ChatGPT Prompts for Teachers (Copy-Paste + Free PDF)

You are an experienced [GRADE] [SUBJECT] teacher. Plan a [LENGTH, e.g. 50-minute] lesson on this standard: [PASTE STANDARD OR OBJECTIVE].

My class: [NUMBER] students, [CONTEXT, e.g. mixed reading levels, 6 multilingual learners, no 1:1 devices].

Give me:
1. A student-friendly learning target ("I can...")
2. A 5-minute warm-up that activates prior knowledge
3. Direct instruction in under 12 minutes, with 2 checks for understanding
4. Guided practice, then independent practice
5. An exit ticket with 3 questions and an answer key

Format it as a table with columns: Time, What I do, What students do, Materials. Keep it realistic for one class period.

You are an experienced [GRADE] [SUBJECT] teacher. Plan a [LENGTH, e.g. 50-minute] lesson on this standard: [PASTE STANDARD OR OBJECTIVE].

My class: [NUMBER] students, [CONTEXT, e.g. mixed reading levels, 6 multilingual learners, no 1:1 devices].

Give me:
1. A student-friendly learning target ("I can...")
2. A 5-minute warm-up that activates prior knowledge
3. Direct instruction in under 12 minutes, with 2 checks for understanding
4. Guided practice, then independent practice
5. An exit ticket with 3 questions and an answer key

Format it as a table with columns: Time, What I do, What students do, Materials. Keep it realistic for one class period.

Give me 6 opening hooks for a [GRADE] lesson on [TOPIC]. Mix the types: a surprising question, a short scenario, a quick poll, an object or image I could bring in, a "what's wrong with this?" example, and a real-world connection to [STUDENT INTERESTS, e.g. sports, gaming, our town].

For each hook, give one sentence on how to run it and how long it takes. Nothing that needs more than 5 minutes or special technology.

Give me 6 opening hooks for a [GRADE] lesson on [TOPIC]. Mix the types: a surprising question, a short scenario, a quick poll, an object or image I could bring in, a "what's wrong with this?" example, and a real-world connection to [STUDENT INTERESTS, e.g. sports, gaming, our town].

For each hook, give one sentence on how to run it and how long it takes. Nothing that needs more than 5 minutes or special technology.

Here is a section from our [SUBJECT] textbook:
[PASTE TEXT]

Turn it into a lesson for [GRADE] students. Identify:
- The 3 most important ideas
- The vocabulary students will stumble on
- One misconception they're likely to bring with them

Then suggest one activity that makes students use the ideas instead of just reading about them. Keep the reading load the same or lighter.

Here is a section from our [SUBJECT] textbook:
[PASTE TEXT]

Turn it into a lesson for [GRADE] students. Identify:
- The 3 most important ideas
- The vocabulary students will stumble on
- One misconception they're likely to bring with them

Then suggest one activity that makes students use the ideas instead of just reading about them. Keep the reading load the same or lighter.

Help me plan a [NUMBER]-week unit on [TOPIC] for [GRADE] [SUBJECT]. Work backward:
1. What students should know and be able to do by the end (3 to 5 goals)
2. A final assessment that shows those goals (describe it; don't write it yet)
3. A week-by-week sequence of lessons that builds toward it
4. Two quick formative checks per week

Our schedule: [DAYS PER WEEK, PERIOD LENGTH, DAYS LOST TO TESTING OR EVENTS]. Present it as a table by week.

Help me plan a [NUMBER]-week unit on [TOPIC] for [GRADE] [SUBJECT]. Work backward:
1. What students should know and be able to do by the end (3 to 5 goals)
2. A final assessment that shows those goals (describe it; don't write it yet)
3. A week-by-week sequence of lessons that builds toward it
4. Two quick formative checks per week

Our schedule: [DAYS PER WEEK, PERIOD LENGTH, DAYS LOST TO TESTING OR EVENTS]. Present it as a table by week.

Rewrite this passage at three reading levels: about grade [LOWER LEVEL], grade [ON LEVEL], and grade [HIGHER LEVEL]. Keep the same key facts, and keep these vocabulary words in every version: [MUST-KEEP WORDS]. Make the three versions about the same length so no one feels singled out.

After the three versions, write 4 comprehension questions that work for all of them.

Passage:
[PASTE PASSAGE]

Rewrite this passage at three reading levels: about grade [LOWER LEVEL], grade [ON LEVEL], and grade [HIGHER LEVEL]. Keep the same key facts, and keep these vocabulary words in every version: [MUST-KEEP WORDS]. Make the three versions about the same length so no one feels singled out.

After the three versions, write 4 comprehension questions that work for all of them.

Passage:
[PASTE PASSAGE]

I teach [GRADE] [SUBJECT]. Some students are multilingual learners at a [BEGINNING / INTERMEDIATE / ADVANCED] English level. The task is: [DESCRIBE TASK].

Suggest scaffolds that keep the thinking level the same:
- Sentence frames for speaking and writing
- A word bank with simple definitions
- A graphic organizer I can sketch on the board
- One way students can show understanding without long writing

Don't change the learning goal.

I teach [GRADE] [SUBJECT]. Some students are multilingual learners at a [BEGINNING / INTERMEDIATE / ADVANCED] English level. The task is: [DESCRIBE TASK].

Suggest scaffolds that keep the thinking level the same:
- Sentence frames for speaking and writing
- A word bank with simple definitions
- A graphic organizer I can sketch on the board
- One way students can show understanding without long writing

Don't change the learning goal.

Break this assignment into small, checkable steps for students who struggle with multi-step tasks:
[PASTE ASSIGNMENT]

For each step, give: what to do, what "done" looks like, and about how long it should take. Add a simple checklist students can tick off. Write it directly to students, in plain language for grade [GRADE].

Break this assignment into small, checkable steps for students who struggle with multi-step tasks:
[PASTE ASSIGNMENT]

For each step, give: what to do, what "done" looks like, and about how long it should take. Add a simple checklist students can tick off. Write it directly to students, in plain language for grade [GRADE].

Some of my [GRADE] students finish [TASK OR TOPIC] early. Give me 5 extension activities that go deeper, not just "more of the same." Each should:
- Take 10 to 20 minutes
- Need no extra prep from me
- Connect to [SKILL OR STANDARD]

Label each one as analyze, create, or evaluate.

Some of my [GRADE] students finish [TASK OR TOPIC] early. Give me 5 extension activities that go deeper, not just "more of the same." Each should:
- Take 10 to 20 minutes
- Need no extra prep from me
- Connect to [SKILL OR STANDARD]

Label each one as analyze, create, or evaluate.

Write a [NUMBER]-question quiz on [TOPIC] for [GRADE] students, based only on this content:
[PASTE NOTES OR TEXT]

Mix question types: [e.g. 6 multiple choice, 2 short answer]. For every multiple-choice question, make the wrong answers reflect real misconceptions, and tell me which misconception each wrong answer reveals. Put the answer key at the end, separate from the questions.

Write a [NUMBER]-question quiz on [TOPIC] for [GRADE] students, based only on this content:
[PASTE NOTES OR TEXT]

Mix question types: [e.g. 6 multiple choice, 2 short answer]. For every multiple-choice question, make the wrong answers reflect real misconceptions, and tell me which misconception each wrong answer reveals. Put the answer key at the end, separate from the questions.

Create a 4-level rubric for this assignment: [DESCRIBE ASSIGNMENT]. Criteria: [LIST 3 TO 5 CRITERIA].

Describe each level as something you could observe in the work, not vague words like "good" or "excellent." Then write a student-friendly version of the same rubric in "I can" language for grade [GRADE]. Format both as tables.

Create a 4-level rubric for this assignment: [DESCRIBE ASSIGNMENT]. Criteria: [LIST 3 TO 5 CRITERIA].

Describe each level as something you could observe in the work, not vague words like "good" or "excellent." Then write a student-friendly version of the same rubric in "I can" language for grade [GRADE]. Format both as tables.

I'm grading [ASSIGNMENT] for grade [GRADE]. Create a bank of feedback comments organized by these criteria: [LIST CRITERIA].

For each criterion, write 3 comments for strong work, 3 for work that's close, and 3 for work that needs a lot more. Each comment should name what the student did and give one next step. Warm but direct, under 30 words each.

I'm grading [ASSIGNMENT] for grade [GRADE]. Create a bank of feedback comments organized by these criteria: [LIST CRITERIA].

For each criterion, write 3 comments for strong work, 3 for work that's close, and 3 for work that needs a lot more. Each comment should name what the student did and give one next step. Warm but direct, under 30 words each.

Review this test as if you were a careful student and a picky department head. Flag:
- Questions with more than one defensible answer
- Confusing or ambiguous wording
- Questions that give away the answer to another question
- Trick questions
- Anything that tests reading speed more than the skill

Suggest a fix for each issue. Leave questions that are fine alone.

[PASTE TEST]

Review this test as if you were a careful student and a picky department head. Flag:
- Questions with more than one defensible answer
- Confusing or ambiguous wording
- Questions that give away the answer to another question
- Trick questions
- Anything that tests reading speed more than the skill

Suggest a fix for each issue. Leave questions that are fine alone.

[PASTE TEST]

What are the 5 most common misconceptions [GRADE] students have about [TOPIC]? For each one, give:
- What students typically say or write
- Why it makes sense to them
- A quick question that exposes it
- A short example or activity that fixes it

What are the 5 most common misconceptions [GRADE] students have about [TOPIC]? For each one, give:
- What students typically say or write
- Why it makes sense to them
- A quick question that exposes it
- A short example or activity that fixes it

Draft an email to a parent about a concern. Don't use any names; I'll add them.

The concern: [DESCRIBE WITHOUT IDENTIFYING DETAILS, e.g. 4 of the last 6 homework assignments missing]
What I've tried: [WHAT YOU'VE DONE]
What I'm asking for: [e.g. a 15-minute call this week]

Tone: warm, factual, on the same team as the family. Open with something genuine and positive: [ONE REAL STRENGTH]. Under 150 words. No education jargon.

Draft an email to a parent about a concern. Don't use any names; I'll add them.

The concern: [DESCRIBE WITHOUT IDENTIFYING DETAILS, e.g. 4 of the last 6 homework assignments missing]
What I've tried: [WHAT YOU'VE DONE]
What I'm asking for: [e.g. a 15-minute call this week]

Tone: warm, factual, on the same team as the family. Open with something genuine and positive: [ONE REAL STRENGTH]. Under 150 words. No education jargon.

A parent sent me an upset email. Here is the gist, with all names removed: [SUMMARY OR TEXT WITH NAMES REMOVED]

Help me reply. Acknowledge their concern without admitting fault I don't have, lay out the facts: [YOUR SIDE IN 2 TO 3 BULLETS], and offer a next step: [e.g. a meeting]. Keep it short, calm and professional. Then list anything in my reply I should run past my principal before sending.

A parent sent me an upset email. Here is the gist, with all names removed: [SUMMARY OR TEXT WITH NAMES REMOVED]

Help me reply. Acknowledge their concern without admitting fault I don't have, lay out the facts: [YOUR SIDE IN 2 TO 3 BULLETS], and offer a next step: [e.g. a meeting]. Keep it short, calm and professional. Then list anything in my reply I should run past my principal before sending.

Turn these notes into a short weekly newsletter for families of my [GRADE] class:
[BULLET NOTES: what we learned, upcoming dates, reminders]

Friendly, skimmable, under 200 words. End with one "Ask your child..." question that starts a real conversation at home. Use simple sentences that are easy to read and easy to run through a translation tool.

Turn these notes into a short weekly newsletter for families of my [GRADE] class:
[BULLET NOTES: what we learned, upcoming dates, reminders]

Friendly, skimmable, under 200 words. End with one "Ask your child..." question that starts a real conversation at home. Use simple sentences that are easy to read and easy to run through a translation tool.

Help me prepare for a parent-teacher conference. Student details (no name): grade [GRADE], strengths: [LIST], areas to grow: [LIST], evidence I'll bring: [LIST].

Give me:
- A one-sentence opening
- 3 talking points in order
- 2 questions to ask the family about what they see at home
- One concrete next step we can agree on

It should fit on half a page.

Help me prepare for a parent-teacher conference. Student details (no name): grade [GRADE], strengths: [LIST], areas to grow: [LIST], evidence I'll bring: [LIST].

Give me:
- A one-sentence opening
- 3 talking points in order
- 2 questions to ask the family about what they see at home
- One concrete next step we can agree on

It should fit on half a page.

My [GRADE] class struggles with [ROUTINE, e.g. the first 5 minutes after lunch]. Here's what happens now: [DESCRIBE].

Write a step-by-step routine I can teach explicitly: the exact words I'll say, what students do at each step, how I'll practice it during the first week, and what I'll do when a student doesn't follow it. Keep the language positive and short.

My [GRADE] class struggles with [ROUTINE, e.g. the first 5 minutes after lunch]. Here's what happens now: [DESCRIBE].

Write a step-by-step routine I can teach explicitly: the exact words I'll say, what students do at each step, how I'll practice it during the first week, and what I'll do when a student doesn't follow it. Keep the language positive and short.

My class has had a rough stretch: [DESCRIBE WHAT'S HAPPENING, NO NAMES]. I want to reset expectations on Monday without lecturing or punishing everyone.

Plan a 20-minute reset for [GRADE]: how I'll open it, one short activity where students help revise our class agreements, and how I'll follow up over the next two weeks. Include a short list of what NOT to do.

My class has had a rough stretch: [DESCRIBE WHAT'S HAPPENING, NO NAMES]. I want to reset expectations on Monday without lecturing or punishing everyone.

Plan a 20-minute reset for [GRADE]: how I'll open it, one short activity where students help revise our class agreements, and how I'll follow up over the next two weeks. Include a short list of what NOT to do.

I'm planning group work on [TASK] for [NUMBER] students. Suggest 3 ways to form groups (for example by skill, by interest, or random with assigned roles) and when each works best.

Then write role cards for groups of [3 OR 4]: what each role does, and one sentence starter that role might use. No student names needed.

I'm planning group work on [TASK] for [NUMBER] students. Suggest 3 ways to form groups (for example by skill, by interest, or random with assigned roles) and when each works best.

Then write role cards for groups of [3 OR 4]: what each role does, and one sentence starter that role might use. No student names needed.

I'm out tomorrow. Write sub plans for my [GRADE] [SUBJECT] class.

Schedule: [PERIODS AND TIMES]
Where we are: [CURRENT TOPIC AND WHAT WE DID TODAY]
Materials in my room: [LIST]
Routines the class already knows: [LIST]

Make it a plan a non-specialist can run: minute-by-minute steps, an independent review activity that needs no new teaching, what to collect, and an early-finisher task. Format it as a one-page checklist.

I'm out tomorrow. Write sub plans for my [GRADE] [SUBJECT] class.

Schedule: [PERIODS AND TIMES]
Where we are: [CURRENT TOPIC AND WHAT WE DID TODAY]
Materials in my room: [LIST]
Routines the class already knows: [LIST]

Make it a plan a non-specialist can run: minute-by-minute steps, an independent review activity that needs no new teaching, what to collect, and an early-finisher task. Format it as a one-page checklist.

Here are my messy notes from a [DEPARTMENT / PLC / STAFF] meeting (no student names):
[PASTE NOTES]

Turn them into: decisions made, action items (who, what, by when), open questions, and a 3-sentence summary I can email to the team. If an action item has no owner or date, flag it.

Here are my messy notes from a [DEPARTMENT / PLC / STAFF] meeting (no student names):
[PASTE NOTES]

Turn them into: decisions made, action items (who, what, by when), open questions, and a 3-sentence summary I can email to the team. If an action item has no owner or date, flag it.

Draft a recommendation letter for a student applying to [PROGRAM / COLLEGE / JOB]. I've known them for [TIME] as their [ROLE]. Specific examples of what they did: [2 TO 3 CONCRETE EXAMPLES]. Qualities to highlight: [LIST].

Use "[STUDENT]" as a placeholder for the name. Every claim must come from my examples; don't invent achievements. About 300 words, sincere, not flowery.

Draft a recommendation letter for a student applying to [PROGRAM / COLLEGE / JOB]. I've known them for [TIME] as their [ROLE]. Specific examples of what they did: [2 TO 3 CONCRETE EXAMPLES]. Qualities to highlight: [LIST].

Use "[STUDENT]" as a placeholder for the name. Every claim must come from my examples; don't invent achievements. About 300 words, sincere, not flowery.

Here's everything on my plate this week: [BRAIN DUMP: grading, planning, meetings, emails, deadlines].
My time outside class: [e.g. a 45-minute planning period daily, 1 hour after school Tuesday and Thursday].

Sort it into must-do, should-do, and can-wait. Then build a realistic schedule for my free blocks. If it doesn't all fit, tell me honestly what to drop or shorten.

Here's everything on my plate this week: [BRAIN DUMP: grading, planning, meetings, emails, deadlines].
My time outside class: [e.g. a 45-minute planning period daily, 1 hour after school Tuesday and Thursday].

Sort it into must-do, should-do, and can-wait. Then build a realistic schedule for my free blocks. If it doesn't all fit, tell me honestly what to drop or shorten.

A lesson didn't go well. What I planned: [SUMMARY]. What happened: [WHAT WENT WRONG].

Ask me 3 questions first to understand what happened. Then suggest the 2 most likely causes and specific changes for next time. Skip generic advice like "increase engagement."

A lesson didn't go well. What I planned: [SUMMARY]. What happened: [WHAT WENT WRONG].

Ask me 3 questions first to understand what happened. Then suggest the 2 most likely causes and specific changes for next time. Skip generic advice like "increase engagement."