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Generate and Describe a Dream Room with AI
Details
Activity Description
Preparation
- Check the website to ensure it is not blocked at your site.
- Read through the lesson plan.
- Print and make copies of any handouts.
- Decide which website/tool to use and practice the steps to anticipate any student challenges.
- Compile online or magazine images of a variety of rooms and designs.
How-To
Decide which AI image generator to use. AI Room Planner is free and allows users to upload an image for a redesign.
Some options are Dall-E, Craiyon (example - no sign-up required), Bing Image Generator, and others.
Resource (for teachers to help students write image generator prompts): Dall E 2 Prompt Book by Dallery Gallery
If these seem too difficult, students can search for images on Google Images or sketch their dream rooms.
Teacher Tips
After selecting the tool appropriate for your students' tech skill level, practice using it yourself and model for students how to use it, as they follow along step by step.
Decide how students will share their work with you (e.g., email, post to a shared slideshow, submit in an LMS, etc.).
More Ways
Students could dream up, design, and describe rooms for an entire house or an ideal workspace.
Program Areas
- ESL: English as a Second Language
Levels
- Beginning High
- Intermediate Low
- Intermediate High
Lesson Plan
This lesson assumes that students have already learned vocabulary for rooms in a house, furniture, appliances, and accessories as well as basic adjectives, adjective order, and prepositions of location.
Begin the lesson by asking students to share their favorite rooms in their houses and why they like those rooms. Encourage them to use descriptive words in their responses and record the responses.
- Project a slideshow or online images of different rooms in a house on the whiteboard and review each room's purpose and characteristics. Ask students to decribe what they see using adjectives and prepositions of location. Prompt students to use structures for describing rooms using the new adjectives and prepositions by asking questions to elicit answers such as "The living room is spacious and bright. The couch is in front of the TV."
- Ask students which room they like the most and why. Tell students that they will be creating their dream room (living room, kitchen, bedroom, etc.).
Introduce new vocabulary words related to the lesson, such as "big," "small," "clean," "messy," "bright," "dark," "cozy," and "comfortable," "spacious," "cozy," "bright," "cluttered," "furnished," "decorated," "adorned," "neat," and "tidy." Write these words on the board and explain their meanings. Have students brainstorm synonyms for these words and add other words to decribe rooms and designs in a house.
Divide the class into pairs or small groups.
Distribute print outs or a slideshow of images of rooms.
Each group must describe the room they are assigned using the new vocabulary words introduced earlier and create sentences that provide vivid details about the room.
Encourage the use of prepositions to describe the location of objects within the room (e.g., "The cozy bed is next to the window").
Each group presents their descriptions to the class, and the class can guess which room is being described.
Provide drawing materials to each student.
Pair the students and assign each student in a pair one room from the pictures shown earlier or new pictures. One partner will describe their room to the other, who draws it on a piece of paper. The drawing is then compared to the picture of the room. Then the partners switch roles.
Then have the pairs choose one of the room pictures and work together to write a short description of the room. Circulate and provide feedback. The pairs can be grouped with another pair to share their work and read their writing.
Demonstrate the tool selected for students to use to generate their dream room. Have them first select a room and then write a prompt. After generating their image, they can save it. They can add more details to their prompt description based on the visual that is generated.
Students present their dream rooms to the class. A rubric or checklist can be used to provide feedback on students' writing and/or speaking.
Students will be able use appropriate adjectives and prepositions to describe a room.
Standards
- Writing
- CCR Anchor 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCR Anchor 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Speaking and Listening
- CCR Anchor 1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- CCR Anchor 5 - Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
- CCR Anchor 6 - Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
- Language
- CCR Anchor 1 - Demonstrate command of the conventions of English grammar and usage when writing or speaking.
- CCR Anchor 2 - Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing.
- CCR Anchor 6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.
Tags
Tools
Creative Commons License
