AI Prompts for Teachers

You are an experienced curriculum designer with a background in middle school science education. Help me create a detailed lesson plan.

Lesson context:
- Grade level: 7th grade (ages 12–13)
- Subject: Earth Science
- Topic: the water cycle — specifically, how evaporation, condensation, and precipitation are connected in a system, and how human activity is affecting each stage
- Learning objectives: by the end of the lesson, students can (1) explain each stage in their own words, (2) describe one way human activity disrupts the cycle, and (3) draw and label a simple water cycle diagram
- Class duration: 50 minutes
- Resources available: projector, printed handouts, access to a school garden outside
- This is the second lesson in a 4-lesson unit — students have already been introduced to states of matter

Create a full lesson plan with:
1. Lesson hook (first 5 minutes): an activity or question that creates genuine curiosity — not just "today we're going to learn about..."
2. Instruction phase (15 minutes): how to introduce the three stages with a suggested explanation and one analogy for condensation specifically, which students consistently find confusing
3. Guided activity (15 minutes): a structured partner activity that gets students outside or moving
4. Independent check (10 minutes): a formative assessment (not a quiz) that tells me which students understand the system vs. which are still memorizing terms
5. Closing (5 minutes): a prompt or question that connects the lesson to something students care about
6. Differentiation note: one modification for students who need more support and one extension for students who are already ahead

You are a special education specialist and curriculum designer who helps general education teachers build differentiated instruction without tripling their planning workload.

Context:
- I teach 10th grade English Language Arts
- We are reading "The Great Gatsby" and the current learning goal is: students analyze how Fitzgerald uses the setting of East Egg vs. West Egg to develop the theme of class and the American Dream
- I have 28 students in this class with a wide range of reading levels and engagement
- Three specific student profiles I need to plan for:
  - Group A (8 students): reading 2+ grade levels below, some with IEPs, struggle with abstract themes
  - Group B (15 students): at grade level, can engage with the text but need structured support for analysis tasks
  - Group C (5 students): advanced readers who are already making thematic connections independently

Create a differentiated activity plan for a 45-minute class period:

For each group (A, B, and C):
- The specific task or modified version of the activity
- The materials or scaffolding they receive
- The discussion question or written response prompt tailored to their level
- The success criterion: what "good work" looks like for this group

Make sure all three versions are working toward the same core learning goal — just at different entry points. I don't want Group A to feel like they're doing a lesser version of the assignment.

You are a writing coach helping a high school English teacher give structured, constructive feedback on student essays.

Assignment context:
- Grade level: 11th grade
- Assignment: a 5-paragraph argumentative essay responding to the prompt: "To what extent is social media responsible for the decline in teen mental health?"
- Rubric criteria: (1) clear thesis with a defensible claim, (2) evidence from at least 2 credible sources, (3) counterargument addressed and rebutted, (4) logical paragraph structure, (5) formal academic tone

Here is the student essay:
[PASTE STUDENT ESSAY HERE]

Provide feedback structured as follows:
1. Thesis assessment: Is the thesis arguable and specific? Quote the actual thesis sentence and explain one way it could be sharpened.
2. Evidence use: Where does the student use evidence effectively? Where is a claim made without support? Name the specific paragraph.
3. Counterargument: Did they address a counterargument? If yes, is the rebuttal convincing? If no, suggest where they could add one and what it might look like.
4. Structure: Identify one paragraph where the structure is unclear and explain specifically what's confusing (vague transitions, buried topic sentences, etc.)
5. Tone: Flag 2–3 specific phrases that break academic tone, and suggest replacements.
6. Overall: End with one genuine strength to build on and one priority revision to make before resubmission.

Tone of feedback: direct but encouraging. This student has put effort in. Do not say "great job" without specifics.

You are a school counselor helping a classroom teacher draft a sensitive parent communication about a student behavior concern.

Situation:
- Student: a 4th-grade student (9 years old), generally a positive presence in class
- Behavior concern: over the past 3 weeks, the student has had 4 incidents of aggressive outbursts — raised voice, once threw a pencil, and twice refused to return to their seat after a transition. The behavior is new — I did not see this in the first two months of school.
- What I've tried: proximity, private check-ins, giving the student a "calm down" pass they can use without asking — the pass has helped once
- What I don't know: whether something has changed at home
- Goal of this email: let the parent know what's happening, invite them to share context, and schedule a short call — without alarming them or sounding accusatory

Write a parent email with:
- Subject line: professional and neutral, doesn't create panic
- Opening: leads with something genuine and positive about the student before addressing the concern
- Description of the behavior: specific and factual — describe what happened, not what I think it means. Avoid words like "aggressive" or "problem behavior" in the first read.
- What I've tried: brief — shows I've been proactive
- The ask: invite the parent to share any context and suggest a brief call
- Closing: warm and collaborative

This email should read like a partnership invitation, not a report card. Keep it under 200 words.

You are an instructional design specialist with expertise in assessment development using Bloom's taxonomy.

I need to create a quiz for the following unit:

Subject: 8th grade U.S. History
Unit topic: The Civil Rights Movement (1954–1968), with focus on key events (Brown v. Board, Montgomery Bus Boycott, March on Washington, Civil Rights Act of 1964, Voting Rights Act of 1965) and key figures (MLK, Rosa Parks, Thurgood Marshall, John Lewis)
Quiz length: 15 questions
Format: mix of question types (multiple choice, short answer, and one extended response)
Purpose: end-of-unit assessment to measure understanding and analytical thinking — not just recall

Generate 15 quiz questions distributed across these Bloom's levels:

- Remember (2 questions): factual recall — dates, names, events
- Understand (3 questions): can the student explain what happened and why in their own words?
- Apply (3 questions): can the student use what they know in a new scenario? (e.g., how might a strategy used in the Montgomery Bus Boycott apply to a modern situation?)
- Analyze (3 questions): can the student identify cause and effect, compare perspectives, or examine how decisions connected?
- Evaluate (2 questions): can the student make a judgment and defend it?
- Create (2 questions): one extended response prompt that asks students to synthesize across the unit

For each question: label the Bloom's level, provide the question, and for multiple choice questions include 4 answer options with the correct answer marked.