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Who Wrote This? AI, Authorship, and Your Voice

Grade Level: 9–12 Subject: SEL / Digital Citizenship / ELA Language: English AI Tool Used: Any (ChatGPT, Claude, Gemini) Duration: 50 minutes Contributor: Emerging Rule Team

Objective

Students will examine what it means to be an author in the age of AI, reflect on the relationship between their voice and AI-generated text, and develop a personal framework for ethical AI use in their writing.

Standards Alignment

  • CCSS.ELA-LITERACY.W.9-10.4 — Produce clear and coherent writing appropriate to task and audience
  • ISTE 2.2 — Digital Citizen: Students recognize rights, responsibilities, and opportunities of living in a digital world

Materials

  • Device with AI chatbot access
  • Writing journal or Google Doc
  • Anonymous "before" writing sample (teacher-prepared)

Lesson Plan

Warm-Up (10 min)

Show two short paragraphs on the board — one written by a student (anonymized), one by an AI on the same topic. Don't tell them which is which.

Ask: "Which one do you think is human? What clues did you use?"

Reveal the answer, then ask: "Does it matter which one is which? Why?"

Main Activity (30 min)

Part 1 — Write Your Own (10 min)

Students write a 150-word paragraph on a prompt of their choice:

  • A time I felt proud of something I made
  • What I want my community to look like in 10 years
  • A belief I hold that most people my age don't

No AI. Just them.

Part 2 — Ask the AI the Same Prompt (5 min)

Students give the same exact prompt to an AI and read the response.

Part 3 — Reflect in Writing (15 min)

Students respond to these questions in their journal:

  1. What's in your paragraph that the AI couldn't have written?
  2. What did the AI do that you wish you'd done?
  3. If you submitted the AI's paragraph as your own, what would be lost — for your teacher? For you?
  4. Write your own personal rule for when using AI in writing is okay and when it isn't.

Wrap-Up / Discussion (10 min)

Volunteers share their personal rule. Look for patterns. As a class, try to write 2–3 shared norms.

Assessment

Journal responses (holistic, not graded for correctness):

  • Did the student engage genuinely with all four reflection questions?
  • Is their "personal rule" specific and reasoned, not just "never use AI" or "always use AI"?

Differentiation

  • Support: Provide sentence starters for the reflection questions
  • Extension: Students write a short op-ed: "How AI Should (and Shouldn't) Be Used in High School Writing"
  • ELL: Students may write Part 1 in their home language — compare the AI's response in that language vs. English

Notes from the Classroom

The most powerful moment in this lesson is usually Part 3, Question 3. Students who've used AI to write assignments before get very quiet. Give that silence space — it's where the real learning happens. This lesson pairs well with a conversation about your school's AI policy.

License

This lesson is shared under CC BY 4.0. You may adapt and share with attribution.