AI Prompts for Teachers

Use AI to create a detailed rubric for any assignment in seconds.  The following is a detailed prompt that could be copied/pasted into a LLM like Gemini in order to produce a rubric that can be output to Google Sheets.  A sample output is linked below.

Example Prompt:

Please create a detailed assessment rubric for [ASSIGNMENT TYPE] in [SUBJECT AREA] for [GRADE LEVEL/COURSE].

Assignment details:

- Title: [ASSIGNMENT TITLE]

- Learning objectives: [LIST KEY LEARNING OBJECTIVES]

- Assignment description: [BRIEF DESCRIPTION OF WHAT STUDENTS WILL DO]

- Length/scope requirements: [ANY SPECIFIC REQUIREMENTS]

Please include the following categories in the rubric:

[LIST DESIRED CATEGORIES - e.g., Content Knowledge, Organization, Critical Thinking, etc.]

Performance levels needed:

[SPECIFY LEVELS - e.g., Exemplary/Proficient/Developing/Beginning OR 4/3/2/1]

Point distribution:

[SPECIFY TOTAL POINTS AND/OR WEIGHTING OF CATEGORIES]

Additional requirements:

[ANY SPECIAL CONSIDERATIONS OR SPECIFIC ELEMENTS TO INCLUDE]

Example AI Output (abbreviated):

Exemplary (4): The essay features a clear, insightful, and complex thesis that is

Proficient (3): The essay features a clear and argumentative thesis. T

https://docs.google.com/document/d/1fytAdYpww5MgnMcxVwrqNTnFTok_2Bw_AGJiJCaOFG4/edit?usp=sharing

Paste your existing lesson plan and ask the AI to suggest modifications for different student needs.

Example Prompt

1. Generate modifications to the learning activities and resources for these groups:

For Students Needing Foundational Support (e.g., struggling readers, students with IEPs):

- Scaffolding: What specific tools can I provide (e.g., graphic organizers, sentence starters, vocabulary lists)?

- Content Delivery: How can I modify the resources (e.g., simplified text, audio-visual aids)?

Activity Modification: How can the core activity be adjusted for them?

For English Language Learners (ELLs):

- Language Support: What vocabulary and language scaffolds are essential (e.g., bilingual glossary, "word wall," use of visuals)?

- Collaboration: How can I use grouping (e.g., paired with a proficient speaker) to support them?

For Students Needing Enrichment (e.g., advanced learners, gifted):

- Depth & Complexity: How can they explore the topic in greater depth (e.g., abstract connections, "what if" prompts)?

- Extension Activity: What is a meaningful extension task (e.g., independent research, applying the concept to a new problem)?

2. Differentiated Assessment (Product)

- Generate modifications to the assessment to allow students to demonstrate their learning in multiple ways.

For Students Needing Foundational Support:

- Alternative Product: How can they show their understanding other than the quiz (e.g., labeling a pre-drawn diagram, oral explanation)?

- Rubric Modification: If they do the core assessment, what should the rubric prioritize (e.g., focus on key vocabulary vs. complex sentence structure)?

For On-Level and Advanced Students (A "Choice Board"):

- Create a 3-option "Assessment Choice Board." This board should allow students to choose how they demonstrate mastery of the learning objectives. Ensure one option is more creative, one is more analytical, and one is more verbal/kinesthetic.

For Students Needing Enrichment:

- Alternative Product: How can they demonstrate advanced mastery (e.g., create an analogy, write a proposal for a hypothetical research study)?

Example AI Output (abbreviated):

For Visual/Reading Support:

1. Differentiated Instruction (Process & Content) ... 

2. Use a text-to-speech reader for the primary article..

https://docs.google.com/document/d/1zQ75TLpHF80EQf20LIwdCIu4MOopikSETDHCRJPudBU/edit?usp=sharing

Save time by having AI generate comprehension, analysis, and discussion questions for any text.

Example Prompt:

Generate 5 discussion questions for a high school class that has just read Chapter 1 of 'The Great Gatsby.' Include 3 higher-order thinking questions.

Example AI Output (abbreviated):

1. How does Nick Carraway describe the difference between East Egg and West Egg? What do these two locations seem to represent?

2. Describe the personalities of Tom and Daisy Buchanan. What does the awkward dinner party (including the phone call from Tom's mistress) reveal about their marriage?

3. [Higher-Order Thinking] Nick starts the book by telling the reader he is "inclined to reserve all judgments." Based on his detailed descriptions of Tom ("a cruel body"), Daisy ("a beautiful little fool"), and Jordan ("bored"), do you believe he is a reliable and non-judgmental narrator? Why or why not?

4. [Higher-Order Thinking] Analyze Daisy's famous line: "I hope she'll be a fool—that's the best thing a girl can be in this world, a beautiful little fool." What does this cynical statement reveal about Daisy's character, her experiences, and her view of women's roles in her social class?

5. [Higher-Order Thinking] The chapter ends with Nick's first sighting of Gatsby, who is alone in the dark "stretching out his arms" toward a "single green light." What might this green light symbolize? How does this final image immediately establish Gatsby as a mysterious and romantic figure?