Post #4

 

Part 1: Lesson Plan Evaluation

For this week’s assignment, I used Magic School AI’s Lesson Plan Generator to create a middle school Theatre Arts lesson titled “Creative Dramatics: Exploring Character Development.” The objective focuses on students demonstrating character development through improvisation and scripted scenes, aligned with Missouri Standard TH:Cr3A.8 and ISTE Standards 1 and 6. The plan introduces key character-building elements such as traits, motivation, and relationships, and scaffolds them through warm-ups, guided discussion, performance, and reflection.

The structure is solid, and the assessments (a paired scene and a character monologue) are both meaningful and performance-based, which fits well with middle school Theatre. While the plan is helpful, it’s not something I would teach straight “as-is.” I’d refine the language, add more culturally relevant character choices, and offer students more autonomy. For instance, letting them create original characters or draw from their own experiences.

As someone who has used Magic School before to brainstorm ideas, this tool continues to be helpful as a launching pad. It doesn’t replace my creative process, but it definitely helps streamline it. The lesson had a strong foundation, even if it needed some tweaking to match my students' needs and classroom realities.

Part 2: Exploring "Speak with a Character"

For the second part of the assignment, I used Magic School’s “Speak with a Character” tool and created an AI chat simulation where students could talk to William Shakespeare. At first, I didn’t expect to find anything usable for my students (especially in a performance-based, middle school setting) but this tool surprised me.

Students were able to ask “Shakespeare” questions about his plays, characters, and language. This helped demystify some of the intimidating elements of classical text and sparked curiosity. I could see myself using this during a unit on Shakespeare to build background knowledge, or as a fun enrichment activity after a performance project. It allowed students to engage with course content in a new and exciting way.

What made it even more effective was how it promoted inquiry. Students weren’t just passively receiving information; they were asking questions, making connections, and thinking critically.

Part 3: Reflection

Going into this assignment, I was skeptical about using Magic School with students. I’d used it in the past to help come up with lesson ideas or structures, but I never saw it as a tool I’d bring directly into the classroom. This week’s exploration changed my perspective.

After trying out the student-facing features, I now see real potential for integrating AI into instruction in ways that enhance learning without replacing teacher expertise. Tools like “Speak with a Character” can provide engaging entry points, especially for students who need more support or different modes of learning. Magic School gives students the opportunity to explore content in a low-stakes, imaginative way (something that fits naturally in theatre.)

That said, I still have some concerns. AI tools need to be used intentionally, with clear learning goals and guidance. It’s important that students understand how AI works and are encouraged to think critically about its responses. From the Guidance and Considerations for Using AI in Oklahoma K–12 Schools, the emphasis on digital citizenship and transparency really stood out to me. When I introduced the Shakespeare chat, I made sure to explain how the simulation worked and framed it as one interpretation, not a definitive voice.

The biggest benefit I see is that Magic School can save teachers time while also offering creative new ways to connect with students. While I won’t be using AI every day, I can absolutely see it becoming a useful tool in my teacher toolbox. I plan to continue experimenting with it, but I’m more open to sharing it with colleagues than I would have been earlier this week.