AI Prompt Toolkit for Teachers

This toolkit contains lesson-planning and communication templates and AI prompts for teachers. It is not legal, special-education, medical or professional advice. AI output can be wrong or biased; review everything before it reaches students or parents. Follow your school or district's AI, privacy and curriculum policies.

Before you paste anything: use no real student names, grades, IEP/504 details or photos in AI tools unless your school has approved that tool and signed a data agreement (FERPA, COPPA and state student-privacy laws may apply). Do not upload student work or photos to a free personal AI account. Follow your school or district AI policy. All students in this toolkit are fictional.

A1. Lesson plan skeleton with timings

When to use: You know the topic and objective and need a timed first draft to edit.

AI-generated draft: review before you use.

Act as an experienced [GRADE / COURSE] teacher. Draft a [MINUTES]-minute lesson on [TOPIC].
Objective (my words): [OBJECTIVE]
Students: [CLASS SIZE, anything general that matters, e.g. "mixed readiness", "many English learners"]
Include, as a table with timings: a hook (5 minutes or less), direct instruction, guided practice, independent practice, and a 3-question exit ticket. Then list the 2 misconceptions students most often have on this topic and one move to address each.
Do not invent standard codes or cite sources.

Sample data: Grade 7 math, 45 minutes, adding and subtracting integers. Objective: students add and subtract integers with a number line and explain why subtracting a negative increases the value. Class of 28, mixed readiness.

AI-generated draft: review before you use.

| Time | Segment | What happens |
|---|---|---|
| 0-5 | Hook | Show "It is -3 degrees at 6 a.m. and the temperature rises 8 degrees." Students answer on whiteboards, then explain how they moved on a thermometer. |
| 5-15 | Direct instruction | Model addition on a number line (right for positive, left for negative). Introduce "subtracting means adding the opposite" with 4 - (-3) = 4 + 3. Two think-aloud examples. |
| 15-25 | Guided practice | Pairs solve 6 problems; one partner draws the number line, the other writes the rule used. Swap after 3. |
| 25-38 | Independent practice | 10 problems: 4 addition, 4 subtraction, 2 word problems (elevation, bank balance). |
| 38-43 | Exit ticket | (1) -5 + 9  (2) 3 - (-6)  (3) In one sentence, why does subtracting a negative make a number larger? |
| 43-45 | Close | Collect tickets, preview tomorrow. |

Misconception 1: students read 4 - (-3) as 4 - 3 because they drop the second sign. Move: always rewrite as "add the opposite" before computing.
Misconception 2: "two negatives always make a positive", applied to -2 + -3. Move: put both on the number line and compare the direction of each move.

Check before using: Check the pacing is realistic for your class and that the practice problems are actually solvable and correct; no standard codes were requested, so match the objective to your own standards yourself.

C1. Analytic rubric builder

When to use: You need a 4-level rubric fast.

AI-generated draft: review before you use.

Create an analytic rubric for [ASSIGNMENT] in [GRADE / COURSE]. Criteria (use these, add none): [LIST 3-5 CRITERIA]. 4 levels: [LEVEL NAMES, e.g. Exceeding, Meeting, Approaching, Beginning]. Describe each cell in observable terms (what a reader could point to), not vague words like "good" or "excellent". Format as a table. Total points: [POINTS].

Sample data: Grade 8 science lab report. Criteria: Hypothesis, Procedure, Data and graph, Conclusion. Levels: 4,3,2,1. Total points: 16.

AI-generated draft: review before you use.

| Criterion | 4 | 3 | 2 | 1 |
|---|---|---|---|---|
| Hypothesis | Testable "if...then...because" statement tied to the question | Testable statement, reasoning missing or weak | Statement is a prediction only, not testable | Missing or unrelated to the question |
| Procedure | Numbered steps another person could repeat; variables named | Steps repeatable with one gap | Steps listed with several gaps | Not a procedure |
| Data and graph | Accurate table; graph with title, labeled axes, units | Minor error in table or graph labels | Table or graph missing a main element | No usable data |
| Conclusion | States whether data support the hypothesis, cites 2 data points, names one source of error | Cites 1 data point or no source of error | States a result without data | No conclusion |

Check before using: Check each cell describes something you can actually see in a student's work, and adjust the points to your grade book.

D1. Concern email, calm and specific

When to use: You need to raise a concern without blame.

AI-generated draft: review before you use.

Draft an email from a [GRADE] teacher to a family about a concern. Use [CHILD] for the student's first name. Concern in general terms: [WHAT YOU HAVE OBSERVED, as facts with dates, e.g. "3 missing assignments in the last 2 weeks"]. Strengths to open with: [1-2 REAL STRENGTHS]. What I will do: [YOUR ACTIONS]. What I am asking the family: [ONE SMALL ASK]. Tone: respectful, plain, under 150 words. Do not diagnose, label, or predict outcomes. Offer a time to talk.

Sample data: Grade 7; 3 missing assignments in 2 weeks; strengths: contributes in class discussions, helps classmates; I will: send a checklist and offer lunch help; ask: check the planner nightly.

AI-generated draft: review before you use.

Subject: Checking in about [CHILD]'s assignments

Hello,

[CHILD] has been a thoughtful voice in class discussions and often helps classmates. I wanted to let you know that three assignments have not been turned in during the last two weeks. I will send home a weekly checklist and I am available at lunch on Tuesdays and Thursdays for extra help. It would help if you could look at [CHILD]'s planner together each evening. If a phone call is easier, I am free after school on Wednesday. Thank you for working on this together.

[YOUR NAME]

Check before using: Check every fact against your own records and make sure nothing sounds like a conclusion about the child or the family.

This toolkit contains lesson-planning and communication templates and AI prompts for teachers. It is not legal, special-education, medical or professional advice. AI output can be wrong or biased; review everything before it reaches students or parents. Follow your school or district's AI, privacy and curriculum policies.

Before you paste anything: use no real student names, grades, IEP/504 details or photos in AI tools unless your school has approved that tool and signed a data agreement (FERPA, COPPA and state student-privacy laws may apply). Follow your school or district AI policy. All students in this toolkit are fictional.