Lesson Plan

Objective: By the end of the lesson, students will be able to identify and utilize AI tools and sites to enhance their
English language teaching.

Assessment: Students will create a lesson plan that incorporates at least one AI tool or site to support their English
language teaching.

Key Points:
- Definition of AI in teaching English language
- Different models and strategies of AI in teaching English language
- Popular AI tools and sites for teaching English language
- Approaches to integrating AI in English language teaching
- Best practices and considerations when using AI tools and sites in teaching English language

Opening:
Begin the lesson by asking students to share their experiences or thoughts on using technology in the classroom.
Show a short video or present a real-life scenario where AI tools have been used to enhance English language
teaching. Ask students how they think AI can support language learning and engage them in a discussion.

Introduction to New Material:

Introduce the concept of AI in teaching English language and define its purpose and potential benefits. Provide
examples of different models and strategies of AI, such as chatbots, virtual assistants, and adaptive learning
platforms. Address any common misconceptions, such as AI replacing teachers, by emphasizing the role of AI as a
supplement to teaching.

Guided Practice:
Give students a list of popular AI tools and sites for teaching English language. Provide guided instruction on how to
use these tools effectively and demonstrate their features. Scaffold questioning by starting with easy tasks, such as
exploring the user interface of a tool, and gradually progressing to more complex tasks, such as creating a lesson
plan using an AI tool.

Independent Practice:
Assign students to create a lesson plan that incorporates at least one AI tool or site to enhance their English
language teaching. Provide clear behavioral expectations and guidelines for the assignment. Encourage students to
explore different AI tools and sites and consider their suitability for their specific teaching context.

Closing:
Conduct a quick closing activity where students share their lesson plan ideas and discuss the potential benefits and
challenges of using AI in English language teaching. Summarize the key points discussed throughout the lesson
and emphasize the importance of considering pedagogical principles when integrating AI tools and sites.

Extension Activity:
For students who finish early, provide additional resources or case studies that explore innovative ways of using AI
in teaching English language. This could include research articles, TED Talks, or online discussions for students to
engage with and reflect on.

Homework:
As a homework activity, ask students to explore and evaluate a specific AI tool or site for teaching English language.
They should write a short reflection on its potential benefits, limitations, and possible applications in their own
teaching practice.

Standards Addressed:
1. National Council of Teachers of English (NCTE) Standard: Students will develop proficiency and fluency in the
English language through effective communication skills.
2. International Society for Technology in Education (ISTE) Standard: Students will use technology effectively in
their teaching practices to enhance student learning and engagement.

Project based learning

Title of Project: Edible Forest

Driving Question or Challenge: How can we create an edible forest in our community that promotes food
sustainability and biodiversity?

Real-world Context: In our community, there is a need for sustainable food sources and a desire to promote
biodiversity. By creating an edible forest, we can address these challenges and provide a valuable resource for our
community.

In-depth Inquiry: Students will explore the concept of an edible forest, including the types of plants that can be
grown, their nutritional value, and their impact on the local ecosystem. They will also investigate the importance of
food sustainability and biodiversity in addressing global challenges such as climate change and food security.

Student Voice and Choice: Students will have the freedom to choose the specific fruit trees they want to collect
branches from their grandparents' gardens. They will also have the opportunity to make decisions about the design
and layout of the edible forest and how they will present their findings to the community.

Reflection: Students will regularly reflect on their learning process, documenting their discoveries, challenges, and
growth. They will also reflect on the impact of their project on the community and their own understanding of food
sustainability and biodiversity.

Critique and Revision: A culture of feedback will be fostered, where students provide constructive criticism to their
peers and use it to refine their work. They will have the opportunity to revise their plans and improve their project
based on the feedback they receive.

Public Product: Students will produce a comprehensive report on the design and implementation of the edible
forest. Additionally, they will create a presentation to share with the broader community, showcasing the benefits of
the project and encouraging others to adopt similar initiatives.

Collaboration: Students will collaborate in teams, pooling their collective skills, insights, and strengths. They will
work together to gather branches, design the edible forest, conduct research, and create their final presentation.

Teacher Facilitation: The teacher will guide and mentor students throughout the project, providing support and
resources as needed. They will facilitate discussions, offer guidance on research methods, and provide feedback on
students' progress.

Interdisciplinary Connection: The project will incorporate elements of geography, physics, chemistry, and biology.
Students will explore the geographical distribution of edible fruit trees, investigate the physics of plant growth,
examine the chemistry behind soil composition, and study the biology of pollination and ecosystem interactions.

Assessment: Assessment will be both formative and summative, using a variety of methods such as rubrics,
presentations, and peer reviews. Students will be assessed on their understanding of the content, their ability to
apply knowledge to real-world situations, and their collaboration and communication skills.

Aligned Standards:
1. Next Generation Science Standards (NGSS):
- HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment
and biodiversity.
- HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural
systems.

2. Common Core State Standards for English Language Arts (CCSS-ELA):

- CCSS.ELA-LITERACY.RST.9-10.7: Translate quantitative or technical information expressed in words in a text into
visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an
equation) into words.
- CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.

Remember, the goal is to create meaningful, authentic learning experiences that allow students to apply their
knowledge in practical and innovative ways.

Unit Title: Building Positive Relationships and Coping Skills

Day 1:
Objective: Students will identify and discuss appropriate behavior in the classroom and the importance of respect.
Assessment: Class discussion and reflection activity.
Key Points: Define respectful behavior, discuss the impact of disrespectful behavior on others, and brainstorm ways
to show respect.
Standard Addressed: CCSS.ELA-LITERACY.SL.2.1 - Participate in collaborative conversations with diverse
partners about grade 2 topics and texts with peers and adults in small and larger groups.

Day 2:
Objective: Students will learn and practice effective communication strategies to express their feelings and needs.
Assessment: Role-playing activity where students demonstrate different communication strategies.
Key Points: Identify and discuss different emotions, practice "I" statements, and learn active listening skills.
Standard Addressed: CCSS.ELA-LITERACY.SL.2.3 - Ask and answer questions about what a speaker says in order
to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Day 3:
Objective: Students will explore coping strategies for managing difficult emotions and behaviors.
Assessment: Creating a coping strategies poster.
Key Points: Introduce different coping strategies such as deep breathing, counting to ten, taking a break, and
positive self-talk.
Standard Addressed: CCSS.ELA-LITERACY.RL.2.3 - Describe how characters in a story respond to major events
and challenges.

Day 4:
Objective: Students will learn about empathy and its role in building positive relationships.
Assessment: Drawing or writing activity where students demonstrate empathy towards others.
Key Points: Define empathy, discuss the importance of understanding others' feelings, and practice empathy in
real-life scenarios.
Standard Addressed: CCSS.ELA-LITERACY.RL.2.7 - Use information gained from the illustrations and words in a
print or digital text to demonstrate understanding of its characters, setting, or plot.

Day 5:
Objective: Students will reflect on their learning and create a plan for maintaining positive behavior and
relationships.
Assessment: Student self-reflection and goal-setting activity.
Key Points: Review key concepts learned throughout the unit, discuss the importance of ongoing self-improvement,
and set personal goals for behavior and relationships.
Standard Addressed: CCSS.ELA-LITERACY.W.2.8 - Recall information from experiences or gather information from
provided sources to answer a question.

Culminating Activities Suggestions:

1. Role-play scenarios where students demonstrate positive behaviors and coping strategies.
2. Create a classroom charter outlining expectations for behavior and relationships.
3. Invite a guest speaker, such as a counselor or social worker, to talk about the importance of positive relationships
and coping skills.

Standards Addressed:
CCSS.ELA-LITERACY.SL.2.1
CCSS.ELA-LITERACY.SL.2.3
CCSS.ELA-LITERACY.RL.2.3
CCSS.ELA-LITERACY.RL.2.7
CCSS.ELA-LITERACY.W.2.8

Text Title: Achieving School Success

Vocabulary Words Included: commitment, carry on, reliable, history, drop out

To achieve school success, it is essential to have a strong commitment to your education. This means being
dedicated and determined to do your best in all aspects of your academic journey. Students who carry on despite
challenges and setbacks are more likely to reach their goals. It's important to be reliable, completing assignments
on time and consistently attending classes. Understanding the history of education can also provide insights into the
significance of schooling and motivate students to excel. Unfortunately, some students may face difficulties that lead
them to consider dropping out of school prematurely. However, with the right support and determination, every
student can overcome obstacles and work towards a bright future.