Prompt Engineering for Teachers: AI Prompts for Lesson Plans, Grading, and Student Feedback

Create a detailed lesson plan for [GRADE LEVEL] [SUBJECT] on the topic of [TOPIC].

Standards alignment: [PASTE STANDARD CODE AND TEXT, OR "use Common Core" / "use NGSS" / "use state standards for [STATE]"]
Class period length: [X minutes]
Prior knowledge: Students already know [WHAT THEY KNOW GOING IN]

Include:
- Learning objectives (what students will be able to do)
- Materials needed
- Hook/opening activity (5 minutes)
- Direct instruction section with key questions to ask
- Guided practice activity
- Independent practice
- Closing/exit ticket
- Differentiation notes for advanced students and students needing support
- Formative assessment embedded in the lesson

Create a [X-week] unit overview for [GRADE LEVEL] [SUBJECT] on [UNIT TOPIC].

Include:
- Essential questions for the unit
- Enduring understandings (what students should remember in 5 years)
- Sequence of lessons with brief description of each
- Summative assessment options (at least 2: traditional and project-based)
- Key vocabulary list
- Suggested resources (books, primary sources, videos, websites)

Standards to cover: [PASTE STANDARDS]

I'm teaching [TOPIC] to [GRADE LEVEL] students. Write 4–5 learning objectives for this lesson using Bloom's Taxonomy.

Include at least one objective at each of these levels:
- Remembering/Understanding
- Applying
- Analyzing or Evaluating

Each objective should start with a measurable verb and be specific enough that I can assess whether students met it.

I have a lesson on [TOPIC] for [GRADE LEVEL]. Here's the standard version:

[PASTE OR DESCRIBE YOUR LESSON]

Create three modified versions:
1. ELL/ESL version — simplified language, visual supports, sentence frames for discussion
2. Advanced/Gifted version — extension activities, higher-order questioning, enrichment options
3. IEP/Support version — scaffolded activities, reduced complexity, additional check-ins built in

Keep the core learning objective the same across all versions.

I'm teaching [TOPIC] to [GRADE LEVEL] [SUBJECT] students.

Create:
1. A bell-ringer activity (5 minutes): something students can start independently while I take attendance. It should activate prior knowledge or preview today's lesson.
2. A closing activity (5 minutes): a quick synthesis activity that helps students consolidate what they learned and gives me formative data.

Both should be low-prep (no materials to distribute) and work in writing or verbally.

Generate 10 discussion questions for a [GRADE LEVEL] class studying [TOPIC/TEXT/UNIT].

Include:
- 3 recall/comprehension questions (for warming up the discussion)
- 4 analysis questions (require students to interpret, compare, or explain)
- 3 synthesis/evaluation questions (require students to take a position or connect to broader themes)

For 2 of the higher-level questions, add a follow-up probe I can use if students give surface-level answers.

Create a self-contained substitute lesson plan for [GRADE LEVEL] [SUBJECT].

The sub will have zero content knowledge. The lesson should:
- Require no special materials beyond paper/pencils
- Keep students engaged without requiring the sub to explain complex content
- Connect loosely to [CURRENT UNIT/TOPIC] without requiring prior knowledge
- Include explicit instructions the sub can read aloud
- Have a clear product students turn in at the end

Period length: [X minutes]

Design a project-based learning (PBL) unit for [GRADE LEVEL] [SUBJECT] around [DRIVING QUESTION OR TOPIC].

Include:
- The driving question students will investigate
- The final product/deliverable and how it's presented
- A suggested timeline broken into phases (research, draft, feedback, revision, present)
- Roles if students work in groups
- The standards it addresses: [PASTE STANDARDS]
- Checkpoints and mini-milestones to keep students on track
- A rubric for the final product

Create a [X-question] quiz on [TOPIC] for [GRADE LEVEL] [SUBJECT] students.

Mix of question types:
- [X] multiple choice questions (with 4 plausible options — avoid obviously wrong distractors)
- [X] short answer questions
- [X] one extended response question requiring explanation or analysis

Difficulty: [basic / mixed / challenging]
Standards targeted: [PASTE STANDARDS OR "general mastery of [TOPIC]"]

Include an answer key with brief explanations for why each answer is correct.

Create a rubric for the following assignment:

Assignment: [DESCRIBE THE ASSIGNMENT]
Grade level: [GRADE LEVEL]
Subject: [SUBJECT]

Format: 4-point scale (4 = Exceeds, 3 = Meets, 2 = Approaching, 1 = Beginning)

Categories to assess:
[LIST 4–6 CRITERIA — e.g., "Thesis clarity," "Use of evidence," "Analysis depth," "Organization," "Conventions"]

For each category, write specific, observable descriptors at each level. Avoid vague language like "excellent" — describe what excellence actually looks like.

I just taught [TOPIC] to [GRADE LEVEL] students. Create 5 different exit ticket options I can choose from.

Include:
- 2 knowledge-check options (shows me if they got the basic concept)
- 2 application options (shows me if they can use the concept)
- 1 reflection option (shows me their confidence and what's still confusing)

Each should take under 3 minutes to complete and be easy for me to scan quickly.

Create 3 different essay prompts for [GRADE LEVEL] students on the topic of [TOPIC/TEXT/UNIT].

For each prompt:
- Write the prompt itself (clear enough that students understand exactly what's expected)
- Note the thinking skill it emphasizes (analysis, argument, compare/contrast, etc.)
- Suggest a recommended length
- List 2–3 sources or texts students should draw from

Make the prompts genuinely interesting — avoid the ones that generate formulaic responses.

Create a bank of 20 test questions on [TOPIC] for [GRADE LEVEL] [SUBJECT].

Include:
- 8 multiple choice (4 options each, answer key included)
- 6 short answer (with sample acceptable responses)
- 4 extended response (with scoring guide: what a full-credit answer includes)
- 2 document-based or data-interpretation questions (I'll substitute my own documents)

Tag each question with the Bloom's level it assesses.

Create a peer review guide for [GRADE LEVEL] students reviewing each other's [TYPE OF WORK — e.g., argumentative essays, lab reports, creative writing].

The guide should:
- Give specific sentence starters for constructive feedback
- Have students identify 2 strengths with evidence ("I noticed... because...")
- Have students suggest 2 specific improvements (not just "add more detail")
- End with a question the reviewer is curious about after reading

The feedback should be useful to the writer, not just evaluative.

I use standards-based grading. Help me write the performance descriptors for [STANDARD — paste text].

Grade levels: 4 (Advanced), 3 (Proficient), 2 (Developing), 1 (Beginning)

For each level, write:
- A 1–2 sentence description of what this looks like in student work
- 2 examples of evidence I'd see at this level
- Language I can use in a report card comment

Subject: [SUBJECT], Grade: [GRADE LEVEL]

I need to write feedback on a student's [ASSIGNMENT TYPE]. Here is their work:

[PASTE STUDENT WORK]

The assignment asked students to [BRIEF DESCRIPTION OF WHAT WAS EXPECTED].

Write feedback that:
- Opens with a specific strength (not generic praise)
- Identifies the 1–2 most important areas for improvement
- Gives concrete, actionable suggestions (not just "improve your thesis" — tell them how)
- Ends with an encouraging note that's specific to this student's effort

Tone: warm, direct, growth-oriented. Avoid anything that sounds like a form letter.

Write report card comments for [GRADE LEVEL] [SUBJECT] for the following student profiles. Each comment should be 3–4 sentences, specific (not generic), and appropriate for parents to read.

Student 1: Strong performer, excels at [SKILL], needs to develop [SKILL]
Student 2: Struggling student, shows effort but [SPECIFIC CHALLENGE], strength is [STRENGTH]
Student 3: Average performer, inconsistent effort, shows potential in [AREA]
Student 4: Student with IEP, has made significant growth in [AREA], continues to work on [SKILL]

Do NOT use the following clichés: "tries hard," "pleasure to have in class," "needs to apply themselves"

I wrote the following feedback on a student's work. Rewrite it to be more growth-focused and specific without losing the honest critique.

Original feedback: [PASTE YOUR FEEDBACK]

The student is in [GRADE LEVEL] and this assignment was [ASSIGNMENT DESCRIPTION].

The rewrite should still communicate clearly what needs to improve, but frame it as a next step, not a failure.

I observed the following student presentation and took these notes:

Notes: [PASTE YOUR OBSERVATIONAL NOTES]
Assignment: [DESCRIPTION OF PRESENTATION ASSIGNMENT]
Grade level: [GRADE LEVEL]

Write feedback that addresses:
- Content accuracy and depth
- Organization and clarity of delivery
- Engagement with the audience
- One specific thing they should do differently next time

Keep it under 200 words.

I need to have a conversation with a student (and possibly their family) about a suspected academic integrity issue.

Situation: [DESCRIBE WHAT HAPPENED — e.g., "essay shows unusual sophistication compared to prior work and includes phrases that appear AI-generated"]

Help me:
- Draft the opening statement I'll use (non-accusatory, focused on understanding)
- List the questions I should ask
- Anticipate the 3 most common student responses and how to respond to each
- Describe the school's process going forward (I'll fill in actual policy)
- Draft a follow-up email summarizing the conversation

Tone: firm but fair, presuming good faith until I have more information.

Draft a letter to the family of a student who is [DESCRIBE ACADEMIC CONCERN — e.g., "significantly behind grade level in reading," "failing to complete assignments," "showing a pattern of disengagement"].

The letter should:
- Open with something positive and specific about the student
- Describe the concern clearly and with specific examples (I'll add real data)
- Avoid jargon and educationese
- Describe what support we're providing at school
- Ask for specific input or actions from the family
- Invite them to schedule a meeting

Grade level: [GRADE LEVEL], Subject: [SUBJECT]
Tone: concerned, collaborative, non-blaming.

Create a student goal-setting worksheet for [GRADE LEVEL] students.

It should guide them through:
1. Reflecting on their current strengths in [SUBJECT]
2. Identifying 1 academic goal and 1 behavior/habit goal
3. Describing specific actions they'll take (not just "try harder")
4. Identifying who can help them (teacher, peer, family)
5. Setting a check-in date

The language should be age-appropriate for [GRADE LEVEL] and empowering, not punitive.

Help me prepare for parent-teacher conferences for [GRADE LEVEL] [SUBJECT].

For the following student, draft talking points I can use in a 10-minute conference:

Student profile: [DESCRIBE STUDENT — strengths, challenges, recent work, behavior, attendance patterns]
Parent context (if known): [ANY RELEVANT CONTEXT — e.g., "family went through a divorce," "parent tends to be defensive"]

Talking points should include:
- Opening (positive, specific)
- Academic progress with evidence
- Areas for growth with specific suggestions for home support
- One goal for the rest of the year
- What I'm doing to support them in class
- Questions to ask the parents

Draft an email to a parent about the following concern:

Concern: [DESCRIBE — e.g., "student has been disengaged for 2 weeks and missed 3 assignments"]
Student grade level: [GRADE LEVEL]
Prior communication: [NONE / "I mentioned this at conferences" / "called home last week"]
Tone goal: [CONCERNED AND COLLABORATIVE / FIRM / INFORMATIONAL]

The email should:
- Be under 200 words
- Lead with genuine positive observation
- State the concern with specifics
- Describe what I've done/am doing
- Request specific action or response from parent
- Not sound like a form email

Help me write a progress update for a student's IEP on the following goal:

IEP Goal: [PASTE GOAL]
Current performance: [DESCRIBE WHERE STUDENT IS NOW — with data if you have it]
Progress since last report: [DESCRIBE PROGRESS — or "limited progress"]
Accommodations in place: [LIST ACCOMMODATIONS]
My observations: [PASTE YOUR INFORMAL NOTES]

Write a professional progress update (150–200 words) that:
- References the goal directly
- Describes current performance with specifics
- Notes what's working and what isn't
- Is honest about the pace of progress
- Includes a recommendation for the team

I received the following observation feedback from my administrator:

Feedback: [PASTE OBSERVATION NOTES]

Help me draft a reflective response that:
- Acknowledges the feedback without being defensive
- Adds context the observer may not have had
- Describes my reasoning for the instructional choices I made
- Identifies what I'd do differently and why
- Commits to a specific next step

Tone: professional, reflective, confident.

Help me write a grant narrative for a classroom grant. Here are the details:

Grant: [GRANT NAME AND ORGANIZATION]
What I'm requesting funding for: [DESCRIBE — e.g., "30 novels for a class set," "lab supplies for an engineering project," "field trip to [LOCATION]"]
My students: [GRADE LEVEL, SUBJECT, SCHOOL DEMOGRAPHICS]
The learning goal: [WHAT THIS WILL HELP STUDENTS DO]
Why I can't get this through regular channels: [BRIEF EXPLANATION]

Write a compelling 300–400 word narrative that:
- Opens with a specific student moment or classroom scene (not a statistic)
- Connects the request to a concrete learning outcome
- Explains the impact clearly
- Ends with a forward-looking statement about student success

Help me reflect on a lesson I just taught.

What happened: [DESCRIBE THE LESSON — what you planned, what actually happened, how students responded]
What worked: [YOUR HONEST ASSESSMENT]
What didn't: [BE SPECIFIC]

Generate 3 reflective questions I should sit with before redesigning this lesson. Then suggest 2 specific changes I could make to the lesson to address the main issue.

Don't just validate what I did — push me to think differently.

Help me write a professional goal statement for [SCHOOL YEAR / EVALUATION CYCLE].

My context:
- I teach [GRADE LEVEL] [SUBJECT]
- An area I want to grow in: [DESCRIBE — e.g., "student-led discussion," "differentiated instruction," "data-driven grouping"]
- Why this matters to me right now: [YOUR HONEST REASON]
- Resources I have access to: [E.g., "PLC team, instructional coach, upcoming PD day"]

Write a SMART goal statement and a brief rationale (150 words). Then suggest 3 specific actions I could take in the first 30 days to make progress on this goal.

I'm observing a colleague's classroom. They want feedback on [SPECIFIC FOCUS — e.g., "how they use questioning to check understanding," "classroom management transitions," "engagement strategies"].

Create an observation protocol I can use during the 45-minute visit:
- What to look for (specific, observable behaviors)
- How to capture notes quickly without missing what's happening
- 5 questions I can use in the debrief conversation afterward
- How to give feedback that's specific and growth-oriented, not evaluative

I want the feedback to be useful for them, not just a compliment list.