Create a copy-and-paste prompt pack for my elementary classroom. It must support my planning and communication, not replace my professional judgment, school policies, IEP or 504 teams, safeguarding procedures, or assessment decisions. Grade, subject, and standards: [GRADE SUBJECT STANDARDS] Class profile and learning needs: [CLASS CONTEXT] Current unit and learning goal: [UNIT DETAILS] Time, materials, and technology available: [CLASSROOM CONSTRAINTS]
School policies and communication preferences: [SCHOOL REQUIREMENTS]
Write 8 distinct prompts, each 90-140 words, written as if I am speaking to ChatGPT, Claude, or Gemini. Include prompts for: a standards-aligned lesson plan; a short formative assessment; differentiation for three readiness levels; a small-group reading or math activity; a family message; student feedback on a sample; a behavior-support routine; and one prompt tailored to my unit.
Every prompt must ask for a defined output and include age-appropriate language, an objective students can understand, a check for learning, and an accommodation pathway where relevant. For lesson planning, require an opening, modeling, guided practice, independent practice, and exit ticket within the stated time. For differentiation, vary access, scaffolding, and product without lowering the learning goal by default. For family communication, avoid student labels, diagnoses, comparison with classmates, and unnecessary private details. Do not ask AI to write an IEP, determine eligibility, diagnose, or make disciplinary decisions.
After the eight prompts, add a short privacy reminder identifying student data that should be removed before use. Before answering, check that each prompt aligns to the stated grade and constraints, and flag any activity that needs teacher review for accuracy, representation, accessibility, or policy fit. Ask up to 3 clarifying questions only if a required input is missing.Fill in
| Placeholder | What to enter | Example |
|---|---|---|
| [GRADE SUBJECT STANDARDS] | State the grade, subject, and exact standards or curriculum objectives. | Grade 3 math; CCSS 3.NF.A.1: understand a fraction as a number on the number line. |
| [CLASS CONTEXT] | Describe class size, general readiness range, language supports, and accommodations without identifying students. | 24 students; several multilingual learners; wide comfort range with number lines; two students use visual directions. |
| [UNIT DETAILS] | State the topic, essential question, texts, and learning outcome for the current unit. | Fractions unit; students explain unit fractions using number lines and everyday contexts. |
| [CLASSROOM CONSTRAINTS] | List lesson length, available materials, technology, grouping limits, and preparation time. | 45 minutes; whiteboards, fraction strips, projector; no student devices; 10 minutes prep. |
| [SCHOOL REQUIREMENTS] | Add curriculum rules, assessment expectations, family communication norms, and privacy policies. | Use district vocabulary; family notes in plain English; do not enter student names into AI tools. |
How to use
- Paste the standard and one measurable learning goal, then describe classroom needs in general terms without student names.
- Choose the relevant prompt and add the exact time, materials, text, or skill for tomorrow’s lesson.
- Check the output against your curriculum sequence and test any questions, examples, or answer keys before class.
- Follow up with: "Adapt the fraction lesson for a 25-minute block and include a no-print materials option."
Variations
Lesson plan
Use this when you need one complete lesson for a specific standard.
Design a [MINUTES]-minute lesson for [GRADE AND SUBJECT] aligned to [STANDARD] and this objective: [LEARNING OBJECTIVE]. My class context is [CLASS CONTEXT] and I have [MATERIALS]. Provide a teacher-facing plan with opening, explicit model, guided practice, independent practice, exit ticket, likely misconceptions, and a quick adaptation for learners needing visual or language support. Keep the same learning target across adaptations. Before answering, check all examples and answer keys for accuracy and ensure timing totals no more than the available minutes.
Family update
Use this for a weekly class message or a short note about learning.
Write a family update for my [GRADE] class about [LEARNING OR EVENT]. Include what students practiced, one simple conversation starter or home connection, and any [LOGISTICS]. Keep it between 120 and 160 words, warm but factual, and easy to translate. Do not use student names, compare children, or make claims about individual progress. Before answering, check dates, requested materials, and school-policy language against the details I supplied: [SCHOOL GUIDANCE].
Feedback comments
Use this to make feedback faster while retaining the teacher’s judgment.
Create a bank of 12 short feedback comments for [GRADE] student work on [ASSIGNMENT AND SUCCESS CRITERIA]. Group them into: meeting the goal, approaching the goal, and next-step revision. Each comment should name observable work, point to one actionable next step, and use language a child can understand. Include one question students can answer during revision. Do not assign grades, diagnose learning needs, or claim the student understood something without evidence. Before answering, check that comments assess the stated criteria rather than handwriting, personality, or effort alone.
Tips
- Give the model the exact standard and objective; a topic such as "fractions" is too broad to produce a usable exit ticket.
- Ask for likely misconceptions before teaching, then decide which one is worth surfacing in your model or guided practice.
- Use anonymous, generalized class needs instead of student names, behavior histories, IEP text, or identifiable work samples.
- Verify generated passages, historical claims, word problems, and answer keys; small factual errors can become classroom misconceptions.
FAQ
Can I paste an IEP or a student’s work into an AI chat?
Avoid identifiable student data and follow district privacy rules. Use a de-identified description of the learning need instead.
Can AI create differentiated work?
Yes, as a draft. Keep the learning goal clear and check that scaffolds provide access rather than simply reducing rigor.
Can I use AI-written family messages?
Yes, after checking names, dates, logistics, tone, and any required school language.