ChatGPT Prompts That Give Teachers Back Their Time

Create a complete lesson plan for the following class and topic.

Subject: [subject]
Grade level: [grade]
Topic: [specific topic, e.g., "Introduction to photosynthesis" or "Solving two-step equations"]
Duration: [45 minutes / 60 minutes / 90 minutes]
Learning standards to address: [paste relevant standards or say "general curriculum"]
Prior knowledge students have: [what they already know going into this lesson]
Special considerations: [e.g., ESL learners, mixed ability levels, limited lab equipment]

Please include:
1. Learning objectives (2-3, measurable using Bloom's Taxonomy)
2. Materials needed
3. Warm-up / hook activity (5-10 min)
4. Direct instruction section with key talking points
5. Guided practice activity with clear instructions
6. Independent or group practice
7. Closure/exit ticket
8. Differentiation notes for advanced and struggling learners
9. Homework or extension activity (optional)

Create a detailed grading rubric for the following assignment.

Assignment type: [e.g., persuasive essay, lab report, oral presentation, project, research paper]
Subject: [subject]
Grade level: [grade]
Assignment description: [brief description of what students need to submit]
Total points: [e.g., 100 points]
Number of criteria: [4-6 recommended]

For each criterion:
- Name the criterion (e.g., "Thesis Statement," "Use of Evidence," "Mechanics")
- Provide 4 performance levels: Exemplary / Proficient / Developing / Beginning
- Write a clear, behavior-specific description for each level (what does the student's work actually look like at each level?)
- Assign a point value

Format as a clean table I can copy into a document or LMS.

Create differentiated versions of the following activity for three ability levels in my classroom.

Original activity:
[describe the standard activity or paste the activity instructions]

Subject: [subject]
Grade level: [grade]
Topic: [topic]
Core learning objective: [what all students must understand by the end]

Create three versions:
1. SCAFFOLD version (for students who need additional support):
   - Simplify the language and steps
   - Provide partially completed examples or sentence frames
   - Reduce complexity while maintaining the core skill

2. STANDARD version (on-grade-level students):
   - The baseline activity as designed

3. EXTENSION version (for advanced learners):
   - Add complexity, open-ended thinking, or real-world application
   - Encourage higher-order thinking (analyze, evaluate, create)

All three versions should address the same core objective and could reasonably be done in the same class period.

Write a professional, empathetic email to a parent or guardian about their child.

Context:
- Student situation: [choose one or describe: academic concern / behavioral issue / celebration / schedule change / parent-teacher conference invitation / general update]
- Student name: [first name only, or use "your child"]
- Grade level: [grade]
- Key message: [the main thing you need to communicate]
- Any actions needed from the parent: [e.g., sign and return, schedule a call, nothing required]
- Tone needed: [warm but professional / serious and direct / celebratory / neutral and informational]

The email should:
- Open with a positive or context-setting statement (not "I'm writing to inform you of a problem...")
- Be clear about the situation without educational jargon
- If sharing a concern, include 1-2 specific observations and one step being taken
- End with an invitation for dialogue
- Stay under 250 words

Create a formative assessment to check for understanding of the following concept.

Subject: [subject]
Grade level: [grade]
Concept or skill to assess: [specific concept, e.g., "understanding of fractions as division" or "identifying the theme of a story"]
Time available for the assessment: [5 minutes / 10 minutes / quick check-in]
Format preference: [exit ticket / short quiz / think-pair-share prompts / whiteboard response / show of hands questions / poll / written response]

Create:
1. 3-5 questions or prompts at varying levels (recall, understanding, application)
2. An answer key or sample strong response
3. A brief note on how to quickly interpret results (e.g., what does a wrong answer typically reveal about misconceptions?)
4. One fast follow-up activity if many students show they don't understand

Write progress report comments for the following students. Each comment should be honest, specific, and constructive — not vague filler.

Subject: [subject]
Grade level: [grade]
Report card comment length limit: [e.g., 500 characters / 2-3 sentences]

Student profiles (repeat for each student):
- Student [A]: [brief description: e.g., "Strong academically, struggles with organization and turning in work on time"]
- Student [B]: [e.g., "Works hard but shows significant difficulty with reading comprehension; attends extra help regularly"]
- Student [C]: [e.g., "Excels in all areas; needs challenge and extension opportunities"]
- Student [D]: [e.g., "Strong social skills but frequently off-task; assessment scores are inconsistent"]

For each student write:
1. One sentence acknowledging a specific strength
2. One sentence noting a growth area with specific language
3. One sentence of encouragement or forward-looking expectation

Design a group project for the following unit that builds collaboration skills and ensures individual accountability.

Subject: [subject]
Grade level: [grade]
Unit topic: [topic]
Project duration: [e.g., 2 weeks in-class, 1 week with homework time]
Group size: [2-4 students]
Final deliverable: [e.g., presentation, poster, written report, model, video]
Available resources: [e.g., library access, computers, art supplies]

Please provide:
1. Project overview and driving question students will investigate
2. Clear roles for each group member with specific responsibilities
3. A scaffolded timeline with checkpoints (daily or weekly milestones)
4. Individual accountability component (what does each student submit independently?)
5. Assessment criteria covering both product quality and collaboration process
6. Checklist students can use to self-assess before submitting

Create discussion questions for the following text, topic, or unit.

Subject: [subject]
Grade level: [grade]
Text or topic: [title of book, article, historical event, scientific concept, etc.]
Discussion format: [Socratic seminar / small group / whole class / written response]
Learning goals: [what should students be able to do or articulate after this discussion?]

Create questions across Bloom's Taxonomy levels:
- 2 recall questions (what happened, who, when, where)
- 3 comprehension/interpretation questions (what does it mean, why did it happen)
- 3 analysis questions (how does this connect, compare, or contrast)
- 2 evaluation questions (is this right/wrong, effective/ineffective, and why)
- 2 synthesis/creation questions (what would you do, how would you apply this)

Also suggest: discussion norms to share with students and one strategy for ensuring all voices are heard.

Create a multi-day vocabulary building activity for the following unit.

Subject: [subject]
Grade level: [grade]
Unit topic: [topic]
Vocabulary words to teach: [list 8-12 key terms]
Time available per day for vocabulary: [5-10 minutes]

Day 1 — Introduction:
- A direct instruction method for introducing all terms with definitions and examples

Day 2 — Meaning exploration:
- An activity that helps students build meaning (not just memorize definitions)

Day 3 — Application:
- A task that requires students to USE the words correctly in context

Day 4 — Review game or activity:
- A 10-minute game or activity that makes review engaging

Day 5 — Assessment:
- A short assessment (not just a matching test) that checks for deep understanding

Include student-friendly definitions for each word.

Write detailed substitute teacher plans for my class for [X days] absence.

My class information:
- Subject and grade: [subject, grade]
- Class schedule: [e.g., "3 sections: Period 2 (9:15am), Period 4 (11:30am), Period 6 (1:45pm)"]
- Current unit: [what are you in the middle of?]
- Student behavior notes: [general notes about class dynamics, any students who need extra attention]
- Location of materials: [where will the sub find what they need?]

For each day, provide:
1. Step-by-step instructions simple enough for a non-specialist sub
2. An independent activity that reviews prior learning (no new teaching required)
3. Transition procedures between activities
4. What to do if students finish early
5. Notes on any students with specific needs (IEPs, medical, behavioral)

The plan should require zero preparation from the substitute.

Help me write a professional development reflection for the following workshop, course, or observation.

PD context:
- What I attended/experienced: [workshop name, coaching session, peer observation, book study, conference]
- Key takeaways: [3-5 things I learned or observed]
- Something that challenged my current practice: [a new idea or approach that contradicts what I currently do]
- How I plan to apply this: [specific changes to try in my classroom]

Please write a structured reflection (300-400 words) that:
1. Briefly summarizes the PD experience
2. Describes the most significant insight and why it resonated
3. Honestly addresses any tension or skepticism I have
4. Articulates a concrete, actionable goal for implementation
5. Identifies how I'll know if the implementation is working (what will I observe?)

Help me write IEP goal progress update notes for the following student.

Student context (use initials only):
- Student initials: [initials]
- Grade: [grade]
- IEP goal being reported on: [paste the goal exactly as written in the IEP]
- Current performance data: [what data do you have? e.g., "completed 7/10 attempts with 80% accuracy over the past 2 weeks"]
- Progress rating: [Emerging / Making Progress / Goal Met / Regression]
- Specific observations: [describe what you've seen in class related to this goal]

Write:
1. A concise progress note (3-5 sentences) using objective, data-based language
2. A brief description of current support strategies being used
3. Next steps or adjustments to instruction
4. A parent-friendly summary (avoid jargon) of the same information

Important: Keep all language objective and evidence-based, consistent with IEP documentation standards.