Teacher AI Prompt Library

Create a concise lesson plan from these inputs.

Learning target: [paste]
Grade: [insert]
Time: [insert]
Topic or approved source: [describe, paste, or attach; enter N/A if none]

Return only:
1. Student-friendly target
2. Opening check for prior knowledge
3. Core activity and guided practice
4. Exit ticket
5. Materials and teacher preparation

Use my source first. Keep every activity aligned to the target and appropriate for the grade. Label assumptions. Do not repeat my inputs.

Create a concise pre-assessment from these inputs.

Learning targets: [paste or attach]
Unit goal: [insert or attach unit outline]
Grade: [insert]
Known misconceptions: [insert or N/A]
Question count: [insert]

Return only:
1. Questions focused on prerequisite knowledge
2. Target or prerequisite measured by each question
3. Answer key
4. Brief guide: ready, review, or reteach

Use plausible misconceptions only when appropriate. Keep wording grade-level appropriate. Do not request student information or repeat my inputs. Label anything I should verify.

Create a concise assessment draft from these inputs.

Approved source: [paste an excerpt or attach a file]
Learning targets: [paste or attach]
Question count and types: [insert]
Reading level: [insert or N/A]
Rigor range: [insert or N/A]

Return only:
1. Numbered questions
2. Target and rigor for each question
3. Answer key and brief scoring guidance
4. Items requiring factual or alignment review

Balance coverage across the targets. Avoid trick questions, unsupported details, and close copying. Do not repeat my inputs.

Review these class results and suggest concise next steps.

Class results: [paste a class summary or attach a cleaned file that uses non-identifying student codes]
Learning targets: [paste or attach]
Assessment and scoring: [describe or attach a blank assessment and scoring guide]
Incomplete or unavailable results: [note absences, unscored items, or omitted sections; enter N/A if complete]

Return only:
1. Supported class-wide strengths
2. Up to three review, reteaching, or extension priorities
3. One practical response and quick check per priority
4. Data limitations and teacher questions

Connect every claim to the results. Do not guess causes or make placement, disability, intervention, or student-labeling decisions. Do not repeat my inputs.

Adapt this material while keeping the same learning goal.

Approved material: [paste or attach]
Learning goal: [insert]
General supports needed: [insert or N/A]
Extension needed: [insert or N/A]

Return only:
1. Scaffolded version
2. Standard version
3. Optional extension
4. Brief list of changes and what remained constant

Use sentence frames, examples, chunking, or visuals only when useful. Flag changes that could alter rigor or validity. Do not include student names or confidential information. Do not repeat my inputs.

Create a concise classroom activity.

Topic or approved material: [describe, paste, or attach]
Learning target: [insert or attach]
Time: [insert time]
Materials: [list or N/A]
Work mode: [individual, partners, groups, or mixed]

Return only:
1. Teacher preparation
2. Student directions
3. Target-aligned task and questions
4. Reflection or transfer question
5. Answer key or sample response
6. Low-material backup

Keep the activity within the stated time. Flag facts, assumptions, or sources I should verify. Do not repeat my inputs.

Create a concise rubric and feedback guide.

Assignment: [describe, paste, or attach]
Learning targets: [paste or attach]
Points or scale: [insert]
Feedback priorities: [insert or N/A]

Return only:
1. A compact table with criteria and four clear performance levels
2. A short feedback sentence bank tied to the criteria
3. Three checks for the teacher before grading

Use observable, student-friendly language. Avoid vague labels. Do not score student work or repeat my inputs. I will review the rubric against local grading policy.

Create concise vocabulary support for these terms.

Terms: [list or attach]
Unit context: [insert or attach approved materials]
Grade: [insert]
Language-support goal: [insert or N/A]

Return only:
1. Student-friendly definition, example, non-example, and sentence frame for each term
2. Five mixed practice questions across all terms
3. Answer key
4. Terms with multiple meanings or facts I should verify

Keep disciplinary meaning accurate. Do not oversimplify or repeat my inputs.

Create a concise PLC or MTSS discussion guide.

Class results: [paste a class summary or attach a cleaned file that uses non-identifying student codes]
Learning targets: [paste or attach]
General support notes: [paste without confidential information or attach a cleaned summary; enter N/A if none]
Meeting purpose and time: [insert]

Return only:
1. Supported class-wide patterns
2. Up to three learning priorities
3. Discussion questions
4. Support options for team consideration
5. One short-term action and follow-up check
6. Missing information or limitations

Do not make placement, disability, discipline, intervention, or student-labeling decisions. Keep decisions with authorized educators. Do not repeat my inputs.