness of the instructional strategies

· Quality of differentiation strategies for ELs

· Appropriateness for the type of lesson (integrated)

Note : Although the AI-generated first draft of your integrated lesson plan will not be submitted, specific examples of the revisions you made will be needed for Part 3 of this assignment.    

Part 2: Targeted Lesson Planning

Complete Sections 1 and 2 of the Targeted Lesson Plan by designing a 50-60 minute targeted small group lesson based on the Pre-Emergent/Emergent and Basic EL students from the same grade-level EL Class Profile you used in the Part 1 Integrated Lesson Plan. To plan your targeted lesson, use the following five features of effective reading instruction and language and literacy instruction: explicit instruction; systematic instruction with scaffolds; multiple opportunities for student practice; assessment and progress monitoring; and feedback.

Part 3: Reflection

In a minimum of 500 words, write a reflection on planning integrated and targeted instruction for ELs and the use of AI tools in lesson planning. Include the following in your reflection:

· Specific examples of how you revised the output from at least one AI tool to improve the quality and adapt the content for your integrated lesson plan. Include a brief description of any inaccuracies, biases, or problematic content that required correction.

· The importance of reading foundational skills (e.g., concepts of print, phonological awareness, phonics, and fluency) for ELs and how targeted instruction can support their English language and literacy development.

· How you differentiated instruction and assessment with ELs' language differences, giftedness, and special education needs in mind. Include specific examples using the class profile. 

Note : This assignment may produce a high similarity index in LopesWrite.

Include a citation for your AI tools.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. 

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. 

Attachments

Rubric Criteria

expand all Rubric CriteriaExpand All

Integrated Lesson Plan – Section 1: Lesson Preparation

13 points

Criteria Description

5. Target

13 points

Lesson summary and focus are specific. Classroom and student factors/grouping are skillfully summarized. Content and language objectives are purposeful and well-aligned with the chosen grade level ELA and ELP standards/performance indicators. Academic language and how terms will be taught are ideal. Resources, materials, equipment, and technology are innovative and enhance the lesson.

. Unsatisfactory

0 points

Integrated Lesson Plan – Section 2: Instructional Planning

32.5 points

Criteria Description

5. Target

32.5 points

Anticipatory set is designed to skillfully activate prior knowledge and engage students. Means of representation creatively presents content and specifies materials. Means of engagement innovatively allows students to explore, practice, and apply the content and academic language and includes sophisticated questioning strategies/questions to pose. Means of expression creatively includes alternative means for response, selection, and composition to accommodate all learners and summative/formative labels are proficient. Differentiation of materials, activities, and assessments meaningfully addresses the needs of diverse learners outlined in the template. Extension activity/homework thoroughly supports the learning targets/objectives.

Unsatisfactory

0 points

Targeted Lesson Plan – Section 1: Lesson Preparation

13 points

Criteria Description

5. Target

13 points

Lesson summary and focus are specific. Student factors of the Pre-Emergent/Emergent and Basic ELs are skillfully summarized. The language objective is purposeful and well-aligned with the chosen ELP standard/performance indicators.

4. Acceptable

11.31 points

Lesson summary and focus are detailed. Student factors of the Pre-Emergent/Emergent and Basic ELs are competently summarized. The language objective is suitable and appropriately aligned with the chosen ELP standard/performance indicators.

Unsatisfactory

0 points

Lesson summary and focus are incoherent. Student factors of the Pre-Emergent/Emergent and Basic ELs are incorrectly summarized. The language objective is erroneous or not aligned with the chosen ELP standard/performance indicators.

Targeted Lesson Plan – Section 2: Instructional Planning

32.5 points

Criteria Description

5. Target

32.5 points

Explicit instruction expertly addresses the language objective and the specific needs of Pre-Emergent/Emergent and Basic ELs. Scaffolding strategies that support the ELP levels are advanced. Opportunities for student practice are substantial. Formative assessments and ways to monitor student progress during the lesson are sophisticated. Types of feedback provided to students throughout instruction are meaningful and adjustments for Pre-Emergent/Emergent students are convincing.

4. Acceptable

28.28 points

Explicit instruction appropriately addresses the language objective and the specific needs of Pre-Emergent/Emergent and Basic ELs. Scaffolding strategies that support the ELP levels are effective. Opportunities for student practice are significant. Formative assessments and ways to monitor student progress during the lesson are effective. Types of feedback provided to students throughout instruction are significant and adjustments for Pre-Emergent/Emergent students are suitable.

 Unsatisfactory

0 points

Explicit instruction fails to address the language objective and the specific needs of Pre-Emergent/Emergent and Basic ELs. Scaffolding strategies that support the ELP levels are incongruous. Opportunities for student practice are irrelevant. Formative assessments and ways to monitor student progress during the lesson are implausible. Types of feedback provided to students throughout instruction are irrelevant and adjustments for Pre-Emergent/Emergent students are incorrect.

Reflection: AI Output Revisions

13 points

Criteria Description

5. Target

13 points

Specific examples of how the output was revised from at least one AI tool to improve the quality and adapt the content for the integrated lesson plan are convincing and compelling. Brief description of any inaccuracies, biases, or problematic content that required correction is specific and thoughtful.

4. Acceptable

11.31 points

Specific examples of how the output was revised from at least one AI tool to improve the quality and adapt the content for the integrated lesson plan are credible and detailed. Brief description of any inaccuracies, biases, or problematic content that required correction is clear and reasonable.

Unsatisfactory

0 points

Examples of how the output was revised from at least one AI tool to improve the quality and adapt the content for the integrated lesson plan are irrelevant or incomplete. Fails to include a brief description of any inaccuracies, biases, or problematic content that required correction.

Reflection: Reading Foundational Skills

6.5 points

Criteria Description

5. Target

6.5 points

The importance of reading foundational skills for ELs is compelling and how targeted instruction can support their English language and literacy development is convincing.

4. Acceptable

5.66 points

The importance of reading foundational skills for ELs is solid and how targeted instruction can support their English language and literacy development is logical.

Unsatisfactory

0 points

The importance of reading foundational skills for ELs is irrelevant and how targeted instruction can support their English language and literacy development is incongruous.

Reflection: Differentiated Instruction and Assessment

6.5 points

Criteria Description

5. Target

6.5 points

Differentiated instruction and assessment with ELs' language differences, giftedness, and special education needs in mind are comprehensively described. Skillfully includes specific examples using the class profile.

4. Acceptable

5.66 points

Differentiated instruction and assessment with ELs' language differences, giftedness, and special education needs in mind are effectively described. Logically includes specific examples using the class profile.

Unsatisfactory

0 points

Differentiated instruction and assessment with ELs' language differences, giftedness, and special education needs in mind are incoherently described. Fails to include specific examples using the class profile.

Format/ Documentation

6.5 points

Criteria Description

Uses appropriate designated style and formatting to document sources in citations and references.

5. Target

6.5 points

No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.

4. Acceptable

5.66 points

Appropriate format and documentation are used with only minor errors.

Unsatisfactory

0 points

Appropriate format is not used. No documentation of sources is provided.

Mechanics of Writing

6.5 points

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

5. Target

6.5 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

4. Acceptable

5.66 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.