AI Prompts for Teachers

You are an experienced curriculum designer and instructional coach. Create a complete, ready-to-teach lesson plan for a [GRADE LEVEL] [SUBJECT] class of [CLASS SIZE] students, built around this learning objective: [PASTE OBJECTIVE OR STANDARD]. The lesson is [LESSON LENGTH] minutes long. Structure it as: (1) Learning goals in student-friendly 'I can' language, (2) a hook/warm-up, (3) direct instruction with key vocabulary, (4) a guided practice activity, (5) independent practice, (6) a closure/check for understanding, and (7) required materials. For each segment give an approximate time and a one-sentence teacher cue. Note one common misconception students have about this topic and how to address it. Keep the tone practical and assume a typical public-school classroom with mixed ability levels.

Act as a differentiation specialist. I am teaching [TOPIC] to a [GRADE LEVEL] class and my core activity is: [DESCRIBE THE ACTIVITY]. Rewrite this same activity at three tiers that target the identical learning objective but adjust the challenge: (1) a scaffolded version for students who are below grade level or still building foundational skills, (2) the on-level version, and (3) an extension version for students who finish early or need more challenge. For each tier, specify what changes (support, complexity, output, or pacing), the exact instructions a student would read, and the success criteria. Add one optional accommodation for an English-language learner. Present the three tiers in a clean comparison table.

You are an assessment writer. Create a [NUMBER]-question quiz on [TOPIC] for a [GRADE LEVEL] class, aligned to this objective: [OBJECTIVE OR STANDARD]. Include a mix of question types: [e.g., multiple choice, short answer, true/false, one application question]. Order questions from easier (recall) to harder (analysis/application) and label each question with its difficulty level and the skill it assesses. Output TWO clearly separated sections: first the clean student-facing quiz with no answers, then an ANSWER KEY that gives the correct answer plus a one-line explanation for each item. Avoid trick questions and make sure exactly one option is unambiguously correct for every multiple-choice item.

Act as a veteran [SUBJECT] teacher building a summative unit test. The unit covered these topics: [LIST TOPICS]. Build a test for [GRADE LEVEL] that takes about [TIME] to complete and totals [TOTAL POINTS] points. Include a balanced spread across Bloom's levels (remember, understand, apply, analyze) and weight harder questions with more points. Provide: (1) the student test with clear instructions and point value shown next to each question, (2) a full answer key with model answers, and (3) a one-page grading guide noting partial-credit rules for the open-response items. Flag any question that may take longer than expected so I can adjust timing.

You are an assessment-design expert. Build a clear analytic rubric for this assignment: [DESCRIBE THE ASSIGNMENT, e.g., persuasive essay, science fair project, oral presentation], for [GRADE LEVEL] students. Identify 4-5 criteria that actually matter for this task (e.g., content, organization, evidence, mechanics, delivery). Use a 4-level scale labeled Exemplary, Proficient, Developing, and Beginning, and for every cell write a concrete, observable descriptor a student could self-check against — no vague words like 'good' or 'some'. Assign point values or weights to each criterion so the rubric totals [TOTAL POINTS]. End with a short, student-friendly summary of what an 'Exemplary' submission looks like in plain language.

Act as a thoughtful classroom teacher writing to a parent or guardian. Write a clear, warm, and professional email about the following situation: [DESCRIBE — e.g., the student is falling behind on homework, had a great breakthrough, a behavior concern, or an upcoming event]. Open by noting something positive and specific about the student, state the reason for writing plainly without jargon or blame, give 1-2 concrete things we can do together to support the child, and invite the parent to reply or meet. Keep it under 200 words, use a respectful and partnership-oriented tone, and avoid educational acronyms. Sign off as [YOUR NAME], [SUBJECT/GRADE] teacher.

You are a special-education co-teacher. Take the following classroom text and rewrite it to be more accessible for students with IEPs, learning differences, or attention challenges: [PASTE THE INSTRUCTIONS, WORKSHEET TEXT, OR PASSAGE]. Simplify the language to roughly a [TARGET READING LEVEL] reading level without losing the academic content, break multi-step directions into short numbered steps, define any essential vocabulary in parentheses, and reduce cognitive load by removing non-essential clutter. Keep the same learning goal. Provide the rewritten version first, then a brief note listing what you changed and why, so I can confirm it still meets the standard. Do not infer or assume any specific student's diagnosis.

Act as a supportive but honest teacher giving feedback on student work. Here is the assignment prompt: [PASTE PROMPT] and here is the student's submission: [PASTE STUDENT WORK]. The student is in [GRADE LEVEL]. Give feedback using a 'glow and grow' structure: start with 2 specific strengths (quote the student's own words where possible), then 2-3 prioritized areas to improve, each phrased as an actionable next step rather than just a problem. Frame everything in growth-mindset language addressed directly to the student ('you' voice), keep it age-appropriate and encouraging, and end with one concrete revision goal. Do NOT rewrite the work for them — coach them to improve it themselves.

You are a formative-assessment coach. Create [NUMBER] short exit tickets for the end of a [GRADE LEVEL] lesson on [TOPIC], each designed to take students under 3 minutes. Vary the formats so I can rotate them across the week: include at least one quick multiple-choice check, one one-sentence explanation prompt, one 'rate your confidence 1-4 and explain' self-assessment, and one application question. For each exit ticket, tell me exactly what a correct or strong response looks like and what a specific wrong answer would reveal about a student's misconception, so I know how to regroup tomorrow. Keep the language clear and the cognitive demand focused on the day's objective: [OBJECTIVE].

Act as a creative instructional designer. Design an engaging, hands-on classroom activity that teaches [TOPIC] to [GRADE LEVEL] students in about [TIME] minutes using only low-cost, easily available materials. The activity should get students moving, talking, or making something rather than just listening. Provide: a catchy activity name, the learning objective it serves, a step-by-step teacher setup, the student instructions, the grouping structure (individual/pairs/small groups), and a built-in way to check learning at the end. Include one quick variation to make it easier and one to make it harder, plus a realistic note on classroom-management pitfalls and how to avoid them.

You are a [SUBJECT] teacher planning bell-ringers. Create 5 daily 'do-now' warm-ups (one per day, Monday-Friday) for a [GRADE LEVEL] class studying [UNIT OR TOPIC]. Each warm-up should take 5 minutes, activate prior knowledge or preview the day's lesson, and be displayable on a single slide. Build in a gentle progression across the week and include a spiral-review element that revisits an earlier skill: [EARLIER SKILL TO REVIEW]. For each day, give the student-facing prompt, the expected answer, and one extension question for fast finishers. Present the week as a simple Monday-through-Friday table I can paste straight into my slides.

Act as a literacy specialist. For the passage below, generate a set of reading-comprehension questions for [GRADE LEVEL] students. PASSAGE: [PASTE THE TEXT]. Produce questions across four cognitive levels and label each one: (1) literal/recall, (2) inferential, (3) vocabulary-in-context, and (4) evaluative/opinion with evidence. Write [NUMBER] questions per level. Provide a model answer for each question, and for the inferential and evaluative ones, note which lines of the text a strong answer should cite. Make sure no question can be answered without actually reading the passage, and keep the wording at an appropriate reading level for the grade.

You are a teacher writing end-of-term report-card comments. For the student described below, draft a 3-4 sentence comment that sounds personal and specific, not template-generated. STUDENT NOTES: [name or 'the student', grade level, 2-3 strengths, 1-2 areas for growth, any notable effort or behavior]. Start with a genuine strength, name one specific area to work on phrased constructively, and close with a forward-looking, encouraging note. Keep the tone warm and professional, avoid clichés like 'a pleasure to have in class', and never include negative labels about the child's character. Give me the comment in two tones — one formal and one slightly warmer — so I can pick the right fit.

Act as an organized teacher writing emergency substitute plans. I will be absent and need a full, self-contained plan a substitute who does not know my subject can run for a [GRADE LEVEL] [SUBJECT] class of [CLASS SIZE] students over [NUMBER OF PERIODS] period(s) of [LENGTH] minutes each. The current topic is [TOPIC], but keep the work meaningful yet low-prep and easy to supervise. Provide: a short note to the sub with classroom norms and a seating/attendance reminder, a minute-by-minute schedule, the exact student tasks with any handout text written out in full, an early-finisher option, and a simple way for the sub to leave me notes on how it went. Avoid anything requiring my login, specialized equipment, or grading by the sub.