🎓 AI Prompts for Teachers

Create a complete lesson plan for a [GRADE] [SUBJECT] class on [TOPIC]. The lesson should last [DURATION, e.g. 45 minutes].

Include:
1. Learning Objective (1-2 sentences)
2. Materials Needed
3. Warm-Up / Hook (5 min)
4. Direct Instruction (10-15 min)
5. Guided Practice (10-15 min)
6. Independent Practice (10-15 min)
7. Closure / Exit Ticket (5 min)
8. Differentiation (brief notes for above/below level)

Important:
- Include specific activities, not vague descriptions like "discuss the topic"
- The timing for each section MUST add up to the total duration I specified
- Use formatting with clear headers for each section

You're an experienced [GRADE] [SUBJECT] teacher. Plan a [DURATION] lesson on [TOPIC].

Structure it as:
1. Learning Objective
2. Materials Needed
3. Warm-Up / Hook
4. Direct Instruction
5. Guided Practice
6. Independent Practice
7. Closure / Exit Ticket
8. Differentiation notes (above + below level)

Be specific — I want actual activities I can walk into class and do, not generic suggestions. Make sure the timing adds up to [DURATION].

Create a [DURATION] lesson plan.

Grade: [GRADE]
Subject: [SUBJECT]
Topic: [TOPIC]

Include these sections with timing:
- Learning Objective
- Materials
- Warm-Up (5 min)
- Direct Instruction
- Guided Practice
- Independent Practice
- Closure / Exit Ticket
- Differentiation (above + below level)

Use specific activities. Timing must add up to [DURATION].

Create a [TYPE: practice/review/assessment] worksheet for [GRADE] students.

Subject: [SUBJECT]
Topic: [TOPIC]
Number of items: [NUMBER, e.g. 15]

Requirements:
- Include a title and clear instructions at the top
- Items should progress from easier to harder
- Use age-appropriate language for [GRADE]
- Include an ANSWER KEY at the end
- For math: use plain text (5 × 3 = ___), never LaTeX
- For reading: include a short engaging passage before the questions
- Format with numbered items and space between them

Make a [TYPE] worksheet for my [GRADE] [SUBJECT] class on [TOPIC]. I need [NUMBER] items.

Start easy and build to harder. Include a title, clear instructions, and an answer key at the end. Use language my students will understand.

For math: write everything as plain text (×, ÷, =), no LaTeX or special formatting. Keep it clean and printable.

Create a worksheet:

Type: [practice/review/assessment]
Grade: [GRADE]
Subject: [SUBJECT]
Topic: [TOPIC]
Number of items: [NUMBER]

Include title, instructions, numbered items (easy to hard), and answer key. Use plain text for math. Keep it printable.

Create a [NUMBER]-question quiz for [GRADE] students on [TOPIC].

Question types: [multiple choice / true-false / fill-in-the-blank / mixed]
Difficulty: [easy / medium / hard]

Requirements:
- Number each question clearly
- For multiple choice: provide 4 options (A-D) with one correct answer
- For true/false: include a brief explanation of why
- Include an ANSWER KEY at the end
- Questions should test understanding, not just memorization
- Use age-appropriate language for [GRADE]

Write a [NUMBER]-question [DIFFICULTY] quiz on [TOPIC] for [GRADE] students. Use [QUESTION TYPE] format.

I want questions that test real understanding, not just recall. For multiple choice, give 4 options with plausible distractors. Include an answer key at the end.

Make the language appropriate for [GRADE] — don't make it sound like a college exam.

Create a quiz:

Topic: [TOPIC]
Grade: [GRADE]
Questions: [NUMBER]
Type: [multiple choice / true-false / fill-in-the-blank / mixed]
Difficulty: [easy / medium / hard]

Number each question. Include answer key at the end. Test understanding, not memorization. Age-appropriate language.

Write ONE report card comment for a [GRADE] student in [SUBJECT].

Student strengths: [DESCRIBE STRENGTHS]
Areas for growth: [DESCRIBE AREAS, or "focus on strengths only"]
Tone: [encouraging / balanced / formal]

Rules:
- 3-4 sentences only
- Start with a specific positive observation
- Frame growth areas as opportunities, not deficits
- End with an encouraging forward-looking statement
- Use "your child" — not the student's name
- Just the comment — no labels, headers, or explanation

Write a report card comment for a [GRADE] [SUBJECT] student. Keep it to 3-4 sentences.

Strengths: [DESCRIBE]
Growth areas: [DESCRIBE OR "none — focus on positives"]
Tone: [encouraging / balanced / formal]

Start with something specific and positive. If there are growth areas, frame them as next steps, not problems. End on an encouraging note. Say "your child" instead of a name. Give me just the comment, nothing else.

Write a 3-4 sentence report card comment.

Grade: [GRADE]
Subject: [SUBJECT]
Strengths: [DESCRIBE]
Growth areas: [DESCRIBE]
Tone: [encouraging / balanced / formal]

Start positive, frame growth areas as opportunities, end with encouragement. Use "your child" not a name. Just the comment, no extra text.

Write 3 measurable IEP goals for a [GRADE] student.

Goal area: [reading / writing / math / behavior / social skills / speech-language]
Current performance: [DESCRIBE WHERE THE STUDENT IS NOW]
Target: [DESCRIBE THE GOAL, or "age-appropriate level"]

Each goal must follow this format:
"By [date], [student] will [skill] as measured by [assessment] with [accuracy]% accuracy across [number] consecutive trials."

Include suggested benchmarks/short-term objectives for each goal. Make them SMART: Specific, Measurable, Achievable, Relevant, Time-bound.

I need 3 IEP goals for a [GRADE] student.

Area: [reading / writing / math / behavior / social skills / speech-language]
Where they are now: [CURRENT PERFORMANCE]
Where we want them: [TARGET, or "age-appropriate level"]

Use the standard format: "By [date], [student] will [skill] as measured by [assessment] with [X]% accuracy across [N] consecutive trials."

Add benchmarks for each goal. Make sure every goal is specific and measurable — no vague language like "will improve."

Write 3 SMART IEP goals.

Grade: [GRADE]
Goal area: [reading / writing / math / behavior / social skills / speech-language]
Current performance: [DESCRIBE]
Target: [DESCRIBE]

Format: "By [date], [student] will [skill] as measured by [assessment] with [X]% accuracy across [N] consecutive trials."

Include benchmarks for each goal. Be specific and measurable.

Create a grading rubric for a [GRADE] [ASSIGNMENT DESCRIPTION].

Scoring scale: [4-point / 5-point / letter grade]
Key criteria to include: [LIST CRITERIA, or leave blank for auto-generated]

Requirements:
- 4-6 criteria rows with performance level columns
- Each cell should have specific, observable descriptors — not vague like "good work"
- Descriptors must clearly differentiate between levels
- Use student-friendly language appropriate for [GRADE]
- Include point values for each criterion
- Format as a clear grid

Build a rubric for this [GRADE] assignment: [DESCRIBE THE ASSIGNMENT]

Scale: [4-point / 5-point / letter grade]
Criteria I want included: [LIST, or "you decide based on the assignment"]

Give me 4-6 criteria with clear descriptors at each level. I need to be able to hand this to a student and have them understand exactly what each level looks like. No vague language — be specific about what "excellent" vs "developing" actually means for each criterion.

Create a grading rubric.

Assignment: [DESCRIBE]
Grade: [GRADE]
Scale: [4-point / 5-point / letter grade]
Criteria: [LIST OR "auto-generate"]

4-6 criteria rows. Specific descriptors at each level. Student-friendly language. Include point values. Format as a grid.

Generate 8 discussion questions for [GRADE] students about [TOPIC OR TEXT].

Question type: [Socratic / literature circles / general discussion]

Requirements:
- Mix of Bloom's taxonomy levels: 2 recall, 3 analysis, 2 evaluation, 1 synthesis
- Label each question with its Bloom's level
- All questions should be open-ended — no single correct answer
- Include 1 question connecting the topic to students' own experiences
- Make questions specific to this topic, not generic

Write 8 [QUESTION TYPE] discussion questions about [TOPIC OR TEXT] for [GRADE] students.

I want a range of thinking levels — some recall, mostly analysis and evaluation, and at least one synthesis question. Label each with its Bloom's level. Make them open-ended with no single right answer. Include one question that connects to students' personal experiences.

These should be specific to [TOPIC], not questions you could ask about anything.

Generate 8 discussion questions.

Topic/Text: [TOPIC]
Grade: [GRADE]
Type: [Socratic / literature circles / general]

Mix Bloom's levels: 2 recall, 3 analysis, 2 evaluation, 1 synthesis. Label each. Open-ended only. Include 1 personal connection question. Be specific to the topic.

Write a [TYPE: positive update / concern / meeting request / general update] email from a teacher to a parent.

Details: [DESCRIBE THE SITUATION]
Tone: [warm / professional / direct]

Rules:
- Include a subject line
- Under 200 words
- Start with a greeting, end with a professional sign-off
- If addressing a concern: frame it constructively and suggest working together
- If praising: be specific about what the student did well
- Use "[Student Name]" as a placeholder

Draft a parent email for me. I'm a teacher and I need to write about: [DESCRIBE THE SITUATION]

Type: [positive update / concern / meeting request / general update]
Tone: [warm / professional / direct]

Keep it under 200 words. Include a subject line. If it's about a concern, frame it as "let's work together" — not "your child has a problem." Use [Student Name] as a placeholder. End with a professional sign-off.

Write a teacher-to-parent email.

Type: [positive update / concern / meeting request / general update]
Situation: [DESCRIBE]
Tone: [warm / professional / direct]

Include subject line. Under 200 words. Constructive framing for concerns. Use [Student Name] as placeholder. Professional sign-off.

Create a differentiation plan for this activity:

Activity: [DESCRIBE THE LESSON OR ACTIVITY]
Subject: [SUBJECT]
Grade: [GRADE]
Specific learning needs in my class: [e.g. dyslexia, ADHD, gifted, ELL, dyscalculia — or leave blank]

Generate differentiated versions:

1. Below Grade Level / Struggling Learners — modified version with scaffolds
2. On Grade Level — standard activity with built-in checks
3. Above Grade Level / Gifted — extended version with higher-order thinking

If I listed specific learning needs, add a section with targeted accommodations for each one (concrete strategies, specific tools, exact modifications to this activity).

Be specific and actionable — not vague like "provide extra support."

I need to differentiate this activity for my [GRADE] [SUBJECT] class: [DESCRIBE THE ACTIVITY]

Students with specific needs: [e.g. dyslexia, ADHD, gifted, ELL, dyscalculia — or "general differentiation only"]

Give me three versions:
- Below grade level (with specific scaffolds)
- On grade level (with checks for understanding)
- Above grade level (with extension challenges)

If I mentioned specific needs, add targeted accommodations for each — I want exact modifications to THIS activity, not generic advice. Tell me what tools, materials, or format changes to use.

Differentiate this activity:

Activity: [DESCRIBE]
Subject: [SUBJECT]
Grade: [GRADE]
Learning needs: [dyslexia / ADHD / gifted / ELL / dyscalculia / none specified]

Create versions for:
1. Below grade level (scaffolds, supports)
2. On grade level (standard + checks)
3. Above grade level (extensions, higher-order thinking)

Add specific accommodations for any listed learning needs. Be concrete — exact modifications, tools, and materials.