Lesson Plans
In the article "AI and School" Tamás Németh demonstrated that Jók.ai GPT is capable of writing lesson plans. These plans are creative and contain interesting perspectives but are raw and not directly applicable in the classroom. Using these ideas, he developed the lesson plans for seven Jókai-related lessons as prescribed by the National Curriculum.
I. Introduction Class
1' – 2' Introduction
3' – 6' Brainstorming
Initial question: What comes to mind when you hear Jókai's name?
Students share their prior knowledge, memories, or possibly prejudices about Jókai in keywords. The teacher guides the work, assists students with questions, and records contributions on the board in the form of a mind map.
Brainstorming is suitable for capturing attention, revealing prior knowledge, and laying the foundation for the learning unit..
7'–12' Assumptions, Prejudices
(Preparation before the class: the teacher asks ChatGPT the following questions:
1. What do today's readers think of Jókai?
2. What prejudices exist about Jókai?))
The teacher reads the answers and asks the students to reflect on them. During the ensuing discussion, students respond to each other's statements as well. In summary, the teacher clarifies in a few sentences how such, often unfounded, prejudices could have formed.
With this method, the teacher can mobilize the students' existing knowledge and gain information about which – justified or unjustified – prejudices to address. Furthermore, this method allows the teacher to highlight and reflect on an important issue right at the beginning of the learning unit. It is advisable to project ChatGPT's answers using a digital board.
13' – 26' Jókai's Career
Slideshow: Jókai's life and literary career; a few words about the most important novels.
27' – 30' Jókai's "Secret"
Task: Jókai was one of the most famous and widely read Hungarian writers during his lifetime and remained so for over a hundred years after his death. Discuss in groups of four what the secret of the Jókai phenomenon is, that is, what are the characteristics of Jókai's prose that make these texts so appealing to both former and current readers.
The task is also suitable for sparking interest and motivation, as it specifically encourages highlighting the enduringly attractive features of Jókai's prose. Additionally, it supports cooperation, independent, problem-centred thinking, and even allows for the recognition and articulation that quality and popularity do not necessarily correlate.
31' – 34' Discussion of the Task
Although it makes sense to hear the answers from each group, as all groups are answering the same question, it is advisable to allow anyone to comment on each group's answers. Expected answers include: a, natural, colourful, flowing style; b, exciting plot development; c, diversity, etc.
35' – 43' Game: Ask Jókai!
In preparation for the game, the teacher creates a Jókai chatbot, which will answer students' questions "in character" as the writer. Before the game, the teacher briefly introduces this chatbot, and the students ask it questions about Jókai, primarily focusing on his life, literary career, and art, in connection with the lesson's theme.
The game not only serves to lighten the mood but also aids in consolidation, while also developing ICT competencies by showcasing lesser-known possibilities of AI.
44' – 45' Homework
Conduct research and write an informative article or create a vlog post titled "Jókai in Film."
II. The Man with the Golden Touch I.
1' – 2' Introduction
3' – 8' Recitation
Two students recite Jókai’s works. The emphasis is on knowledge: concepts, genres, works, life path.
9' – 12' Getting in the Mood
The teacher projects the motto from the chapter "Jókai Mór: The Man with the Golden Touch – Genre and Motifs"[1] from the textbook published by MKPK. Then asks students to give examples from the motto and their own reading experiences about the diversity of Jókai’s novel world and his encyclopedic creative style.
Expected answers, for example: scientific interest appears in the description of the Iron Gate or the scenes on No Man's Island, social-political-historical interest in Timár's career story, etc.
[1] „Nincs az emberi tudásnak olyan területe, amelyet Jókai be ne járt volna: hazai és külföldi történelem; a természet világa állataival, növényeivel és ásványaival; a föld rétegeinek és őslényeinek tudománya; földművelés és művészet; pénzügy és politika; csillagászat és csillagjóslás, alkímia és vegytan; néprajz és néplélektan; különösen kedveli a földrajzot, az útleírást, a föld merész felfedezőit. Ismeri a világirodalom régi és új képviselőit, a magyar irodalom remekeit és ponyvatermékeit, a XIX. század legnagyobbjainak kortársa és barátja.” (Tolnai Vilmos)
13' – 18' The Genre(s) of the Novel
The teacher outlines the genre questions of the novel, recalls the adventure novel and the social novel, and introduces the concept of the feuilleton novel (and possibly the analytical novel).
The outline displayed on the digital board makes the lecture smoother and helps with note- taking.
19' – 23' The Man with the Golden Touch
As an introduction to the next task, the teacher briefly presents the key motif raised in the title of the novel, with particular attention to its continuously changing meaning possibilities.
Using the digital board is also recommended in this unit.
24' – 31' The Motif Network of The Man with the Golden Touch
Students receive a handout with the response given by artificial intelligence to the question: Show the role of the motif network in The Man with the Golden Touch. Task: Working in groups of six, supplement the text based on your own experience, then choose one of the motifs and present how its meaning changes throughout the novel. Condition: the gold motif cannot be chosen.
Possible choices, for example: moon, money, etc.
32' – 43' Discussing the Task
It is important for the teacher to evaluate every answer, and for students to reflect on others' contributions.
44' – 45' Homework
Illustrate the relationship system of the main characters in The Man with the Golden Touch with tools of your choice.
III. The Man with the Golden Touch II.
1' – 2' Introduction
3' - 9' Characters
A diákok hatfős csoportokat alkotnak. Feladat: Beszéljétek meg a házi feladataitokat, és alkossatok egy új, közös ábrát!
10' - 17' Discussion of the Task
The teacher guides the discussion along the following questions:
What did you all agree on?
What did you argue about and what did you conclude?
If necessary, the teacher also contributes and asks additional questions. Meanwhile, they sketch the group's common diagram on the board (creating this is the actual goal of the unit).
18' - 20' Jókai's Characters
The teacher briefly presents the characteristics of Jókai's (and generally romantic) character formation.
Since it is partly about conveying new knowledge and partly about recalling essential prior knowledge, it is important that the diagram on the board or displayed on the digital board aids note-taking..
19' – 23' The Man with the Golden Touch
As an introduction to the next task, the teacher briefly presents the key motif raised in the title of the novel, with particular attention to its continuously changing meaning possibilities.
Using the digital board is also recommended in this unit.
21' - 25' Supporting Characters
The previously formed groups are assigned an important supporting character by the teacher and given the following task: Create a character map of the character.
A handout containing quotes can also help the groups' work..
26' - 33' Discussion of the Task
33' - 37' Timár Mihály
The teacher points out that Timár's figure is different from most of Jókai's characters, then initiates a guided discussion about the protagonist's character. The most important observations arising in the meantime are written on the board.
38' - 43' Car Salon
The teacher presents the pictures created by AI based on the following request: Which car brand would each novel character choose for themselves based on their character in the novel? Depict the character with the chosen car and justify your decision. The teacher asks the students to evaluate the results and share their own ideas.
If time permits, it is also worth discussing the justifications. This unit, besides being suitable for lightening the mood and motivating, also develops creativity and critical thinking.)
44' - 45' Homework
Collect as many island stories as you can from your own literary and film experiences. Based on these, try to formulate in a few sentences what meanings can be associated with the island motif.
IV. The Man with the Golden Touch III.
1' – 2' Introduction
3' - 7' Islands
Students share the island stories they collected at home. The teacher records the examples on a collaboratively constructed mind map.
8' - 13' Layers of Meaning of an Archetype
The teacher recalls the concept of the archetype and then divides the class into groups of four. Task: Summarize in a draft form based on the collected examples, what archetypal meanings are associated with the island motif.
Expected answers include: earthly paradise, isolation, solitude, untouched nature; the unknown, the mysterious, the magical place operating under its own laws, etc.
Note: Beyond helping to recall knowledge, this task also encourages independent knowledge acquisition.
14' - 18' Discussion of the Task
It is important that the results of the discussion are recorded on the board.
19' - 28' Island and the Outside World
A teacher-led discussion along the following questions: What does Nobody’s Island oppose or counterpoint in the novel? What is the society depicted in The Golden Man like? How do the individual characters, especially Timár, relate to this society?
As a result of a well-guided discussion, students, with their responses and contributions, help construct the material collectively, thus understanding the novel.
29' - 43' Presentation [1]
Task description: According to a widespread but hard-to-substantiate idea, the model for Nobody’s Island could have been Ada Kaleh, which has completely disappeared today. Research the extraordinary history of the island and prepare a presentation on the topic! Also, discuss the arguments against identifying the two islands. Use original photographs to enrich your presentation.
It is advisable to leave time for questions as well. The task description can stipulate that the presenter prepares a handout.
[1] It is advisable to leave time for questions as well. The task description can stipulate that the presenter prepares a handout.
44' - 45' Extra Task
Imagine that you yourself retreat from the world and move to an island for the rest of your life. What would your ideal island be like? Plan it as thoroughly as possible and, if you feel like it, illustrate your plan.
V. The Man with the Golden Touch IV.
1' – 2' Introduction
3' - 6' Debate Starter
The teacher writes the following two statements on the board:
1. The novel ends in a world of romantic illusions.
2. By the end of the novel, Nobody’s Island proves to be a utopia, a romantic illusion.[1]
Then, the teacher helps the students understand the difference between the two statements with questions and asks them to choose between the two corners of the classroom based on their personal opinions.
[1] If the needs of the group require, less nuanced distinctions can be used, e.g.: 1. The novel’s conclusion is clearly positive. 2. The novel’s conclusion is clearly negative.
7' - 19' Preparing for the Debate
Task: Prepare for a debate! Gather your arguments and discuss how you can refute the other team's expected arguments! The teacher supervises the work by walking around, providing help, giving advice, ideas, and asking questions if necessary.
Expected arguments, for example: 1. Through Timár’s carefully constructed plan, the island becomes an improbably perfect idyll. 2. Timár’s solution is temporary, etc.
20' - 28' Debate
The teacher sets the framework and moderates the debate.
To keep the argument on track, a tool like a small ball can be used.
29' - 33' Evaluation and Conclusion
The teacher evaluates and briefly summarizes the debate and then leads the most important arguments on the board.
34' - 43' Language and Style
The teacher briefly showcases the stylistic richness of the novel with excerpts projected on the digital board.
After reading the excerpts, the teacher always allows for comments.
44' - 45' Homework
Have an AI application write a short story in the style of Jókai! Read the story and note down your experiences and observations.
VI. Jókai's Short Stories
1' – 2' Introduction
3' – 15' Jókai Forgeries
Students share their experiences of reading a short story written by AI. The teacher initiates a discussion on the relationship between artificial intelligence and literature, using questions such as:
Why can't AI write a perfect Jókai short story?
What were the convincing elements, and what were not?
What distinguishes writerly creativity from AI's otherwise impressive generative capabilities? etc
Reflecting on such tasks and their importance is crucial for developing AI awareness.
16' – 21' The Short Story Writer Jókai
The teacher briefly introduces this lesser-known side of the author, touching on the already known concepts of short stories, anecdotes, fairy tales, and legends.
22' – 27' Before Analysis
The class is divided into groups. Each group receives one of the following tasks:
- Write five analytical points for the short story "Visitors to Patients in Khust"
- Write five analytical points for the short story "Fairy of the Mountain Lake"
28' – 33' Preparation for Recitation
Each group exchanges their analytical points with a group that worked on the other short story. Task: Write a three-minute recitation plan using your reading experience and the points received from the other group.
The advantage of similar tasks is that they practice organizing "raw" ideas, observations, and statements into a logical line of thought.
34' – 39' Recitations
Two volunteer groups have the opportunity to present their work through a spokesperson in the form of a recitation. The teacher encourages students to compare their own work with the presented recitations.
Other groups should be given the opportunity to showcase their recitation plans and receive feedback.
40' – 45' Summary and Evaluation
The teacher briefly highlights a few important characteristics of the two short stories, also reflecting on the recitations.
VII. Summary
1' – 2' Introduction
3' – 12' Quiz
The game is conducted using a smartphone application. The teacher is responsible for clarifying the rules and supervising the competition.
For this game, an application such as Kahoot is recommended, which can summarize and display results in real time. The quiz available on the Jók.ai website can be helpful in compiling the questions. For motivation, it's important for the teacher to reward the best players according to their system. The competition can be linked to the final exam, for example, by incorporating bonus points into the test.
13' – 19' Meme Contest
The teacher divides the class into groups of four to six students and distributes 5–8 well- known meme templates to each group. Task: Create Jókai-related memes using the provided templates. It's not only okay but encouraged for the memes to include "insider" humour that requires knowledge learned about Jókai.
It is advisable to give each group different templates. This game motivates students, creates a good atmosphere, stimulates creativity, and most importantly, helps to "unobtrusively" review the material.
20' – 24' Meme Contest – Sharing
The teacher projects the memes created by each group and conducts a vote. The winners are rewarded according to the teacher's system.
Various applications can be used for voting..
25' – 34' Final Exam
Task: Create tasks for the final exam with your desk partner. Keep in mind that a good task is based on what was learned and presents a real challenge. Particularly valuable are tasks that are creative, witty, and capable of surprising.
This task encourages students to independently review and think through the material.
35' – 41' Discussion of the Tasks
The teacher listens to and evaluates the shared task ideas. The best are rewarded according to the teacher's system. Students can provide feedback on their peers' work.
Suitable tasks can also be used in the final exam. If the teacher indicates this possibility in advance, it can ensure greater attention.
42' – 45' Questions and Answers
To conclude, the teacher offers an opportunity for open- ended questions.
