AI Projects for
General Studies Teachers

Act as an instructional coach who plans for a self-contained classroom.

Here are my standards for one week: reading [paste], math [paste], science [paste], social studies [paste].
Grade level: [grade]. I teach all four myself.

Do this:
1. Give me the one topic that legitimately serves all four sets of standards. Not a costume or a decoration, an actual through-line where the content in each subject does real work.
2. For each subject, name what students do that week and which standard it serves.
3. Tell me which of the four is the weakest fit, and whether I should just teach that subject separately instead of forcing it in.
4. Give me the sentence I say Monday morning that tells students what the week is about.

Rules:
- If a subject connects only by a shared word rather than a shared idea, say so plainly.
- No week-long project that eats every period. This has to fit the schedule I already have.

Give me two options for the through-line so I can choose.

Turn my district pacing guide into a plan I can actually teach.

Pacing guide: [paste the district document].
Grade level: [grade]. Subject: [subject].
My week: [number] days, [number] minutes per day for this subject. Days already lost to [Ex. assembly, testing, half day]: [list them].

Give me:
1. A day-by-day breakdown for the next [number] weeks, with the objective for each day.
2. The review and reteaching days the guide assumes I do not need, inserted where they belong.
3. A note on every week where the guide asks for more than fits, and what I would cut first.
4. The two places in this stretch where I should stop and find out whether students are actually with me.

Rules:
- Do not invent standards or content that is not in the document I pasted.
- Keep my district's own unit names and order, so I can hold the two versions side by side.

Flag anything in the guide that is unclear rather than guessing what it means.

I am planning next week from what students actually got wrong this week.

Grade level: [grade]. Subject: [subject].
This week's objectives: [list them].
What I saw on exit tickets, no names: [Ex. 18 of 24 subtracted correctly but could not explain regrouping, most students summarized instead of inferring].

Sort my objectives into three groups:
1. Reteach to the whole class, because too many missed it.
2. Reteach in a small group, with the group described by the error they made rather than by score.
3. Move on.

Then, for everything in group 1, give me a different approach than the one I already used, since repeating the same explanation louder does not work.

Finally, tell me what next week's first quick check should ask, so I know whether the reteaching landed.

If what I described is too vague to sort, tell me what to go look at again instead of guessing.

Build me a substitute folder for a two-day absence from a self-contained [grade] classroom.

My schedule: [paste the daily schedule with times].
Where we are in each subject: reading [ ], math [ ], science [ ], social studies [ ].
Duties: [Ex. lunch duty 11:40, car line 3:15].
Students who need a heads-up, initials only: [Ex. JM needs directions repeated, TR leaves at 1:00 for speech].

Give me one document containing:
1. Two full days of plans, every subject, each one runnable by someone with no background in it.
2. The exact directions the sub reads aloud to open each subject.
3. The student handouts, ready to copy.
4. Seating and grouping notes, plus what to do if a group is not working.
5. What to leave for me: what got collected, what did not get finished.
6. Who to ask for help, with a blank for the name and room number.

Rules: nothing that needs my login, nothing that needs a video, and something real for early finishers in every subject.

End with a one-page cover sheet that shows the whole two days at a glance.

Build a bank of 30 morning meetings for [grade] students. Each one runs eight minutes total.

This month's social-emotional focus is [Ex. perseverance, including others, honest apologies].
My class: [number] students, and [anything worth knowing, Ex. new students mid-year, a class that struggles to listen to each other].

Each entry needs:
- A greeting, with the exact words or motion.
- A share prompt a student can answer in one sentence, and that a quiet student can answer safely.
- A short activity connected to the month's focus.

Rules:
- Eight minutes means eight minutes. Cut anything that needs setup or materials I have to prepare the night before.
- Vary the format across the 30 so it does not feel like the same meeting every day.
- No share prompt that asks a student to disclose anything about home.
- Nothing that requires every student to speak in front of the whole class.

Format as a numbered list, with the day's focus in five words or fewer at the end of each.

I am losing instructional minutes in transitions and I want a procedure for each one.

My day, in order, with times: [paste the schedule, including arrival, bathroom, lunch, specials, and dismissal].
Grade level: [grade]. Room details that matter: [Ex. cubbies at the back, one door, sink in the corner].

For each transition, give me:
1. The signal I use to start it.
2. The steps, in order, phrased as what students do, in words a [grade] student can follow.
3. How long it should take when it is working.
4. The one thing most likely to break it, and the fix.

Then:
- Tell me which two transitions are probably costing me the most minutes, and which to fix first.
- Give me the script for teaching and practicing one procedure from scratch.

Keep every procedure to four steps or fewer. A procedure students cannot recite is not a procedure.

I have an awkward gap in my day and I want it to be real instruction instead of free time.

The gap: [Ex. 18 minutes before lunch, 12 minutes after the assembly].
Grade level: [grade].
What we are currently working on: reading [ ], math [ ], science [ ], social studies [ ].
What is available: [Ex. whiteboard only, no devices, students already packed up].

Give me eight activities, two per subject, each one:
- Fitting inside the time I gave you, including getting started and cleaning up.
- Connected to what we are actually studying, not generic practice.
- Startable in under a minute, with no materials I have to prepare in advance.
- Fine to stop early if the gap shrinks.

For each: the name, the exact directions I say out loud, and what students produce or walk away with.

Mark the three I could run on a day when the class is already wound up.

Split this assignment into three tiers for my [grade] class.

Assignment: [paste it].
Objective: [the standard or skill].
Rubric: [paste it].
Subject: [subject].

Build three versions:
- Tier 1, the most scaffolded: the steps are named and the format is given, but the thinking is still the student's.
- Tier 2, grade level.
- Tier 3, less support and more decisions to make, without extra length.

Rules:
- Same objective and the same rubric language in all three. A student comparing them should see the same expectations, not an easier grade.
- Do not shorten Tier 1 by removing the thinking. Reduce the scaffolding load, not the standard.
- Keep them looking similar on the page, so it is not obvious across a table who has which.

For each tier, tell me in one sentence which student it is for and what it deliberately does not do for them.

Rewrite this passage at three reading levels for my [grade] class.

Passage: [paste it, with the source].
Subject: [Ex. science, social studies]. The concept students have to come away with: [state it].

Produce:
- One version at grade level, edited only for clarity.
- One about two grades below, with shorter sentences and simpler syntax.
- One about two grades above.

Rules:
- Simplify the sentences, never the concept. All three groups have to be able to discuss the same idea.
- Keep the subject-specific vocabulary in every version, and define it in place in the lowest one.
- After each version, list what you changed and what nuance got lost doing it.

Then give me three questions worded identically for all three groups.

If the original passage contains a factual claim you are not certain about, flag it instead of carrying it forward, and I will check the source.

Build small-group plans from one assessment.

Grade level: [grade]. Subject: [subject]. Objective assessed: [state it].
Results, initials only: [paste, Ex. JM 4/10, missed every regrouping item; TR 8/10, missed the word problems].
I can meet with one group for fifteen minutes at a time, [number] times this week.

Give me:
1. Three groups, sorted by the error students are making rather than by score, and what each group actually needs.
2. For the group I teach, a fifteen-minute plan: what I say, what they do, and how I know it worked.
3. For the other two groups, something they can do for fifteen minutes without me that is real work, not a worksheet to keep them quiet.
4. The order I should meet with the groups this week, and why that order.

Rules: no group larger than six, and nothing for the independent groups that generates a question only I can answer.

Tell me what to look for at the end of the week to decide whether to regroup.

I need scaffolds for a multilingual learner in my [grade] classroom.

Current unit: [subject and topic].
The lesson or assignment: [paste it].
The student's home language: [language]. Roughly where they are in English: [Ex. new to English, understands spoken directions but writes very little].

Give me:
1. Sentence frames for the talking and writing this lesson asks for, ordered from most supported to least.
2. A vocabulary list of the words that will block this lesson specifically, each with a plain-language definition and a note on what picture or object would show it.
3. The directions rewritten as short numbered steps in English, then the same steps in [language].
4. One way this student can show they understand the concept this week without writing a paragraph.

Rules: keep the grade-level content, change the access to it. No coloring, no busywork.

For the translation, tell me how confident you are and flag anything a family member or our EL teacher should check before it goes home.

Write extension tasks for a [grade] student who finishes everything in four minutes.

Subject: [subject]. The standard we are on: [paste or state it].
The assignment they just finished: [paste it].
What this student is like as a learner: [Ex. fast and careless, fast and accurate, resists writing].

Give me five extension tasks that go deeper into this same standard. For each:
- What the student does, in one or two sentences.
- Why it is harder than the original task, in terms of thinking rather than volume.
- What they hand me, so it is not invisible work.

Rules:
- No more of the same problems, no unrelated enrichment, and helping other students does not count as a task.
- Each one has to be startable without me, since I will be teaching a group.
- Each one has to be finishable, or stoppable, inside ten minutes.

Mark the one that would work on most days, and tell me which is a bad fit for this particular student.

Help me adapt a lesson for an accommodation.

The accommodation: [Ex. extended time, reduced number of items, oral response instead of written, chunked directions, frequent breaks].
The lesson: [paste it].
Grade level and subject: [grade, subject].

Do not speculate about the student. Work from the accommodation itself.

Give me:
1. Exactly what changes in this lesson, step by step against my plan, including what stays the same.
2. The materials I have to change, and what the changed version looks like.
3. How I run it without singling the student out in front of the class.
4. What I keep as evidence that the accommodation was provided.
5. Where in this lesson the accommodation and the objective are in tension, if they are, and how to resolve it.

Keep the objective and the grade-level expectation intact. If the accommodation cannot be honored in one of the activities as written, name the activity and tell me what to substitute.

End with one line I can paste into my plans as a record.

Write quick checks for my [grade] class, one per objective.

Subject: [subject].
Objectives for this week: [list them].
How I use them: the last five minutes of the period, on paper.

For each objective, give me a three-question exit ticket:
- Question 1 checks the basic version of the skill.
- Question 2 checks it in the form students will actually meet it.
- Question 3 tells me why a student who missed the first two missed them.

Also give me, per ticket:
- The answer key.
- What each likely wrong answer probably means, so I can sort the stack fast.
- The cut line: how many students have to miss it before I reteach to the whole class instead of a group.

Rules: no question that takes more than a minute, nothing that depends on reading ability unless the objective is reading, and it all fits on a half sheet.

Check your own answer key before you hand it to me, and flag anything you are not certain about.

Write a student-facing rubric for [grade] students.

Assignment: [paste it].
What I actually care about: [list the two to four things].
The grading language my school uses: [paste it].

Rules:
- Four rows at most.
- Every row is a question the student can ask about their own work, not a quality I judge. Not "organization is clear" but "can someone else tell what order things happened in?"
- Three levels per row, in words a student at this age reads without help.
- No education vocabulary. If a word would need me to explain it, replace it.
- Every level says what the work does, not how good it is, so "needs work" is never the whole description.

Give it to me as a table.

Then give me a second, separate version in the language my gradebook requires, with the rows matched one to one, so the two cannot drift apart.

Build me a report card comment bank for [grade].

Subjects I report on: [Ex. reading, writing, math, science, social studies, work habits].
The performance levels my report card uses: [paste the exact labels].
Anything my school requires or forbids in comments: [Ex. must name a next step, no numeric scores in comments].

For each subject, write twenty comments per level.

Rules:
- Every comment names a specific skill or behavior. Never effort, attitude, or personality.
- Every comment includes a concrete next step, and where it fits, one thing a family can do at home.
- Use [NAME] and [THEY] as placeholders so I can drop in a name and pronoun.
- Two sentences maximum.
- Nothing that would embarrass a child reading it over a parent's shoulder.
- No comment should be swappable into a different level. If it works at two levels, it is too vague to use.

Group them by subject, then by level, so I can find one in five seconds.

Help me prepare for a parent conference.

Grade level: [grade].
My notes on this student, initials only: [paste them, including notes across all subjects and anything about work habits].
Recent data: [paste scores or observations, no names].
How long the conference is: [number] minutes.
What I know about this family: [Ex. first conference, wants a lot of detail, English is not their first language].

Give me one page:
1. The strength to open with, stated as something specific the child did, not a compliment.
2. The one growth area worth spending the time on, in plain language, with the evidence I would point at.
3. One thing a parent can do at home, concrete enough to start this week and small enough to keep doing.
4. The question I ask the family, so this is a conversation and not a report.
5. What I should not bring up in [number] minutes, and why.

Rules: no jargon, no adjectives about the child, no comparisons to other students.

If my notes are too thin to say anything specific, tell me what to go look at before the conference.

Turn a standards checklist into something a family can actually read.

The checklist: [paste the standards and the marks, initials only].
Grade level: [grade].
My school's proficiency labels: [paste them, Ex. demonstrates emerging proficiency].

Write a one-page summary for the family that:
1. Says what the child can do now, in plain sentences about actual work, per subject.
2. Says what comes next and roughly when, so the labels stop sounding like a permanent verdict.
3. Translates each of my school's proficiency labels into one honest sentence a person outside education would understand.
4. Names one thing the family can do at home, per subject.

Rules:
- No education vocabulary anywhere, including in the label translations.
- Do not soften a real concern into something a parent will skim past. Plain is not the same as vague.
- Eighth grade reading level or below, since this goes home to adults reading it fast.

End with two sentences inviting a question, and keep the tone warm rather than official.

I am teaching a science lesson tomorrow in a subject I did not train in, and I want to understand it before I stand up.

The concept: [state it].
Grade level I am teaching: [grade].
What the lesson asks students to do: [paste the lesson or the standard].

Give me:
1. The concept explained for me, an adult who is not a scientist, deep enough that I am not one question away from the edge of what I know.
2. The same concept explained the way I should say it to [grade] students, in words they already have.
3. The three misconceptions students this age reliably bring to this topic, what each one sounds like out loud, and the response to each.
4. The point where the grade-level explanation stops being fully accurate, so I know what I am simplifying and do not defend it too hard.
5. Five sentences I could easily say tomorrow that would be flatly wrong, and what to say instead.

Separate settled science from what is contested or simplified, and flag anything you are less than certain about. I am going to verify anything I state as fact, so tell me where to check.

Find me a hands-on demonstration for a concept, using only what I already have.

The concept: [state it]. Grade level: [grade].
What is in my room: [Ex. cups, string, tape, paper towels, baking soda, a hot plate, flashlights, magnets].
Constraints: [Ex. 15 minutes, no sink, 24 students, carpeted floor].

Give me two options. For each:
1. The materials, from my list only.
2. Setup, in the order I do it, and how long it takes.
3. What students see, and the question I ask before I start so they commit to a prediction.
4. What it actually demonstrates, and what students will incorrectly conclude from it.
5. What to do when it does not work, because it will not work at least once.

Safety, explicitly: list every hazard in each option, including ventilation, heat, eye protection, allergies, and cleanup. If either option is not appropriate to run with [grade] students, say so and drop it.

Do not substitute a chemical or material I did not list. If a demonstration needs something I do not have, tell me instead of improvising a swap, and I will check anything chemical against our safety policy.

Build a set of number talks for [grade].

The strategy I want to develop: [Ex. adding by making ten, doubling and halving, place value reasoning].
Where my students are: [Ex. most still count on their fingers, a few know their facts].
I run these for [number] minutes, [number] times a week.

Give me fifteen prompts, sequenced so student strategies get more sophisticated across the set, not just so the numbers get bigger.

For each prompt:
- The problem exactly as I write it on the board.
- The two or three strategies students at this level are most likely to offer, in the order they usually come up.
- The one strategy I am hoping someone finds, and the question that draws it out if nobody does.
- What I record on the board, since the recording is what teaches the rest of the class.

Rules: mental math only, no written algorithms, and every prompt has to be solvable more than one way.

Check your own arithmetic on all fifteen and state the answer for each, so I can verify them before class.

Rewrite these math word problems so they are set in my school.

The problems: [paste them, or state the skill and the number range].
Grade level: [grade].
Details from my school: [Ex. our mascot, pizza day in the cafeteria, the walk to the gym, the fall field trip to the aquarium, our recess field].
Names: [Ex. use first names only, no last names].

Rules:
- Keep the math identical: same operation, same size numbers, same number of steps.
- Change only the context, the names, and the setting.
- Nothing that would embarrass a real student who shares a name with a character, so no one getting an answer wrong, losing money, or being left out.
- Keep the reading load low. The math should be the hard part, not the sentences.

Give me the rewritten set, then the answer key with the work shown.

Recheck every answer. Wrong arithmetic in a math handout is the one error students find first.

I am teaching a social studies unit outside my background and I need the context I was never taught.

The topic: [state it]. Grade level: [grade].
What my curriculum says to cover: [paste it].

Give me:
1. The background an adult needs in order to teach this well: what happened, why it happened, and what came before it that my curriculum probably skips.
2. Whose account my curriculum's version is telling, and whose is missing.
3. The parts historians actually disagree about, and how they disagree, so I do not present a live debate as settled.
4. Three primary sources at [grade] reading level, real and findable, with the exact title, date, creator, and where to find it. If you are not certain a source exists as you describe it, say so instead of guessing.
5. The two questions this unit raises that a student might take home, and how to answer them honestly without editorializing.

Separate fact from interpretation throughout, and mark every date and name you are less than certain about. I will verify anything I state as fact before I say it out loud.

Help me prepare for the questions I cannot answer.

Tomorrow's topic: [state it]. Subject: [subject]. Grade level: [grade].
What the lesson covers: [paste it].

Give me:
1. The ten questions a curious [age] year old is most likely to ask about this, ranked by how likely they are.
2. For each, the answer at their level, in three sentences or fewer.
3. Which of these has no clean answer, and how to say that honestly instead of bluffing.
4. The two questions that would take the lesson somewhere I do not want to go today, and the sentence that parks each one respectfully. Not shutting the student down, actually parking it for later.

Mark any answer you are not confident about, and mark any where the honest answer at this grade level is a simplification I should not defend too hard.

I am going to verify these before class, so tell me which ones most need checking.

Write my class newsletter.

What happened this week: [bulleted list, no student names].
What is coming up: [dates and details].
What I need from families: [Ex. permission slips by Friday, library books returned].
Grade level: [grade]. Tone I want: [Ex. warm and brief].

Give me a one-page newsletter that:
- Opens with two sentences about the week that sound like a person wrote them, not a bulletin.
- Covers each subject in two or three sentences, saying what students actually did rather than listing topics.
- Puts dates and requests in a short scannable list, where a parent skimming on a phone will find them.
- Ends with one specific question a family could ask their child at dinner.

Rules: under 350 words, no education vocabulary, no exclamation point in every sentence, no student named individually.

Then translate the whole thing into [the languages in my room]. For each translation, tell me how confident you are and flag anything a family member or our EL teacher should check before it goes out.

Help me write a behavior email that keeps the family on my side.

What happened, plainly: [describe it, initials only, facts only].
What I have already tried: [list it].
What I need from this email: [Ex. awareness, a conversation at home, a meeting].
What I do not want: [Ex. the child punished at home, the family feeling accused].
What I know about this family: [Ex. first contact, previous contact went badly, very involved].

Draft it three ways: warm, neutral, and firm.

Rules for all three:
- Facts only. No adjectives about the child, no diagnosis, no motive I cannot know.
- Name something the child does well, and mean it.
- One clear request, near the top.
- Assume the family wants to help and does not have the full picture.
- Leave the door open at the end, with a real way to reach me.
- Under 200 words, no jargon.

Tell me which version you would send and why, and flag any sentence a worried parent could read as blame.

Help me draft a behavior support plan to bring to my team.

The pattern, initials only: [what happens, when, how often, and what usually comes right before it].
What happens afterward: [Ex. sent to the hallway, gets one-on-one attention, the work goes away].
The function I suspect: [Ex. escape from a task, attention, sensory].
Grade level: [grade]. What I have already tried: [list it].

Give me:
1. Whether my hypothesis about the function fits what I described, and what the other plausible explanation is.
2. What to collect for a week to tell those two apart, in a form I can actually record while teaching.
3. Antecedent strategies: what changes before the behavior, in the environment, the task, and the directions. This is where I want the most detail.
4. What to teach the student to do instead, and how they get the same outcome by doing it.
5. What I should change about my own response, including anything I am doing that is keeping this going.

Do not give me a consequence ladder.

This is a draft for a conversation with my team, our counselor, and the family, not a plan to start tomorrow. End with the three questions I should bring to that meeting.

Design classroom jobs for [grade].

My class: [number] students.
What I do myself every day that I would rather hand off: [list it].
Room setup that matters: [Ex. one door, cubbies at the back, class library, a sink, devices on a cart].

Give me twenty jobs. For each:
- The name, in words a [grade] student would want on a chart.
- A one-sentence description the student can read and follow alone.
- What it actually saves me, honestly. If a job is decorative, say so and cut it.
- When in the day it happens.

Then:
- A rotation system for [number] students, so everyone gets a turn and nobody holds the same job for a month.
- The two jobs that need training before they save any time, and how to train them in five minutes.
- What to do when someone does not do their job, that is not me quietly doing it for them.

No job that amounts to watching other students or reporting on them.

Write my back-to-school night handout. One page, for [grade] families.

What I teach: [subjects, and the big things in each this year].
How I communicate: [Ex. newsletter every Friday, email answered within 24 hours, no texting].
What I need from families: [Ex. reading 20 minutes nightly, signed folder on Monday].
Homework and grading: [describe it].
My contact information and the best way to reach me: [paste it].
One thing about me: [Ex. eleventh year teaching, two kids in this district].

Structure it as:
1. Two sentences about what this year is about, in my voice.
2. What we study, per subject, in two sentences each.
3. How and when I will be in touch, and how fast I answer.
4. What I am asking families to do, as a short list.
5. What to do when something goes wrong: who to contact first, how, and what I will do about it.

Rules: one page, under 400 words, no education vocabulary, eighth grade reading level or below. Warm and specific, not a policy document.

Section 5 is the part families remember. Make it clear enough that nobody leaves wondering whether they are allowed to email me.

Help me run a Friday reset on my own week.

My plans and notes from this week: [paste them, including sticky-note items, emails I owe, and anything I scribbled in a margin. Student initials only].
What I already know is unfinished: [list it].
Grade level: [grade]. Subjects I teach: [list them].

Give me five short lists:
1. Students I have not had a one-on-one exchange with this week, based on who does and does not turn up in my notes, and who to catch Monday morning.
2. Things I promised someone and have not done, with who is waiting.
3. What is not ready for Monday, per subject, with what has to happen first.
4. What I can drop entirely, or do badly and still be fine.
5. The one thing from this week worth telling a family about, good news included.

Then tell me the smallest thing I could do in the next twenty minutes that makes Monday better.

Be realistic. It is Friday afternoon and I am not staying late.