Free AI Prompt Templates for Teachers: 25 Copy-Paste Prompts for the Classroom

Create a detailed lesson plan with the following details:

- Subject: [e.g., "Biology"]
- Grade level: [e.g., "9th grade"]
- Topic: [e.g., "Cell division - mitosis and meiosis"]
- Duration: [e.g., "50-minute class period"]
- Learning objectives: [e.g., "Students will compare and contrast mitosis and meiosis, identify stages of each process"]

Include:
- Warm-up activity (5 min)
- Direct instruction with key vocabulary
- Guided practice activity
- Independent practice or group work
- Closure/exit ticket
- Materials needed
- Accommodations for struggling learners

Make it practical. I need to actually teach this tomorrow.

Create a 5-minute warm-up activity for my class:

- Subject: [e.g., "Algebra 1"]
- Topic we're covering today: [e.g., "Solving two-step equations"]
- Grade level: [e.g., "8th grade"]
- Energy level I want: [calm/energetic/focused]
- What students already know: [e.g., "They can solve one-step equations"]

The activity should:
- Get every student doing something in the first 30 seconds
- Connect to today's lesson
- Require no setup or materials beyond what's already in the room
- Be easy for me to check at a glance from the front of the room

Plan a unit with this scope:

- Subject: [e.g., "US History"]
- Grade level: [e.g., "11th grade"]
- Topic: [e.g., "Civil Rights Movement, 1954-1968"]
- Duration: [e.g., "3 weeks, 5 class periods per week, 45 min each"]
- Standards to cover: [list them or say "Common Core" / your state standards]

Include:
- Day-by-day breakdown with lesson focus for each day
- Variety of activities (not just lecture every day)
- Formative assessments throughout (at least 2)
- Summative assessment at end with brief description
- Key primary sources or materials I'll need
- Built-in review/catch-up day before the final assessment

Assume I have a projector, whiteboard, and students have Chromebooks.

I need emergency sub plans. Write them so a non-specialist can follow them.

- Subject: [e.g., "7th grade English Language Arts"]
- Grade level: [e.g., "7th grade"]
- Current topic: [e.g., "We're reading 'The Outsiders,' currently on Chapter 8"]
- What students know so far: [e.g., "They've discussed character motivation and themes of class conflict through Ch. 7"]
- Class period length: [e.g., "55 minutes"]
- Number of classes: [e.g., "4 sections of the same class"]

Include:
- Step-by-step instructions a sub can follow without guessing
- A self-contained activity (don't advance the curriculum too far)
- Classroom management notes (seating chart location, who to ask for help)
- What to do if students finish early
- What to leave on my desk when they're done

Help me find connections between two subjects:

- Subject A: [e.g., "8th grade Math - linear equations"]
- Subject B: [e.g., "8th grade Science - speed and velocity"]
- Grade level: [e.g., "8th grade"]
- What students are currently studying in both: [brief description]

Create 3 integrated activities that:
- Meaningfully connect both subjects (not just "do math in science class")
- Could work in either teacher's classroom
- Take 20-30 minutes each
- Include a brief explanation I can share with my colleague to pitch the collaboration

I want activities, not just vague ideas about how the subjects relate.

Create a detailed rubric for this assignment:

- Assignment type: [e.g., "Persuasive essay"]
- Subject: [e.g., "English Language Arts"]
- Grade level: [e.g., "10th grade"]
- Criteria to assess: [e.g., "Thesis strength, evidence use, counterargument, organization, grammar/mechanics"]
- Point scale: [e.g., "4-point scale: Exceeding / Meeting / Approaching / Beginning"]

For each criterion:
- Describe what each performance level looks like with specific, observable details
- Use student-friendly language (students will see this rubric)
- Include point values

Format as a table I can paste into a Google Doc.

Write specific, encouraging feedback on this student work:

[Paste the student's work here]

Context:
- Subject: [e.g., "AP English Literature"]
- Assignment: [e.g., "Literary analysis of symbolism in 'The Great Gatsby'"]
- Grade level: [e.g., "11th grade"]
- Strengths to highlight: [e.g., "Their use of textual evidence is improving"]
- Areas to improve: [e.g., "Analysis stays surface-level, needs to explain WHY the symbol matters"]

Write 3-4 sentences of feedback that:
- Start with something genuinely specific they did well (not "good job")
- Name the growth area without crushing their motivation
- Give one concrete thing to try next time
- Sound like a human teacher wrote it, not a robot

Create an assessment on this topic:

- Type: [quiz / unit test / chapter test]
- Topic: [e.g., "Photosynthesis and cellular respiration"]
- Subject: [e.g., "Biology"]
- Grade level: [e.g., "10th grade"]
- Question breakdown:
  - [X] multiple choice questions
  - [X] short answer questions
  - [X] essay/extended response questions
- Bloom's taxonomy levels to target: [e.g., "Mix of remember, understand, and apply -- weighted toward apply"]
- Time students have: [e.g., "40 minutes"]

Include:
- Answer key with brief explanations for each answer
- Point values for each question
- One bonus question (optional but keeps morale up)

Write a practice exam students can use to study:

- Exam type: [e.g., "End-of-semester final"]
- Subject: [e.g., "Chemistry"]
- Grade level: [e.g., "11th grade"]
- Topics covered: [e.g., "Atomic structure, periodic trends, chemical bonding, stoichiometry, gas laws"]
- Format: [match the real exam format, e.g., "40 MC, 5 short answer, 2 calculations"]

Include:
- Answer key with step-by-step explanations (not just the right answer)
- Mark which topic each question covers so students know where to focus
- Difficulty spread: 40% recall, 40% application, 20% analysis

Students should be able to take this on their own as homework.

Check how well my planned activities align to standards:

I'm teaching: [e.g., "5th grade Math - Adding and subtracting fractions with unlike denominators"]
Grade level: [e.g., "5th grade"]
Standards framework: [e.g., "Common Core" or your state, e.g., "Texas TEKS"]

Here are my planned activities:
1. [Describe activity 1]
2. [Describe activity 2]
3. [Describe activity 3]
4. [Describe activity 4]

For each activity:
- Which specific standard(s) does it address?
- How strong is the alignment (direct hit / partial / tangential)?
- Any standards I'm missing that I should cover in this unit?

List the standard codes so I can put them in my plan book.

Create 3 versions of this assignment for different readiness levels:

Original assignment:
[Paste your assignment here]

- Subject: [e.g., "6th grade Science"]
- Grade: [e.g., "6th grade"]
- Topic: [e.g., "Weather systems and climate"]

Create versions for:
1. Approaching grade level - More scaffolding, simpler vocabulary, guided structure (sentence starters, word banks, fewer open-ended questions)
2. At grade level - The standard assignment with moderate support
3. Exceeding grade level - Extended thinking, open-ended application, less scaffolding

All three versions should:
- Cover the same core concepts and learning objective
- Look similar enough that students don't feel singled out
- Be assessable with the same rubric (adjusted expectations)

Write measurable IEP goals for this student:

- Student context: [e.g., "8th grade student with specific learning disability in reading"]
- Disability/need area: [e.g., "Reading comprehension, specifically making inferences"]
- Subject area: [e.g., "English Language Arts"]
- Current performance level: [e.g., "Can identify main idea with 60% accuracy on grade-level text, struggles with inferential questions, currently reading at 5th grade level"]
- Target by end of IEP period: [e.g., "Answer inferential comprehension questions with 75% accuracy on 6th grade level text"]

Write 2-3 goals that are:
- Specific and measurable (include criteria, conditions, timeframe)
- Achievable within one IEP year
- Include 2-3 short-term benchmarks per goal for progress monitoring
- Written in compliant IEP language

Also suggest 3 classroom accommodations that support these goals.

Rewrite this text at a different reading level while keeping the key concepts intact:

Original text:
[Paste the text here]

- Target reading level: [e.g., "4th grade / Lexile 700-800"]
- Subject context: [e.g., "This is a science article about the water cycle for an inclusion classroom"]
- Purpose: [e.g., "Students need to understand evaporation, condensation, and precipitation"]

Requirements:
- Keep all key vocabulary (bold the terms so I can pre-teach them)
- Simplify sentence structure without dumbing down the content
- Break long paragraphs into shorter ones
- Add 2-3 comprehension questions at the end matched to the new level

Create scaffolded support for an English Language Learner:

- Student's English proficiency level: [beginner / intermediate / advanced]
- Student's first language: [e.g., "Spanish"]
- Topic: [e.g., "The American Revolution - causes and key events"]
- Subject: [e.g., "US History"]
- Grade level: [e.g., "5th grade"]

Create a support packet that includes:
- Key vocabulary list (10-15 words) with simple definitions and the word used in a sentence
- Visual aids suggestions (what images or diagrams would help)
- 5 sentence frames for class discussion (e.g., "One cause of the revolution was ___ because ___")
- Modified version of the main assignment with additional scaffolding
- A brief note on potential cognates if the student speaks [language]

Create varied activities for different learning preferences:

- Topic: [e.g., "Fractions - adding and subtracting with unlike denominators"]
- Subject: [e.g., "Math"]
- Grade level: [e.g., "5th grade"]

Create one 10-15 minute activity for each style:
1. Visual learners - Something they can see and diagram
2. Auditory learners - Something involving discussion, explanation, or listening
3. Kinesthetic learners - Something hands-on with movement or manipulation
4. Reading/writing learners - Something involving text-based processing

Each activity should:
- Cover the same learning objective
- Work as a station rotation (I'll run all 4 simultaneously)
- Require minimal materials (list what I need for each)
- Include brief instructions I can print and place at each station

Create discussion questions for my class:

- Topic: [e.g., "To Kill a Mockingbird, Chapters 12-15"]
- Subject: [e.g., "English Language Arts"]
- Grade level: [e.g., "9th grade"]
- Number of questions: [e.g., "8"]
- Discussion format: [Socratic seminar / think-pair-share / fishbowl / whole class]

Include a mix of:
- Surface-level questions (checking comprehension, 2-3)
- Analytical questions (requiring evidence and interpretation, 3-4)
- Real-world connection questions (linking text to students' lives, 2-3)

For Socratic seminar: also include 2 "devil's advocate" questions that challenge the obvious interpretation.

Write them in language students will actually understand, not academic jargon.

Design a PBL project:

- Topic: [e.g., "Local water quality and environmental impact"]
- Subject: [e.g., "Environmental Science"]
- Grade level: [e.g., "7th grade"]
- Duration: [e.g., "3 weeks"]
- Class periods per week: [e.g., "5 periods, 50 min each"]

Include:
- Driving question (something students genuinely want to answer)
- Project milestones with deadlines (weekly breakdown)
- 3 final product options students can choose from (not everyone has to do a poster)
- Mini-lessons I need to teach along the way
- Assessment criteria / rubric outline
- How students will present or share their work
- Opportunities for peer feedback during the process

Keep it realistic for a public school classroom. I don't have a huge budget.

Turn this lesson into a game:

- Topic: [e.g., "Periodic table - element groups and properties"]
- Subject: [e.g., "Chemistry"]
- Grade level: [e.g., "10th grade"]
- Game style: [competition / cooperative / quest-based]
- Time available: [e.g., "30 minutes"]
- Materials I have: [e.g., "Chromebooks, whiteboard, index cards, markers"]
- Class size: [e.g., "28 students"]

The game should:
- Teach or reinforce the content, not just be fun for fun's sake
- Have clear rules I can explain in under 2 minutes
- Keep all students engaged (not just the fastest ones)
- Be manageable for one teacher (no elaborate setup)
- Include how I know who learned what (built-in assessment)

I need to show my students why this topic matters outside school:

- Topic: [e.g., "Systems of equations"]
- Subject: [e.g., "Algebra 1"]
- Grade level: [e.g., "9th grade"]
- Number of examples: [e.g., "5"]

For each real-world connection:
- Explain the scenario in student-friendly language
- Show specifically how the topic applies (don't just say "engineers use math")
- Include a discussion prompt that connects it to students' lives
- Mention a current event or pop culture reference if possible (2025-2026 relevant)

My students always ask "when will I ever use this?" -- give me answers that actually land with teenagers.

Create a week's worth of [bell ringers / exit tickets]:

- Subject: [e.g., "World History"]
- Grade level: [e.g., "10th grade"]
- Current unit topic: [e.g., "The Industrial Revolution"]
- Time per activity: [e.g., "3-5 minutes"]

Create one for each day, Monday through Friday:
- Monday: Recall / review from last week
- Tuesday: Vocabulary or key concept check
- Wednesday: Application or "what if" question
- Thursday: Connection to current events or student life
- Friday: Reflection or self-assessment

Each one should:
- Fit on a half-sheet of paper or be projectable
- Be gradeable at a glance (I'm not spending 20 min grading warm-ups)
- Spiral in content from earlier in the unit, not just the previous day

Write a professional email to parents:

- Situation: [e.g., "Student has missing assignments (4 missing in the last 2 weeks) and grade has dropped from B to D"]
- Student context: [e.g., "Generally a good student, this is unusual behavior, I suspect something is going on at home or socially"]
- Tone: [warm but direct / celebratory / concerned / informational]

The email should:
- Open with something positive or neutral about the student
- State the specific concern with facts (not vague "your child isn't trying")
- Explain what I've already tried in the classroom
- Suggest what we can do together (partnership, not blame)
- Offer specific next steps (meeting, check-in schedule, etc.)
- Keep it under 200 words -- parents don't read long emails

Sign off as: [your name, your role, e.g., "Ms. Rivera, 8th Grade Science"]

Write a report card comment for this student:

- Student performance: [e.g., "Strong participation in class discussions, test scores are B+ range, homework completion is inconsistent (turns in about 70%)"]
- Subject: [e.g., "Social Studies"]
- Grade: [e.g., "6th grade"]
- Strengths: [e.g., "Asks great questions, connects historical events to current issues, natural leader in group work"]
- Growth areas: [e.g., "Needs to complete assignments on time, written work doesn't reflect the quality of their verbal contributions"]
- Maximum length: [e.g., "75 words"]

The comment should:
- Be specific enough that a parent knows you actually know their kid
- Start with genuine strengths (not generic praise)
- Frame growth areas constructively
- End with an encouraging forward-looking statement
- Sound human, not like a template (even though it is one)

Write a letter of recommendation:

- Student: [brief description, e.g., "Junior who's been in my AP Chemistry class for 2 years"]
- Applying to: [e.g., "University of Michigan, engineering program"]
- Qualities to highlight: [e.g., "Intellectual curiosity -- always stays after class to ask deeper questions. Resilience -- struggled with organic chemistry unit but came to every office hour and earned an A on the final. Leadership -- organized the study group that meets before every test."]
- Specific anecdote: [e.g., "During the bridge-building lab, she redesigned her group's structure 3 times, testing each one. Her bridge held the most weight in the class."]
- My role: [e.g., "AP Chemistry teacher, 2 years, also advisor for Science Olympiad"]

Write it as a formal letter. About 400-500 words.
Make it specific enough that it couldn't be about any other student.
Avoid cliches like "pleasure to have in class" and "goes above and beyond."

Here are my rough notes from a meeting. Clean them up.

Meeting type: [parent conference / IEP meeting / department meeting / admin meeting]

Raw notes:
[Paste your messy notes here -- bullet points, sentence fragments, whatever you wrote down]

Create:
1. Meeting summary (3-5 sentences, professional language)
2. Key decisions made (bulleted list)
3. Action items with owners and deadlines
4. Open questions that still need answers
5. Suggested follow-up date

Format it so I can email it to all attendees within 5 minutes of the meeting ending.

Help me actually use what I learned in PD:

- PD session topic: [e.g., "Implementing formative assessment strategies"]
- Key takeaways I wrote down: [list 3-5 things you remember]
- My teaching context: [e.g., "I teach 10th grade English, 5 sections, ~30 students each"]
- What I currently do: [e.g., "I mostly use exit tickets and the occasional quiz for formative assessment"]

Help me:
1. Pick the 1-2 most impactful ideas to implement first (not everything at once)
2. Create a realistic 4-week action plan (week by week)
3. Adapt the strategies to my specific subject and grade level
4. Identify what might go wrong and how to adjust
5. Write a brief note I can share with my department about what I'm trying

Be realistic. I can't overhaul my entire practice in a week.