ESL-540 Integrated and Targeted Lesson Plans

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.

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